Verizon Thinkfinity Integration Plan

General Information Name: Autumn Appleby Subject Area/Topic: Reading

District/School or Organization: Davis & Elkins College Grade Level(s): K-6

Part 1 List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one or more related Verizon Thinkfinity learning object(s) aligned to the standards. State or National Standards; 21st Century Skills Title and URL for Learning Object Help a Child Choose a Book RLA.O.3.1.04.a. http://www.readwritethink.org/parent-afterschool-resources/tipsStudents will describe a purpose for reading: for howtos/help-child-choose-book-30320.html pleasure. Part 2 Determine instructional elements - Integration A. Which type of learning object is this? B. Where will I use this learning object in the instructional cycle? Learning Object for Teacher Use Opening Motivational Activity Online (requires a computer) Central Focus of Lesson Plan Offline (no computer required) Research Tool for Students Closure Activity Learning Object for Student Use Assessment Tool Remediation Tool Online (requires a computer) Enrichment Tool Offline (no computer required)

C. Which instructional strategies will I employ? Direct instruction Indirect instruction Experiential learning Independent study Interactive instruction Other Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes: Allow students to search for a book that interests them. Dont worry if a book seems short, too easy, or has pictures. Graphic novels are a great way to hook a reluctant reader. Part 3 Plan for student success - Implementation A. How will I configure my classroom for the learning activity? Classroom Configuration: Computers not needed - printable resource Whole group instruction, using a projector and / or interactive white board Whole group activity, with small groups using mobile laptops simultaneously Small group, using classroom computers or mobile laptops as rotating stations One to one, using classroom computers or mobile laptops as rotating stations One to one, in a computer lab setting One to one, with individual student laptops Other Notes: One to one with teacher.

B. How will I manage implementation? Classroom Management: General computer rules / procedures Specific directions for activity Helping Hands Other Notes: Teachers should act as a guide for students.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10

Verizon Thinkfinity Integration Plan

C. What additional considerations will support successful implementation? Software Hardware Supplemental Materials Other Notes: Have multiple books for students to select from. Must have a lot of choices so they can find something that interests them.

Part 4 Develop the student learning activity A. Learning Activity Description - What will my students do with the learning object(s)? Students will learn how to successfully choose a book that interests them without getting frustrated. The students will learn to know what their reading ability is so that they choose a book that challenges them, but isnt too difficult. How will this learning activity support students development of 21st Century Learning and Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration)? Communication and collaboration: student will be communicating with teacher and themselves in order to successfully choose a book that interests them and a book that is on their reading level. After student gets help from teacher, the student will then communicate with themselves to ask themselves questions to see if the book they have chosen was a good choice or not. How will this learning activity support students acquisition of current, accurate, and up-to-date information or reinforce concepts in core content areas? Students need to know how to correctly choose a book that meets the requirements in order to succeed in the higher levels of their education. If they do not know how to choose a book on their reading level or to find the enjoyment in reading they will never be able to read and understand a book. B. Differentiation - How will I modify the activity to meet the diverse needs of my students? If the student is talented and gifted, you can start them off with a book that is mainly a book that they are interested in that is below their reading level so that they first find pleasure in reading instead of frustration. Once they enjoy reading you can build from there and choose higher level books. If a student is a slower learner, you can have the child pick a book that theyre interested in, and if theyre having troubles you can assist them by asking them questions such as: What do you like to do after school? So then you have a general idea of what theyre interested in.

C. Effectiveness What indicators do I expect to see / hear from students, which will inform me about the effectiveness of the learning activity? I expect to see the student be able to successfully read a page in their book with only not knowing one word. I also expect the student to be able to ask relevant questions to their book after they have read it to ensure that they understand the book.

Part 5 Consider the bigger picture How does this learning activity fit within my lesson or unit plan? NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. I could fit this into my lesson plan if a student is struggling to find the enjoyment in reading. This could help them not get so frustrated and to find a book that interests them so that they would enjoy reading it. Students need to know how to choose a book that they can understand before they go on to the next grade level so that theyre not behind.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10