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4th Grade Students using the Internet to research
Great Horned Owls at Claude Chester School 
in Groton, CT
Inspiring Real Connections With Literature Using Technology
Enhancing the Reading Process
 

Presented by Jean Nash, 4th Grade Teacher and 
Julie Coiro, Literacy & Technology Specialist 
Literacy Convocation, November 4, 2000

This list of resources can be accessed online at 
http://www.lite.iwarp.com/owlcurric.htm
 

Email Jean Nash
Email Julie Coiro

 
Project 
Overview
What did the plan 
look like? 
Procedure
Classroom Management
Activities and 
Timeline
Why use 
technology?
Assessment 
Checklist
Link to 
Standards

LINK TO STUDENT PAGE

General Overview and Purpose

Traditionally, the students in Jean's class spend most of October reading the novel Owls in the Family by Farley Mowat and creating owl reports.  Prior to this project, Jean and Julie knew each other through a mutual friend for about a year.  Jean was comfortable using computers and many types of software programs with students, although as of October, this year's class had had minimal or no contact with the software tools we would be using.  We thought it might be interesting to enhance their reading and their responses through the use of three technology tools:

1. We wanted to introduce students to story mapping and comparing characters while showing them how the software tool Inspiration can enhance the production and revision of these tasks.

2. We wanted to give students easy access to the range of age appropriate information (text and graphics) that was available on the Internet about Great Horned Owls and about Farley Mowat, author of Owls in the Family.  We organized the links for students using an online web design tool for educators called Trackstar so that all of the resources would be accessible from the same starting page. We hoped this information would provide students with an opportunity to practice reading a variety of non-fiction texts and to practice summarizing information found on these web sites to include in their reports.

3. We wanted to introduce students to the process of creating original multimedia texts with the software tool HyperStudio.  In addition to writing rough draft copies of an owl report, students would have the opportunity to work in small groups to adapt their report into an electronic stack and publish their work online to share with others.

The sequence of activities was intended to be connected in such a way that students were naturally guided through what can be called "The Reading Process", as described in the diagram below.

 
What did the plan look like?

Over the course of four weeks, we integrated reading, writing, speaking, science, technology and information literacy skills as we studied about six categories of information regarding the Great Horned Owl, which characterized the two main characters, Peeps and Wol, in the book Owls in the Family.  The six study areas included the Great Horned Owl's appearance, food, habitats, families, enemies and distinctive behaviors. In small study groups, students used skimming and scanning skills to locate and note information relevant to their particular study area.  Later, students returned to their original owl study group to share their findings with all other members; thus, all students had an opportunity be an expert in one category, yet knowledgeable about all six categories.

The following sequence of activities was introduced to students to follow the "reading process" described above.

Read and respond:  While reading, plot out story map and compare/contrast characters (in addition to many other comprehension activities)
Connect fiction to non-fiction: Gather facts about sub topics of the Great Horned Owl using the Internet in jigsaw study groups and Trackstar web site
Link Reading to Writing: Expand research findings into topical summaries
Extend to Speaking: Present summaries to the class and some “introduced the author”
Extend to Home: Internet web site with enrichment activities to complete at home
Who was involved?
This project could not have been completed without the collaborative efforts of three individuals;

1. Jean Nash, the classroom teacher, was responsible for daily instruction, classroom management, assessment and student motivation for the length of the unit.
2. Betty Russ, the school library media specialist, worked with students and taught them how to take notes and locate information using different resources.
3. Julie Coiro, the literacy and technology specialist, was responsible for correlating daily activities with state standards and district curriculum requirements, introducing new classroom practices with technology.
All three teachers collaboratively assisted students during both the research and editing process.

Procedure
 
 
Language Arts Connecticut Framework
Science 
Connecticut Framework
Learning Resources & Information Technology Connecticut Framework
National Educational Technology Standards
Responding to Fiction: Students will read the story Owls in the Family by Farley Mowat and respond in many written and oral comprehension activities.  Reading and Responding 
1.1 , 1.2 , 1. 3, 1.14 
     
Responding to Fiction: Students will use the software program Inspiration to compare and contrast the main characters in the story and design a visual representation of the similarities and differences between the two characters. Students will also create a story map as whole class discussion. Reading and Responding 
1.2 , 1.14 

Producing Texts
2.5

Exploring and Responding to Texts
4.2 

  Application Standard 5   Indicator 6
Connecting fiction to non-fiction: In jigsaw study groups, students will gather facts about one of six topics (appearance, food, habitats, families, enemies and behaviors) about Great Horned Owls using Internet resources formatted in a Trackstar outline, print resources (encyclopedias, books), electronic resources (card catalog, reference CD-ROMS), and videotapes. Reading and Responding 
1.7 , 1.11, 1.14 

Producing Texts
2.1 , 2.3 

 

Relationship of Structure and Function 
5.1 , 5.4 , 5.7 

Cycles of Life 
6.1 , 6.7 

Information Strategies
Standard 3

Application Standard 5

 

Indicator 3

Indicator 5

 

Linking Reading and Writing: In small groups, students will regroup and summarize their findings of the study topic with other members of their group, so that all members hear about facts from all six categories.  Students write rough drafts of their summaries and then incorporate their findings on a card that becomes part of that group's HyperStudio stack about The Great Horned Owl. Reading and Responding 
1.1 , 1.14 

Producing Texts
2.1 , 2.3 , 2.5 

Applying English Language Conventions
3.1 , 4.2 

Relationship of Structure and Function 
5.1 , 5.4 , 5.7 

Cycles of Life 
6.1 , 6.7 

Information Strategies
Standard 3

Application Standard 5

Responsible Information Use
Standard 7

Indicator 3

Indicator 5

Indicator 6

Extending to Speaking: Students use a few Internet resources to extend their study of the author, Farley Mowat.  A mock scenario is set up in which the author is invited to speak at their school, and they are responsible for introducing the author to the audience in a brief oral presentation. Reading and Responding 
1.1 , 1.3 , 1.14 

Producing Texts
2.1 , 2.3 , 2.5 

 

  Information Strategies
Standard 3

Application Standard 5

Indicator 5
Extending to Home: Students are given opportunities to share new learning opportunities with their parents through a list of extension links to web sites they can explore at home (wider range of reading, dissecting owl pellets, responding with art,  creating games and assessment tools). Reading and Responding 
1.1 , 1.7 , 1.14

Exploring and Responding to Texts
4.2

Relationship of Structure and Function 
5.1 , 5.4 , 5.7 

Cycles of Life 
6.1 , 6.7 

Information Strategies
Standard 3

Application Standard 5

Indicator 3

Indicator 5

What did the day to day activity look like?


Classroom Management Strategies and Assessment