ReadingELL

Author: Corrine Mellegard 03/18/2008 07:57:00 PM PDT

VITAL INFORMATION

Grade/Level:

Time Allotment:

2 class periods. 1.5 Hrs per class.

Summary:

This activity creates interaction between the student and their peers, the student with technology, and the student with their own mind.
It promotes reading comprehension for English Language Learner students by having them read an article and then create a Mind Map and a storyboard of pictures to analyze key concepts of the article.

Subject(s):

Reading

SUBJECT CONTENT AREA

Concept:

Key Concepts:
Reading Comprehension
Technology
Mapping
Teamwork
Picture association

Goals and Objective:

Objectives:
1. Identify key concepts in reading material.
2. Utilize the internet for research and locating pictures.
3. Associate concepts with pictures to create a story board.
4. Collaborate with team members to create a final project.

Cross-Curricular Goal(s) or Objective(s):

Improve ELL students' scores on the reading portion of the AIMS test.
Gain self confidence.

Standards:

AZ- Arizona English Language Learner Proficiency Standards

• Strand : READING

• Proficiency Stage ELL III: Performance Conditions: Students at this stage of proficiency comprehend the content of many different genres of texts independently. They are able to detect the overall tone and intent of text. Students read to learn and read for pleasure. Language in text is predominantly factual and literal, with some abstract ideas. Most information is explicit; some is implicit so that some level of inference is required to comprehend the text. Narratives that are biographical or descriptive are often related to personal experience. Linguistic and stylistic means of expression in some texts can be complex. Samples of text include classroom textbooks, stories, poems, newspaper articles, encyclopedia entries, and reports.

• Area : Comprehending Text

• Standard : The student will analyze text for expression, enjoyment, and response to other related content areas.

• Level : Intermediate

Benchmark : Identify the main ideas, key words, and important details in text that requires some level of inference.

Benchmark : Identify the components and main problem or conflict of a plot and its resolution.

MATERIALS

Instructional Materials:

Attachments

Reading Comprehension Article Students will read this article and create storyboards to show comprehension

Unusual materials:

Pictures will be available through using Google Images, but the students will be in charge of finding them.

Resources:

Technology resources:
Internet Explorer, PowerPoint, Word, google search engine,
CMAP Tools
The number of computers required is 1 per student.
Students Familiarity with Software Tool:
students have used these tools previously. They may need minor assistance in saving and inserting pictures.
Classrooms already have computers with the appropriate software.

CLASSROOM ORGANIZATION

Grouping Strategies:

The class will consist of 22 ELL students. Each student will work alone at the beginning of the assignment, and then they will work together in 3 groups of 4 and 2 groups of 5. Groups will be assigned to create more evenly knowledgeable teams.

Physical Classroom Layout:

Students will begin at their own computer station to read the article and find pictures on the web. Then they will assemble near the center of the class to view the projector screen. After individual presentations, groups will be formed and each group will work at 1 computer.

ACTIVITY

Procedure:

The class begins with a brief introduction of how the lesson will work:
- Students will read the printed article at their desks
- Then they can look up words of perform research to better understand any - Next they will create a Mind Map in CMAP Tools to display the main concepts - Then each student will search for pictures to demonstrate a visual - After that everyone will come together and discuss their ideas and show the - Then we will assign groups and each group will work to combine their
Step 1: Hand out the printed article to each student
- This reading should only take about 15 minutes to read and allow time for
Step 2: Create Mind Maps
- The teacher should get students started in CMAP Tools and then allow the - This activity should take about 20 minutes.

Step 3: Find pictures and create rough draft Story Board
- The teacher should show students how to get to Google Images and perform - Allow the students about 20 minutes to search for pictures.

Step 4: Group Presentations and Discussion
- Have the whole class sit together near the center of the room to each show - Each student will have the chance to show their powerpoint show pictures
Next the teacher will split the class into 5 groups and explain what will
Step 5 (Next Class): Work in groups to create one consolidated PowerPoint - Use half the class period to work on this and prepare for group
Step 6: Assessment
- The teacher will hand out an individual test asking certain questions about concept seen in the article.
of the reading.
storyboard of the main concepts.
pictures they found.
efforts and create one story board that accurately portrays the article's meaning.
research. The teacher should be available for questions but allow the students to create their own ideas.
students to each create their own map. Again, teacher should be available for questions but encourage self-thinking.
searches. Also show students how to save a picture and insert it into PowerPoint. Explain how students should use their Mind Maps to then search for related pictures.
their work and ideas.
and explain to the class why these pictures portray the story's concepts. This will take about 25-30 minutes.
happen to complete the lesson during the next class.
show of pictures.
presentations.
the article. This will test their knowledge and hopefully through the pictures they will remember key concepts to assist in answering the questions.

Questions for the teacher to ask:

Questions during the presentatiom may be: "what does this picture represent in the story?", "Why do you feel that is important?"

Modeling:

Modeling will be performed by the students within CMAP Tools, but the teacher can provide examples of a Mind Map model. Also, it may help to provide a map of the lesson showing how students will interact with the article, then technology, then eachother.

EVALUATION OF CHILDREN'S LEARNING

Formative Evaluation:

A) Students should be seen interacting with the computer and other students. They can be generally assessed by their attitude and participation during presentations and group work. There will be an end-product that will show the amount of effort put into the lesson.
B&C) There are no pre-made questions and answers or worksheets for this lesson. It is very open to interpretation by the students. They will ask the questions and create the storyboard without a set template. A formal quiz will be given at the end.

Summative Evaluation:

Students will take an online test at the end of the 2nd day to test their knowledge of the article.
Links

Reading Assessment Test the students' knowledge of the article they've been working on. This website has the test pre-made and will grade it for you.

THE NEXT STEP

Next Step:

The next step would be to continue using visual representations and mapping to help enhance comprehension and retention. Using the same technology tools, this lesson can be duplicated and altered to fit many different types of reading.

Assessment:

Rubrics

Reading Comprehension