Reading Informational Text with Ozobot - Small Group
For the Final Unit of the school year, our thematic focus is America’s People. This unit focuses on the idea that America as diverse nation. To help students gain a foundational understanding of how immigration plays a key role in the diversity of our nation, students will read multi paragraph texts that outline the process of immigration through Ellis Island. I know what you’re thinking….nothing about that task screams simplicity or novelty. But have no fear! QR Codes are here!
Check out a quick blurb about QR Codes. These QR codes transform simple (and sometimes mundane) tasks into exciting and engaging activities using technology. You can use unique QR Codes that link to a specified passage with information about the immigration to the US through Ellis Island. The students will access the text on a device.
This idea was originally adapted by Shawn Goff (Devon Elementary School) to suit a whole group setting using tiny programmable toy robots called, Ozobots.
In this activity, the Ozobot takes the voyage through a model of Ellis Island while students read information about each station in the journey. The Ozobots make the activity really interactive and give students a visual representation of Ellis Island, but is not a requirement for this activity. Below is the model Ellis Island that can be used for the Ozobots.
*Teacher Tip: It is suggested to do this activity with students during small group instruction. Each child would use the QR code to digitally access the text and then we would have a teacher-led discussion about the text. This is to ensure that there are no misconceptions about the voyage through Ellis Island. Within the small group setting, you can make adaptations and modifications to meet the ability levels of all learners.
After reading the passages that pertain to the journey through Ellis Island and the read aloud that kick-starts the unit, have students reflect and respond to the following TDA prompt: "In the text A Picnic in October, Tony and his family venture to the Statue of Liberty to celebrate her birthday. Based on the information learned about immigration through Ellis Island, why do you think Tony’s Grandparents think celebrating Lady Liberty is so important?" Use evidence from the text to support your answer.
At the end of the year, students should be able to tackle this prompt, but guidance and support may be necessary. Cause and Effect with Epic - Workstation
Activity 1
At the end of the year, most students are able to identify sound spellings within a word. To increase fluency as well as being able to identify sound spellings within a word, students can complete this activity in a workstation! The teacher will open Sound spellings (page 45 and 46) .
Summarizing with Seesaw - Workstation
In workstations, students will complete the ‘L’ column of the K-W-L chart previously started during whole group instruction. Students will use Seesaw to publish their K-W-L Chart. The teacher should place a copy of their chart in Seesaw for the student to work from. Here is a tutorial to learn more about using Seesaw in the classroom. You may also choose to use this task card with students for this activity.
Sequencing with Cubetto
In this lesson, students will read the story Jingle Dancer. This is a story of how a contemporary Native American girl turns to her family and community to help her dance find a voice.
This story lends well to a sequencing activity. The little girl goes from place to place collecting her jingles. A neat way to use technology with sequencing while teaching coding is to use Cubetto. To learn more about how to use and code with Cubetto, watch the tutorial below. Don't forget that Cubetto is available for check out. Contact your DIS for more information.
In this activity, students can program Cubetto to go to any spot on the grid or map. For this activity, you can make a grid of all the places that the little girl Jenna in our story goes while she is collecting her jingles. The students will program Cubetto to go to the jingle collection spots on the map as they recall where Jenna got her “jingles.” This, in turn, would be where they are sequencing the events of the story. Click here for the cards for this activity.
Teacher tip: This activity could be done in small group or as a whole group. You can also "dress" Cubetto as the character to support student engagement.
Standards
ELA 2.RI.13.1, 2.RI.6.1, CS 2.CS.1.3, 2.CS.2.3, 2.DL.1.2, AuthorChristine McClure
0 Comments
|