Assignment 5

Integrating Emerging Technology (TIM) into the Curriculum-ASSURE Lesson Plan

by
Sylvia Rodriguez
EDD 7914 CRN 23508
Curriculum Teaching and Technology

Nova Southeastern University

November 16, 2014
November 26, 2014

Abstract
Technology has become an important and absolutely necessary component of the
curriculum today. From Pre-K to college, students are exposed to technology every day in
many different forms. School district officials encourage school administrators to provide
adequate training for teachers so that they can use technology in the classroom with
confidence. This confidence will help teachers use technology to instruct their students in
various subjects. By observing the teacher and using technology themselves, students are
given the opportunity to become tech-savvy.
This paper describes and outlines an ASSURE lesson plan that utilizes technology. The
lesson plan is designed for a third grade Exceptional Student Education (ESE) reading
class that will use a computerized reading program entitled Accelerated Reader (AR). The
lesson plan includes objectives that reflect Next Generation Sunshine State Standards in
Language Arts and Technology. The necessary benchmarks, strategies, timeline,
resources, materials, and feedback are also included in the ASSURE lesson plan.

Analyze Learners
Third-grade Exceptional Student Education (ESE) students
General Characteristics
The educator will teach several reading strategies such as authors purpose, sequence,
cause and effect, vocabulary, main idea and details, and drawing conclusions. The
students are eight and nine years old in the third grade. All of the students disability is
Learning Disabled (LD). As a result of their disability, they struggle with reading
comprehension. Their instructional reading level is two grade levels below the thirdgrade level. When taking reading comprehension tests, the students must be re-directed
several times in order to remain on task. The students are from a low-income
socioeconomic community. Title I provides free and reduced lunch to the students.
Entry Competencies
The students in general are able to do the following:
* Able to sign-in to a computer program using their username and password
* Navigate the mouse to click on instructions and select answers
* Follow instructions displayed on the screen
* Respond to reading comprehension questions using learned strategies
Learning Styles
The educator observed that her students apply their reading comprehension skills with
enthusiasm when taking reading assessments on the computer. On the contrary, when
taking standard pencil and paper reading assessments, the students are easily distracted
and must be re-directed several times by the educator. Using the computer program
allows the students to attain immediate feedback on the assessment by displaying the
number of questions answered correctly. The educator also observed that the students
concentrate on the questions for a longer period of time and are less distracted when
taking computerized reading assessments.

State Standards and Objectives

Third-Grade Reading
Standards
* Curriculum Next Generation Sunshine State Standards - Language Arts Florida
Standards (LAFS)
1. LADS.3RL.1.1
Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.

2. LAFS.3.RI.1.2
Determine the main idea of a text; recount the key details and
explain how they support the main idea.
3. LAFS.3.RI.1.3
Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in
a text, using language that pertains to time, sequence, and
cause/effect.
4. LAFS.3.RL.3.9
Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar
characters (e.g., in books from a series).
* Technology Next Generation Sunshine State Standards Technology Florida
Standards
1. SP.PK12.US.1.1c
Apply fundamental skills and strategies (associated objects,
pictures, and symbols with words and concepts, recognizing
and decoding words, and paraphrasing and summarizing
text) to recall and understand information from visual, print,
and/or digital text or audio presentations for real-world
application, such as completing assignments in school,
recognizing signs and environmental print, reading schedules
and maps, and using a menu.
Lesson Objectives
1. Using the online Accelerated Reader (AR) reading program, the third-grade ESE
students will apply learned reading strategies to answer comprehension questions
from a selected story.
2. Given instructions and prompts, the third-grade ESE students will apply technology
skills when answering the sequence of questions.
3. Using the online AR reading program, students will acknowledge directions, guidance,
and feedback when using technology programs.

Week

Benchmark

Week 1

The Accelerated Reader (AR) program will

be explained to the students using an
interactive whiteboard.

Week 2

Before going to the media center, students

will be given their reading instructional
level so that they can choose 3 chapter
books that are appropriate for their reading
level. Students are to read one of their
chapter books throughout the week during
Drop Everything and Read (DEAR) time.

Week 3

Teacher will review the AR program and

assign an AR assessment with a responder
to each student. Each student will view
immediate feedback from the assessment.

Week 4

Students are to read their second chapter

book throughout the week during Drop
Everything and Read (DEAR) time.

Week 5

Teacher will assign an AR assessment with

a responder to each student. Students will
view immediate feedback from the
assessment.
Students are to read their third chapter book
throughout the week during Drop
Everything and Read (DEAR) time.

