Kindergarten:
Outcome: Students will use the combination
of assistive technology and a SMART Board
to participate fully in reading activities.
Students will demonstrate reading
comprehension through the sequencing of
events from a book.
Example: As a part of the 100th day of
school, the students will choral read the book:
The Wolf’s Chicken Stew. The students will
take turns reading portions of the book out
loud. The words in the book will be
presented in Boardmaker Speaking
Dynamically Pro on the SMART Board.
Students will demonstrate the ability to
correctly utilize the SMART board by tapping
(and verbally reading if they can) a sequence
of picture icons in Boardmaker to read a
section of the story. After reading the story,
the students will take turns drawing pictures
of the foods they would include in the book
and putting them into the “pot” drawn on the
SMART Board. Boardmaker picture icons of
foods will be available to be pushed into the
pot for students lacking the fine motor skills
to draw. To develop comprehension, students
will then sequence events from the story using
pictures/words/sentences on the SMART
Board.
- 100th day of school – interdisciplinary - math
Standard 3.0: Comprehension of Literary
Text
Indicator 6: Determine important ideas and
messages in literary texts
Objective a: Retell the story by sequencing
the main events
Third grade:
Outcome: Students will use the combination of
assistive technology and a SMART Board to
participate fully in reading activities. Students will
demonstrate reading comprehension through a variety
of group and individual activities.
Example: Students will read the book: Thank You
Mr. Falker. The book will be read together as a class
and it will be digitized for students with physical
disabilities that cannot turn the pages of a book. The
students will take turns reading the book aloud (and
using the digitized version). After reading, students
will participate in a discussion about character
change and development. A character change
continuum worksheet will be put up on the SMART
Board. Students will take turns plotting where they
think the main character is at different points in the
book. During group discussion, students will use the
SMART Board with pre-programmed Boardmaker
icons/sentence strips to answer comprehension
questions. Using the program Co:Writer, students
create a page for a class book about people they
would like to thank. The students will illustrate their
work, or bring in a picture that they can scan in.
Standard 3.0: Comprehension of Literary Text
Indicator 3: Use elements of narrative texts to
facilitate understanding
Objective d. Identify and analyze the characters:
• Character's traits based on what character
says, does, and thinks and what other
characters or the narrator says
• Character's motivations
• Character's personal growth and development
Fifth grade:
Outcome: Students will use the
combination of assistive technology, a lab
computer and a SMART Board to
participate fully in reading activities.
Students will demonstrate reading
comprehension through a variety of group
and individual activities.
Example: Students will read the book:
Rules as a part of a unit study. Students will
discuss “invisible rules”, what they mean
and why we have to learn them. Students
will go to the computer lab, where they will
utilize Co:Writer or PixWriter to create and
illustrate word cards like those described in
Rules. Each student will also define the
meaning of two rules found in Rules. They
will use the program SMART Sync to push
the information from their computer to the
SMART Board where they will present their
work to the rest of the class. A follow up
activity will involve students working in
groups to create study guides for a test
based on Rules.
Standard 3.0: Comprehension of Literary
Text
Indicator 1: Develop and apply
comprehension skills by reading
a variety of self-selected and
assigned literary texts including
print and non-print
Objective 1: Listen to critically, read, and
discuss a variety of literary texts
representing diverse cultures,
perspectives, ethnicities, and
time periods