Lesson Plan for the Daily 5

During the literacy time frame, students will work through the 5 rotations listed below. While the teacher works with small reading groups. This lesson will hopefully give other teachers some ideas as to how you can integrate technology within the classroom. Writing- In this station, students will be working on a class book such as one on rctic nimals. !ach student will be responsible for researching their animal and writing about it on Google Docs, a cloud based technology, in order to create a class book based on technology collaboration. Working with Words- "tudents in this station are working on building their vocabulary and looking for word patterns. In this station, students will integrate technology by applying the Vocabulary Spelling City app. This is a game-based learning tool to used for vocabulary, spelling and language arts. #istening- Tumble Boo s is a technology that can be used for students to hear books while they work in the listening station. $ead to "elf- In this station students usually read off their list of %igh &re'uency Words first. Then they move on to read a self-selected leveled book independently. (y using !ry "or#s app in this section of the Daily 5 one can replace the %igh &re'uency paper list to a technology base. The great thing about this app is that one can add words to the list or create new ones. $ead with (uddy- In this station, students take their books and take turns reading with their partners. "tudents will use the timer app on their ipa#s in order to keep track of time. This use of technology will assure that students are both getting their fair time of reading.

While the students are working in these rotations, the teacher is working with a group of students in a small guided reading lesson. )leas see below for a sample guided reading lesson while using technology.

Mini Lesson Plan for

Guided Reading
Character Traits Students will be able to read and discuss character traits.
Key Ideas and Details CCSS.ELA- Literacy. L.!." As# and answer $uestions of who% what% where% when% and how to De&onstrate understandin' of #ey details in te(t. Anchor Standard) ead closely to deter&ine what the te(t says e(*licitly and &a#e lo'ical inferences fro& it. Cite s*ecific te(tual e+idence when writin' or s*ea#in' to su**ort conclusions drawn fro& te(t. De&onstrate understandin'% either orally or in writin' after readin'% +iewin' or listenin'. CCSS.ELA Literacy. L.!., Describe how characters in a story res*ond to &a-or e+ents and challen'es. Inte'ration of Knowled'e and Ideas CCSS.ELA-Literacy. L.!.. /se infor&ation 'ained fro& illustrations and words in a *rint or di'ital te(t to de&onstrate understandin' of its characters% settin' or *lot.

Before beginning the lesson I will use set the timer on my ipad to keep track of time. - lntroduce the 0oal for the 'rou* lesson. - 1ell the 'rou* how we ha+e been learnin' about 'ainin' infor&ation about the characters we read. - Introduce 0re'ory% the Mean Dra'on. - Show 'ra*hic or'ani2er. - 3a+e students read *. !-4 - Students will fill out 'ra*hic or'ani2er I will use the Sticky Note app on &y ipad to as# the tar'eted $uestions. 1hese $uestions ha+e been *reselected based on each student5s focus area in literacy usin' the results fro& their !" Scores. !ssessment# 0ra*hic 6r'ani2er