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Literacy Information Technology Education About Julie Coiro
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4th Grade Students using the Internet to research
Great Horned Owls at Claude Chester School
in Groton, CTInspiring 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, 2000This list of resources can be accessed online at
http://www.lite.iwarp.com/owlcurric.htm
Email Jean Nash Email Julie Coiro
Project
OverviewWhat did the plan
look like?Procedure Classroom Management Activities and
TimelineWhy use
technology?Assessment
ChecklistLink to
StandardsTraditionally, 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)Who was involved?
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 homeThis project could not have been completed without the collaborative efforts of three individuals;Procedure1. 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.
Language Arts Connecticut Framework Science
Connecticut FrameworkLearning 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, 1.14Responding 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 , 1.14Producing Texts
2.5Application 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, 1.14Producing Texts
2.1 , 2.3
Relationship of Structure and Function
5.1 , 5.4 , 5.7Cycles of Life
6.1 , 6.7Information Strategies
Standard 3Application Standard 5
Indicator 3
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 , 1.14Producing Texts
2.1 , 2.3 , 2.5Applying English Language Conventions
3.1 , 4.2Relationship of Structure and Function
5.1 , 5.4 , 5.7Cycles of Life
6.1 , 6.7Information Strategies
Standard 3Application Standard 5
Responsible Information Use
Standard 7Indicator 3 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 , 1.14Producing Texts
2.1 , 2.3 , 2.5
Information Strategies
Standard 3Application 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 , 1.14Relationship of Structure and Function
5.1 , 5.4 , 5.7Cycles of Life
6.1 , 6.7Information Strategies
Standard 3Application Standard 5
Indicator 3
What did the day to day activity look like?
B. Timeline
Week 1:C. Traditional Literacy Responses:Week 2:
- students begin reading book and responding with discussion and written tasks
- students learn note taking practices at library
Week 3:
- students research categories of owl facts using Trackstar’s Internet Resources;
- explore features of HyperStudio in small groups
- whole class begins developing Inspiration webs
Week 4:
- students write summaries and create HyperStudio cards;
- class continues reading, journaling & discussing
- class continues work in Inspiration
- students finish Hyperstudio stacks; add animation
- some research author, develop introductions and videotape presentations to class
D. What technology was used and why?1. Comprehension Questions
2. Spelling word lists from chapters
3. Just-in-time vocabulary, editing lessons
4. Class and small group oral discussions
5. Running Records from oral reading
6. Story mapping, journal writing
7. Crossword Puzzles
Introduce students to story mapping and comparing/contrasting
characters with Inspiration...WHY?
|
Provide access to pre-selected age appropriate
text and graphics about Great Horned Owls on the Internet...WHY?
|
Foster discussion, information literacy skills
and efficient use of technology with an Internet tool known as TrackStar...WHY?
|
Provide opportunities to create original multimedia
texts with the software tool HyperStudio...WHY?
|
Mock scenario: Author Farley Mowat is invited
to speak at your school…your students are responsible for introducing the
author to the audience in a brief oral presentation...WHY?
|
Foster a stronger home-school connection by
encouraging Internet use and discussion at home...WHY?
|
Classroom Management Strategies and Assessment
Classroom Management Strategies
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Grouping Strategies
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Assessment
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Unplanned bonuses
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Comments from Students
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Capturing Engaged Learners
Students are…
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Content: ____ / 30 (5 pts. each)
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Comments: |
Literacy Skills: ___ / 30 (3 pts. each) Has the student
demonstrated the application of
|
Comments: |
Teamwork ___ / 20 (5 pts. each)
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Comments: |
Computer Skills ___ / 20 (5 pts. each)
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Comments: |
Language Arts Content Standards: Connecticut Framework
During this unit, the student will:Science Content Standards: Connecticut Framework
- describe the text by giving an initial reaction to the text and describing its general content and purpose [Reading and Responding 1.1]
- interpret the text by using prior knowledge and experiences (identify and infer important characters within a work) [Reading and Responding 1.2]
- reflect on the text to make judgments about its meaning and quality [Reading and Responding 1.3]
- use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed) [Reading and Responding 1.7]
- identify and use main ideas and supporting details in informational texts [Reading and Responding 1.11]
- interact with others in creating, interpreting and evaluating written and visual texts [Reading and Responding 1.14]
- communicate effectively in expository modes [Producing Texts 2.1]
- gather, select, organize and analyze information from secondary sources [Producing Texts 2.3]
- engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision [Producing Texts 2.5]
- proofread and edit for grammar, spelling, punctuation, and capitalization [Applying English Language Conventions 3.1]
- explore and respond to contemporary literature (read, view, listen to and react to it in a variety of ways) [Exploring and Responding to Texts 4.2]
During this unit, the student will:Learning Resources and Information Technology Standards: Connecticut Framework
- understand the classification and physiology of the great diversity of organisms and identify relationships of structure and function [Relationship of Structure and Function]
- identify structures found in organisms (e.g. talons, legs, wings) [5.1]
- describe features that help organisms to survive in different environments [5.4]
- explain the features of living things that are good indicators of their roles and places in an ecosystem [5.7]
- recognize patterns and product of genetics and evolution [Cycles of Life 6.1 and 6.7]
- identify external features of organisms that help them survive in different kinds of places
- recognize characteristics of species that sometimes give them an advantage in surviving
During this unit, the student will:National Educational Technology Standards:
- demonstrate a command of information skills and strategies to locate and use effectively print, non print, and/or electronic resources to solve problems, conduct research and pursue personal interests [Information Strategies Standard 3]
- select appropriate resources from a variety of media formats
- identify and use basic print, non print and electronic sources
- use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information, or conclusions to others [Application Standard 5]
- use appropriate software (e.g. word processing, desktop publishing, graphing or charting) to create clear and organized presentations of ideas and conclusions
- use multimedia tools to create clear and meaningful presentations of ideas
- demonstrate basic operation of equipment needed for information access
- demonstrate an ability to take notes with assistance
- demonstrate the responsible and legal use of information resources, computers and other technologies, recognizing the social, economical, and ethical issues [Responsible Information Use Standard 7]
- apply established bibliographic standards for giving credit for information or ideas used
Performance Indicators for Grades 3-5
During this unit, students will:
- exhibit legal and ethical behaviors when using information and technology (Indicator 3)
- apply productivity / multimedia tools to support personal productivity, group collaboration and learning throughout the curriculum (Indicator 5)
- design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom (Indicator 6)