The document describes a lesson where technology was used to enhance shared reading. The teacher projected poems on a screen for a choral reading. She then modeled asking questions about the text and had students click on links to websites that answered the questions, helping them gain a deeper understanding. What worked well was that students enjoyed the poems, pictures, and clicking links to answer questions. An area for improvement was reducing questions about links and focusing on generating their own questions first before clicking links. The technology allowed active student participation and finding answers essential to the reading comprehension learning objective.

1. Shared Reading withTechnology!
By: Jennifer Ray

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. 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. 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. 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. 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. 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. 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. 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. 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.