Online Literacy Assignment

Brittany Owens

Research

Standards:

CCSS ELA:
o W.3.2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
o RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
o RI.3.3 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
o 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 2-
3 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:
o 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
 o 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small
group, and individual) to differentiate instruction.
KTS:
o 6.1: Uses available technology to design and plan instruction, I was able to
develop and utilize technology to facilitate interactive lessons for my students that
would promote engagement.
o 6.2: Uses available technology to implement instruction that facilitates student
learning.

Grade Level: Third Grade

Time needed to complete the assignment: 60 minutes

Materials: Computers, Tablets, Smartboard

Learning targets of the lesson: I can research a topic by finding readable, trustworthy and
useful and information.
I can generate subtopics about an animal to create keywords that will help me find
information.
I can generate questions to search for and locate information on the internet
I can analyze and evaluate the sources to see if they are reliable.
I can determine whether the information is relevant to my topic and research assignment.
I can communicate and collaborate with others information I found within my research.
Procedures

1. The class and I will discuss todays main learning target. I can research a topic by finding
readable, trustworthy and useful and information.

2. The students will be put in groups of three. Each group will share one tablet.

3. The students will go to our class Weebly page and find todays lesson.

4. They will click on the button that says KWL About Research. It will take them to a link of a
Lino Corkboard. In their group, they will answer what they know about research and what they
want to know about research.

5. The students will click on I Do button on the Weebly page and that will take them to Nearpod.
They will put in the code (NERYF) to join the lesson on Research.

6. I will create discussions and talking points throughout the lesson for each slide on Nearpod
about research and students will participate and answer questions when prompted.

7. After the Nearpod lesson, each group will decide on an animal they would like to research.

8. Once each group has decided, they will click on the We Do & You Do button and be directed
to the following Google Doc link:
https://docs.google.com/document/d/13NvkK5dyrAppH29KTzsnryaFHpy9nuVV80dG8v64CvM
/edit

9. I will instruct the students to pick one person from their group to be the only typist at this time.
This person will document the animal and questions agreed upon in their group.

10. On their tablets, students will go to their groups Google Doc and fill in the boxes and fill out:

Their group members

Their chosen animal
Three questions they have about their animal

11. Once the groups have generated their questions, I will gather the students back together to
discuss how we find useful information.
12. I will model and think aloud as I search for information on Bears and the following
questions.

What do bears eat? Where do bears live? How long do bears live?

12. I will show the students the search engine, KidsRex. I will model looking for websites and
figuring out what is reliable based on the domain, date and source.

13. Students will stop, think and share with a partner about whether or not they feel each site I
chose are reliable and why. We will discuss how this fits with the RTU strategy.

14. Once they have seen how to search on the internet, they will practice with the questions they
generated and they will fill out the rest of the google document. Each member of the group will
pick one of the questions to be responsible for and they will find the sources and take notes on
the google document. The students will generate conversations about why they think sources are
reliable and how they can tell if the information is readable, trustworthy and useful.

15. With about 5 minutes remaining in the lesson, the students will be asked to go back to the
Lino Corkboard and write down something they learned today about research as their exit slip.

How students will be assessed: I will assess the students using the Google Docs from each
group. I will see who is participating and finding information and attempting keywords. I will
see if they are finding reliable sources and this will create talking points and guiding questions
for the next days lesson.

Accommodations and modifications for students: I will accommodate my low readers and
ECE students by showing them the voice and audio function of google. I can show them how to
copy and paste text into google translate and it will read the English passage for my low reader
and it can translate it for my ESL learner.