If you have Ipad Rules, such as ‘Ipads sit flat on a table when we’re typing’ or ‘we take turns using the Ipad," review those before you hand out the iPads. My class developed rules at the beginning of the year and we do review those each time we pull out the iPads.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing Word Wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
Build interest & bring all the students to the same ‘place’ to start learning.
This is the second lesson I’ve taught about informational text features. See Informational Text-How Does it Help? that gives the background for these text features. If you have not taught these before, take a few moments to explain them.
Introduce the task
Later I’ll take the pictures away once they learn the word. If you can use a book familiar to the students-a social studies or science text - that’s best because they have background knowledge of the text.
Model the questioning
Using the app
The Common Core Standards encourage students to ask questions and answer with evidence from the text. (RI.2.1) Informational text holds a significant amount of information within the text features, so students who can use these will improve their comprehension. Using these text features allows to locate key facts and answer questions confidently. (RI.2.5) Creating structured situations that allow students to solve problems independently and encouraging them to draw on their own abilities to facilitate learning rather than on relying on adults to supply information are ways that I approach teaching to the Common Core.
Explain the task
Let students work
Monitor the groups and ensure they are taking turns picking text features. Challenge them to find some interesting features, not just pictures that are different than the other groups' choices.
When asking students to share and reflect, I prompt students to explain clearly and use examples when sharing their work. This may be difficult, but hearing the teacher and higher level students make comments like, "The caption told me that MLKing spoke in Washington DC" or "This map showed me where he was born and where he traveled" will provide good models for those who struggle more with expressive language.
Share and Reflect
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Groups should be of mixed ability. Kids with high and low language levels can always learn from each other when working collaboratively. Make sure the special education students can copy answers on the organizer or get help from a friend. When reading the book, groups will have a 'reader'. Attention to group roles (reader, timekeeper, etc) should be angled so the students skills sets are appropriately accommodated for.