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Project Title: Don’t Click Now…The
Planet is at Your Fingertips! The
World Wide Web and You. |
Grade Level: Third Grade and
Instructional Staff |
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Subject/Topic
Area(s) Informational
Reading and Writing |
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Designed By: Ruth Walker |
Date: 7.30.2000 |
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School District: Howard County
Public Schools |
School: Dasher Green
Elementary School |
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Goal: To improve student use of appropriate strategies and
skills so as to improve scores in the Reading To Be Informed outcome on
MSPAP. In addition, students will
apply these improved skills and strategies in all content areas requiring
informational reading as well as for personal interest investigations beyond
classroom requirements. |
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Content Standards: Students examine,
construct and extend the meaning of a variety of self-selected and assigned
informational materials by applying a range of reading strategies and
analytic techniques. (1.0) Students produce
informational writing that demonstrates an awareness of author’s purpose and
form using stages of the writing process as needed. (3.0) |
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Project
Summary: This multimedia presentation will be used at a county-wide New Teacher Orientation, an in-house staff workshop, a county level CPD course and with students in third grade to help all users of the internet develop skills and strategies that will improve the content, the quality and the efficiency of gathering the material they wish to access. This presentation will also demonstrate how this informational treasure trove can be used with and by students to strengthen critical thinking skills and informational writing skills for application across the curriculum and outside of the classroom. The effectiveness of equipping students and teachers for the task with questions, graphic organizers, rubrics and mind mapping software will be at the heart of the presentation. |
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Objectives/Desired
Results (What
will the learners understand as a result of this project?) The learners will understand that effective instructional use of the internet requires planning, organization and support for all users. The learners will employ strategies and skills for efficient use of the internet in a focused learning environment. The learners will be able to select reading material that is personally significant and still develop enduring understandings about the process and product of reading. Plans for
Facilitation: · Offer on going staff training within the school setting. · Create user friendly documents that share insights for other sources and make these documents available to any interested staff member – tips, tricks, student management ideas, AUPs, success/sob stories. · Share student/teacher exemplar samples from other sessions. · Set up an informal “learning” community on Blackboard.com for participants of workshops outside of my school building to support their endeavors, questions and solutions. · Use and reuse portions of the presentation with students before diving into the web. · Offer a winter session of a county wide staff development class that focuses on instructional use of the internet to support school improvement plans. · Use the presentation with a parent/PTA tech night to develop awareness of how the reading “landscape” has changed and how parents can help their children improve their searching and reading skills. · Develop and participate in an informal discussion group open to any parents and teachers who wish to understand and improve instructional use of the internet. |
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Instructional
Resources: Internet Access Computer with Power Point Software Presenter System Handouts Blackboard.com site Support Documents Timely articles as available |
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Type of Assessment Used (e.g. observations, work samples, electronic discussions, dialogues)O On going observations of participants Student work samples Electronic discussion on Blackboard.com Evaluations used at workshops and discussion sessions Student/Parent/Teacher self assessment before and after implementing strategies WHERE rubric with students, teachers and parents. |
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Scoring tool (e.g.
rubric) to be used for evaluation. Be as specific as possible. I have modified the WHERE rubric from Jay McTighe. This tool can be utilized with any reading selection and can be used in many different ways. The intent is to get the user to eventually select the portions of the rubric that help them synthesize the information they have gathered. This rubric may be introduced in sections thereby allowing the teacher and the user to determine the user’s grasp on the understanding. When the entire rubric is presented after much practice use, it could be used as a note-taking sheet. This rubric could also be introduced under the headings of global understanding, developing interpretation, critical analysis and personal response. This rubric could also be used in conjunction with usage concepts such as CUPS (capitalization, usage, punctuation and spelling) and/or RAGU (restate the question, answer all parts, give support and usage). At the instructors discretion each portion of the rubric and/or the CUPS/RAGU could be scored on a three-point basis. 1 = Your answers
show a vague understanding of the reading - You need to show more evidence of
your attention to the CUPS/RAGU format. 2 = You have hit
the target and show some development of the ideas in your response. - Your writing mechanics show some
attention to the CUPS/RAGU format.
Sharpen your focus. 3 = You have hit
the target and show a deep understanding of the article and the author’s
intent. You could have been the author!
- Your attentions to the writing mechanics (RAGU/CUPS) are excellent.
Keep your attention sharp and focused – you are on the right track. W – What questions do you have after reading this article? What else do you want to know? H – How could you get more information? What keywords would Help you? E – Examine the main idea. What is the most important idea in this reading? R – Reflect on how this affects you? Use two or three sentences to share your Reactions. E – Explain why this article was written. Use at least three supports from the article that help your Explanation. |
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