Week 6

Week 7

Week 8

Week 9

Week 10

Teacher will assign an AR assessment with

a responder to each student. Students will
view immediate feedback from the
assessment.
Students will return and choose three
different chapter books from the media
center. Students are to read one of their
chapter books throughout the week during
Drop Everything and Read (DEAR) time.
Teacher will assign an AR assessment with
a responder to each student. Students will
view immediate feedback from the
assessment.
Same instructions apply for each quarter.

Select Strategies and Resources

Third-grade Reading
Select Strategies
The educator will select teacher and student-centered strategies for the computerized AR
assessments. Teacher-centered strategies, recording the students assessment scores and
providing feedback to the students, are chosen to be used as guides in teaching reading
strategies effectively. Student-centered strategies are used to improve reading
comprehension skills in authors purpose, sequence, cause and effect, vocabulary, main
idea and details, and drawing conclusions. The students will be encouraged to apply their
reading strategy skills in AR assessments to build their confidence in reading
comprehension. To achieve relevance, students can see how their application of reading
comprehension skills affects their assessment score.
Select Resources
Technology Assessing students reading comprehension skills from various stories at the
readers instructional level, involves the continued use of technology. The following
guidelines help the educator assess the appropriateness of the selected technology:
* Alignment with standards and objectives
The technology accesses the AR reading assessments so that students can apply
the standards and objectives.
* Accurate and current information
The score immediately follows the assessment when completed.
* Age-appropriate language
The words and formation of questions are at the students instructional level.
* Interest level and engagement
The students are less distracted by classroom activities when taking the
assessment.
* Ease of use
Initially, the AR reading program must be explained so that students will know
how to utilize it.
* Bias free
The AR reading program is bias free.
* Approval
The AR reading program is approved by the district for use in the schools.
Select Materials
The activity includes a student-selected story book at the students instructional reading
level. The selected book must be approved by the teacher to ensure that it is an AR book
and that it is appropriate for the students reading level.

Utilize Resources
Third-grade Reading
Preview Resources
The educator will preview the AR reading program to ensure that it is student-friendly.
Prepare Resources
The educator will explain and model the AR reading program to her students as a whole
group presentation using an interactive whiteboard and laptop computer.
Prepare the Environment
The AR assessments will take place in the classroom on the computers and available
laptops.
Prepare the Learners
To prepare the students, the educator will introduce the AR reading program and
explained its use, objectives, features, and importance. The students will receive 2 rating
forms that have to be completed and given back to the teacher after completing their first
assessment on the AR program and their final AR assessment at the end of the school
year.
Provide the Learning Experience
The educator will guide the students learning by answering questions about the use of
the AR reading program and assisting them during their initial assessment.

Require Learner Participation

Third-grade Reading
Student Practice Activities
The students will be given their instructional reading level and the corresponding color
before going to the schools media center. The teacher will explain that the storybooks
instructional level is displayed by a colored dot on the bottom, folded side of the book.
After each student finishes reading, the teacher will guide each student on their first
assessment.

Feedback
The educator will use the assessment scores to review each students reading
comprehension skills. After gathering the scores, the educator will hold individual chats
with each student to talk about their reading comprehension skills and use of the AR
reading program.

Evaluate and Revise

Third-grade Reading
Assessment of Learner Achievement
The educator uses the following rating form to evaluate each students initial and final
end of the year use of the AR reading program:

Student Rating Form for the AR Reading

Program
Place a check mark for your answer.
1. The AR test directions were easy to follow.

2. I prefer taking an AR reading test instead of a paper

and pencil test.

3. I was able to remain on task and focus while taking the

test on the computer or laptop.

4. I was able to use the reading strategies I learned in

class to answer the questions.

Yes

No

Maybe

Evaluation of Strategies and Resources

To evaluate the strategies and resources utilized, the educator will discuss the AR reading
program with the students and make a chart of what the students liked about the program
and what they didnt like. The educator will ask the students for suggestions on how the
AR reading program could be improved. The educator will also ask the students if they
thought the questions related well to the story.
Revision
Using the chart stating what the students liked and didnt like about the AR reading
program, the teacher and students will discuss the reasons for their replies. The teacher
will evaluate the overall rating of the AR reading program through the first and last rating
sheets, the chart of likes and dislikes, observations of behavior patterns while taking an
AR assessment, and each students assessment scores throughout the school year.

References
CPALMS website. Standards: Info & Resources. Retrieved from
http://www.cpalms.org /Public/search /Standard
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional
technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson
Prentice Hall.