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Shared Reading With Technology!


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Shared Reading With Technology!

  1. 1. Shared Reading withTechnology! By: Jennifer Ray
  2. 2. Learning Objectives  Language Arts State Core Standard # 7: Comprehension  Objective 2: Apply strategies to comprehend text  Indicator b) Generate questions about text (e.g., factual, inferential, evaluative)
  3. 3. Technology enhanced the lesson because…  I projected the words of the poems on the screen so that all the students could read the words in a choral reading.
  4. 4. Also because… •I modeled asking questions about the text and included links to websites that answered the questions. For example, I wondered what porridge was. Then I had a student come and click on the link so we could learn more about porridge.
  5. 5. What went well?  Students enjoyed the poems.  Students liked the pictures included with the poem.  Students liked to click on the links after I modeled my questioning of the text.  The students gained a deeper understanding of the poem.  Students latched on to the idea of questioning for comprehension.
  6. 6. What could be improved?  When the students saw that a link was in the poem, they had a hard time generating their own questions and wanted to click on the link.  This could be improved by modeling the question and finding the answer before asking for other questions.  Save the second poem for another lesson. My lesson was really long doing both poems.
  7. 7. Effective Technology Integration Student Use of Technology: The students were the ones who clicked on the links to find the answers to the question I modeled. We found the answer together on the website. This would be considered active learning.
  8. 8. Effective Technology Integration Technology Use is Essential: The technology was important in helping to find the answers to the questions I had about the text. Using links to websites that answered my questions was part of the learning activity, not just peripheral to it.
  9. 9. Effective Technology Integration Focus on Learning Task: The strategy I was concentrating on in reading comprehension was asking questions about the text, and the technology helped focus on that objective by acting as a tool for us to find the answer to my modeled questions. The students already knew how to click on a link and we found the information on the website together. This time did not take away from the teaching time.
  10. 10. Effective Technology Integration Added Value: This activity would be a lot harder without the technology. I could have copied the poems on pages for the entire class so they all had a copy. I could have found books that answered the questions I had and take time to look up the answers to read to the students, but the students wouldn’t be able to see the answers. The projector and internet access helped make the poem and answers easily accessible to everyone in the class.