Lesle Martin-Skrine

LITR 630
Online Reading Lesson

Standards:
KCAS Anchor Standard 6: Use technology, including the internet, to produce and publish
writing and to interact and collaborate with others.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Grade Level: Kindergarten
Time needed: 1 hour
Materials: internet (search engine kidrex.org), chart paper to list questions about goldfish,
smart board, handwriting paper, crayons, pencils
Learning Targets:
I can use the internet to find an answer to a question.
I can use the information from the internet to write about a topic.
I can explore the internet and use the information to produce writing.
Procedures: This lesson will be an introductory lesson to a science unit that the students will
be learning. They will be getting ready to learn about goldfish. I will have students gathered on
the carpet and a blank document from smart notebook will be displayed on the smart board. I
will ask students what questions they have about goldfish. As they ask questions about goldfish,
I will write them down on the smart board using the smart board markers. Next, I will ask
students how they think we can answer the questions. Students may suggest going to the library,
reading books, or asking a teacher. If they dont suggest looking on the internet, I will tell them
that is one way we can find the information. I will then pull up the internet and type in kidrex.org.
I will tell students that kidrex.org is a sight designed for kids to go to when they want to find out
information. It is called a search engine and it is very similar to Google, only it is just for kids. I
will do a think aloud. Hmmm.. I want to know about goldfish. So I am going to type in
goldfish into the search engine. Wow! When I do that, I get a lot of information, maybe too
much. I will start to click on some of the links to see if I can answer any of our questions. Some
questions that we will try to answer as a class are What do goldfish eat? How do goldfish
breathe? How do goldfish sleep? etc. I will explain to students that when I type in goldfish,
I get way too much information. I will continue my think aloud. Lets see, I want to know what
goldfish eat. Maybe I can just try typing goldfish food. That still gives us a lot of information
and some of this isnt even answering our question. I know! I am just going to type in the exact
question. What do goldfish eat? I will look through the information and tell the students we
found what we were looking for. I will read some of the articles aloud and ask them what it says
goldfish eat. As they tell me what they learned, I will list the different foods on our chart, What
goldfish eat. I will then use my chart to generate informational writing. I will tell students, We
just used the internet to answer a question we had about goldfish. Now, we are going to take
that information and write a sentence about goldfish in our writers notebooks. I will model this
for students. First, I am going to draw a picture of a goldfish and I know what they look like
from seeing the pictures on the internet. I will model drawing a goldfish. After drawing, I will
look back at the chart we made together as a class and I will think aloud as I write my sentence
about goldfish. Our chart says goldfish eat pellets. That is what I am going to write under my
picture. I will write, stretching out the sounds as I go and modeling correct conventions.
Goldfish eat pellets. Next, I will ask students to think/pair/share about what sentence they are
going to write about goldfish. First, they will think, then they will share with a partner, and lastly
a few students will share their sentence out loud. I will pick one shared sentence to write on the
smart board and get the students to help me write the words. I will call on one student to write
each word of the sentence. Next, I will send students to their seats to draw and write about
goldfish in their writers notebooks. As they are working, I will come around and assist students
who are having difficulty. If they are having trouble, I will prompt them to look at the class
created chart and the modeled sentences about goldfish. Is some students are really struggling, I
will write a sentence starter on the smart board for them: Goldfish eat.
Formative Assessment: Their writing pieces about goldfish in their writers notebooks
Accommodations: prompting and cuing, sentence starter, charts made on smart board
document






Written Component:
Connection to IRA Standards 1.2, 2.2, 2.3, 4.2, 5.1
1.2 Candidates understand the historically shared knowledge of the profession and changes over
time in the perceptions of reading and writing development, processes and components. My
lesson relates to IRA standard 1.2 because students are taught how to perform an effective search
using a search engine to find an answer to a question instead of reading a book to get the answer.
Then, they take their newly acquired information to write about a topic.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop
word recognition, language comprehension, strategic knowledge, and reading-writing
connections. My lesson relates to this standard because students will use the strategy of
performing an effective search, read information, and write information that they learned.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional
print, digital, and online resources. My lesson relates to this standard because students will be
using the internet and reading informational articles digitally in order to obtain an answer to a
question.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively
impact students knowledge, beliefs, and engagement with the features of diversity. My lesson
relates to this standard because diversity will be addressed in the lesson during the
think/pair/share and the writing activity. Students feel comfortable in the classroom sharing their
thoughts and their writing with one another.
5.1 Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction. My lesson relates to this
standard because students will be using information from online resources to read and write
about goldfish.






Connection to ISTE Standards:
2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity. My lesson relates to this standard because although my
lesson could be taught using books as a resource, I incorporated the use of the internet to engage
students and to teach them how to effectively perform a search on the internet.
3d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information to locate, analyze, evaluate, and use information resources to
support research and learning. My lesson relates to this standard because I model how to perform
an effective search on the internet to locate an answer to a question.
Connection to KTS6:
6.2 Uses available technology to implement instruction that facilitates student learning. My
lesson relates to Kentucky Teacher Standard 6.2 because I use the available technology in my
classroom (the internet and smart board) to teach students how to research and find the answer to
a question that they have.
6.3 Integrates student use of available technology into instruction. My lesson relates to Kentucky
Teacher Standard 6.3 because my students will have the opportunity to use the smart board
during my lesson.
Connection to Literature:
According to Laurie A. Henry, there is a body of reading research that presents the skills and
strategies that are necessary for locating information in a written (Henry, 2006). The following
skills and strategies are included: making goals, using categories for reducing the search focus,
pulling information and exact details, and combining information across sources (Henry, 2006).
During my lesson, I model different strategies showing them to how to search for specific
information and I think aloud during my demonstration. I show the students how to enter
different words/phrases/questions into the search engine and how the phrases I put in give me
different results. These skills and strategies need to be repeated until the goal for searching has
been obtained (Henry, 2006). I show students how to repeat the skills and strategies until we
have found relevant information that answers our question. It is very important that students have
a purpose for searching. When a purpose or goal is identified, it helps narrow a topic to be
researched and provides guidance and focus before the search begins (Henry, 2006). In my
lesson, I set the purpose for our search at the very beginning. I ask students what questions they
have about goldfish and we pick one of their questions to complete a search on. This way, the
students are focused and they know what type of information we are looking for.


Relation to the TPACK Model:
My lesson relates to the TPACK model because I will be teaching in an authentic situation (my
classroom). I also know the content that I am going to teach and how best to teach it. The
technology that will be used in my lesson is the internet, specifically the search engine kidrex.org.
According to the common core, students should be able to search the internet and use the
information to produce writing. In my lesson, I will be showing students how to effectively
perform a search on the internet to answer a specific question, sift through the information and
then use that information to produce writing. The use of technology in this lesson clearly helps
students accomplish the learning objectives/goals.
Connection to Common Core:
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers. My lesson relates to this standard because
students will be using the internet, and smart board to gather information and then that
information will be used to produce writing about the researched topic.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question. My lesson relates to this common core
standard because students will be working with me to answer a question about goldfish using the
internet for research.












References
Henry, Laurie A.(2006). Searching for an answer: The critical role of new literacies while
reading on the internet. The reading teacher.Vol.59, No.7.