Chrissy Carter

LITR-630
Online Literacy Assignment
23 June 2017
 1. Standards:
CCSS RI.3 :Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. (embedded throughout)
CCSS RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
CCSS RI.3.10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 23 text
complexity band independently and proficiently.
ISTE 3: Research and information fluency Students apply digital tools to gather, evaluate, and
use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
d. Process data and report results
ILA Standard 1.2: Candidates use appropriate and varied instructional approaches, including
those that develop word recognition, language comprehension, strategic knowledge, and
readingwriting connections.
ILA Standard 1.3: Candidates use a wide range of texts (e.g., narrative, expository, and poetry)
from traditional print, digital, and online resources.
ILA Standard 3.2: Candidates select, develop, administer, and interpret assessments, both
traditional print and electronic, for specific purposes.
ILA Standard 4.1: Candidates recognize, understand, and value the forms of diversity that exist
in society and their importance in learning to read and write.
ILA Standard 5.1: Candidates design the physical environment to optimize students use of
traditional print, digital, and online resources in reading and writing instruction.
ILA Standard 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small
group, and individual) to differentiate instruction.
KTS 6.1: Uses available technology to design and plan instruction.
KTS 6.2: Uses available technology to implement instruction that facilitates student learning.
KTS 6.5: Demonstrates ethical and legal use of technology.
2. Grade Level: 3rd

3. Time needed to complete assignment: 60 minutes

4. Materials (ex: Computers, Handouts, etc.)

Tablets (10) / Classroom Computers (3)

SmartBoard
Text Feature/ SEARCH Anchor Charts
NearPod
GoogleDocs
Padlet
Focus Groups

5. Learning Targets:
I can locate information to answer questions using digital tools.
I can use text features and search tools to locate information on a specific topic.
I can ask and answer questions to demonstrate understanding.

6. Procedures:
I DO BUTTON: (NearPod)
S- Set a Purpose:
Today we are going to be locating information using text feature and using them to check
our understanding. (Slide 1 NearPod)
Show article Polar Bears in Trouble without text features to class on SmartBoard
(ask questions about gathering and locating information ex: Can you see a picture of the
polar bear? Is it easy for you to read? What text features do you see?) (Slide 2 NearPod)
Show article Polar Bears in Trouble with text features to class on SmartBoard
(ask questions about gathering and locating information now using the text features ex:
Which section can you find more information about where polar bears live? What does
the caption say in the picture with the baby and momma polar bear? Can you see the
importance of text features in your reading?) (Slide 3 NearPod)
Discuss SEARCH with students and how today we have already done the S- Set
a Purpose and we are moving into the E- Employ Effective Search Strategy (Slide
4 NearPod)
The effective Search Strategy we are going to use in this lesson is using text
features and search tools to locate information. Looking at this website page ask
questions about text features/ main idea (ex: What text features do you see? What do you
think this webpage is about?) (Slide 5 NearPod)
 WE DO BUTTON: (Website Scavenger Hunt WE DO GoogleDocs)
E- Employ Effective Search Strategies
Strategy: Locating information using text features
Display Website Scavenger Hunt WE DO GoogleDoc on SmartBoard
Collaborate with class to complete the handout and model how the activity is
expected to be completed. (ex: model table on GoogleDoc, refresh clicking on links,
typing into a document, allowing chance for partners to work together)
Allow time for questions before doing the YOU DO portion of the lesson.

YOU DO: (Website Scavenger Hunt YOU DO GoogleDocs)

Allow students to pick a partner, once partners are selected and the tablets are
with partner and 3 partner groups are on the computers students will being the YOU DO
portion of the lesson. I will set the timer for 25 minutes
I will walk around monitor and provide feedback to those groups who need extra
guidance.

EXIT SLIP: (Paddlet)

Once students are finished with the partner GoogleDoc they will then do the Paddlet exit
slip: write one thing you learned today and one thing you still need help with

7. How will the students be assessed?

Participation
Observation/ Anecdotal Notes
Paddlet Post

8. Accommodations and modifications for students:

Students will pick their partner, or they will be assigned with someone in their focus
group. ELLs will be placed in a group of three for guidance and collaboration. The
websites they will be using all have a READ TO ME feature on them for students who
are on a low reading level. Using the I DO, WE DO, YOU DO method is a great way to
model expectations and then use observation and notes to help students one-on-one to
clear up any problems. Also using their feedback from their Paddlet exit slip will also
help me see what they still need help with.