Integrating Technology and Lesson Design

By: Kelsy Beals

Lesson Title: Charting Horses

• Subject Area: Reading Comprehension• Grade level: 10th Grade (struggling reader)

Student Information

• Is a tenth grade female student • loves to ride horses and hang out with family her

family members on the weekends• Her evaluations currently state she is at a 3rd

grade reading level• She is very unmotivated to improve upon her

reading and is easily distracted during her lessons

Purpose and Intent of Lesson

• This lesson is a student-teacher unit concerning a struggling reader who has difficulty organizing and focusing her thoughts while reading.

• She understands a majority of the material being presented to her, but has difficulty putting all the pieces of information together.

• Using a Facts, Questions, Response chart and reading pen during this lesson might improve her reading comprehension level

Application of Prior Knowledge

• This student enjoys riding horses in her spare time. • She has some prior knowledge of breeds and

personal care of the animals. • The book selected for this lesson appeals to the

students interests and prior knowledge of horses.

Unit Goals

The Facts Questions Responses chart and reading pen will increase the student’s reading comprehension by one level (Literal to Interpretive).

Unit Goals Continued

At the end of this lesson, the student should be able to identify, comprehend, and organize important elements in the book.

Student Objectives

• Student will use prior knowledge to contribute information to lesson.

• Student will construct FQR chart to track and monitor reading comprehension.

• Student will use reading pen effectively to clarify questions in grammar.

• Student will write down any facts learned, questions, or responses to the text on a sticky note and paste them to the FQR chart

TEKS Standards Addressed

• TEKS 110.31 b (6) Reading/Comprehension of Literary Text/Literary Nonfiction.

• Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.

• Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

Lesson Procedures

1. I introduced the book Horses & Pony Breeds by Carolyn Henderson to the student. I asked her to read the title and the short foreword section of the first page.

Lesson Procedures Continued

2. I briefly explained the premise behind the exercise and encouraged her to write down two facts she already knew about horses or ponies on a sticky note and paste that note to the Facts portion of the chart. Motivating studentInspiring contributionUsing prior knowledge

Lesson Procedures Continued

3. Read first four pages of the book.use the reading pen to help clarify

grammatical questionsemphasis on the message of the text, not the

reading itselfMonitor key points in reading

Lesson Procedures Continued

4. At the beginning of each page, I had the student pause and write down the facts she had learned, any questions she had over the material, and/or additional responses to the text.frequently asked her what key connections she

made from the readingbriefly explained and clarified questions she had

concerning the chart so ideas would stay organized

Lesson Procedures Continued

5. During our reading pause, I frequently asked her what key connections/ facts she had discovered from the text? Focus on three or four key connections6. Help the student post each comment to the correct section of the FQR chart if necessary.7. After completing the four pages, I asked her to highlight three key connections she had made from the text.

Technology Requirements:

• Reading Pen• Computer (PC) to upload reading text if

needed• Touchscreen monitor• Wizomtecom.com to educate ourselves about

the powerful accommodations of the reading pen.

Materials & Equipment

• Reading Pen• Book: Horses & Pony Breeds By: Carolyn

Henderson• Sticky Notes• Two Pencils• FQR Chart• Highlighter• Computer/ Touchscreen Monitor

Assessment

• Student will be assessed by:• the quality of factual information obtained

through the reading, the quality of questions asked during the reading, and some of the responses written by the student the during reading lesson.

• Student will be assessed by being able to identify and organize three key connections from the text.

Accommodation Strategies

• Frequent breaks from reading to allow time for the student to write down information, address questions from the text, and discuss key connections from the text.

Accommodation Strategies

• More time given to student while reading through the text.

• Verbal and physical cues for the reader when she loses her place while reading.

ReferencesReferenced From:

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References

Referenced from:http://mmii.info/?db=bebop&page=5Referenced from:http://www.google.com/imgres?hl=en&biw=1366&bih=600&tbm=isch&tbnid=vWSHyRPdtleeJM:&imgrefurl =http://openlibrary.org/works/OL1997278W&docid=hPJC4YK_mCrdhM&itg=1&imgurl=http://covers.openlibrary.org/w/id/2593964-L.jpg&w=364&h=475&ei=OEUAUOzXBMXs2AWKjYi-BA&zoom=1&iact=rc&dur=416&sig=100908119945107657250&page=1&tbnh=123&tbnw=94&start=0&ndsp=27&ved=1t:429,r:1,s:0,i:76&tx=52&ty=55