Verizon Thinkfinity Integration Plan

General Information
Name: Julie Hawkins District/School or Organization: Texas A&M University
           
Subject Area/Topic: English Language Arts Grade Level(s): Kindergarten
     

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one
or more related Verizon Thinkfinity learning object(s) aligned to the standards.
State or National Standards; 21st Century Skills Title and URL for Learning Object
§110.11. English Language Arts and Reading,
Kindergarten, Beginning with School Year 2009-2010. Listening Comprehension and Retelling in Sequential Order

(b) Knowledge and skills.

(8) Reading/Comprehension of Literary Text/Fiction. Students

understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(A) retell a main event from a story read aloud; and

(21) Listening and Speaking/Listening. Students use

comprehension skills to listen attentively to others in formal
and informal settings. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(B) follow oral directions that involve a short related
sequence of actions.

Part 2 – Determine instructional elements - Integration

A. Which type of learning object is this? B. Where will I use this learning object C. Which instructional strategies will I
in the instructional cycle? employ?
Learning Object for Teacher Use Opening Motivational Activity Direct instruction
Online (requires a computer) Central Focus of Lesson Plan Indirect instruction
Offline (no computer required) Research Tool for Students Experiential learning
Closure Activity Independent study
Learning Object for Student Use Assessment Tool Interactive instruction
Online (requires a computer) Remediation Tool Other
Offline (no computer required) Enrichment Tool
Notes: Visit
http://olc.spsd.sk.ca/DE/PD/instr/index.html
for more information on the instructional
strategies listed.
Notes:
This lesson will be used as a station activity to reinforce instruction and see where students are at in terms of sequencing and
listening comprehension. Students will work independently in their station, but then work with others at the end.

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity?
Classroom Configuration: Notes:
Computers not needed - printable resource Students will have multiple students at the station;
Whole group instruction, using a projector and / or interactive white board however, they will be working independently for the
Whole group activity, with small groups using mobile laptops majority of the time. This station will need
simultaneously laptops/iPads for the students. Each student will
Small group, using classroom computers or mobile laptops as rotating need their own headphones but can share a device
stations if there is a headphone splitter. Each student will
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Copyright © 2010 Verizon Foundation. All Rights Reserved.
This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document
for any other purpose, including commercial gain, is strictly prohibited.
Revised – 2/22/10
 Verizon Thinkfinity Integration Plan

One to one, using classroom computers or mobile laptops as rotating need their own book, worksheet, scissors, pencil,
stations and glue stick. The students will need enough
One to one, in a computer lab setting space to complete the activity on their own, but
One to one, with individual student laptops also be close enough to collaborate when retelling
Other the story orally.

B. How will I manage implementation?

Classroom Management: Notes:
General computer rules / procedures I will have the station set up for the students beforehand and give general rules for
Specific directions for activity computer use. Materials such as glue and scissors will be kept separately from the
Helping Hands technology. Students will be expected to share the technology. The audio podcast will
Other have specific directions to help facilitate the activity.

C. What additional considerations will support successful implementation?

Software Notes:
Hardware Students will need an iPad or laptop with the read aloud file loaded, headphones, a
Supplemental Materials “Pete the Cat’s Groovy Bake Sale” book, a worksheet, a pencil, a pair of scissors, and a
Other glue stick.

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the learning object(s)?

Students will get to the station get their copy of the book and put on their headphones. They will listen to the read aloud and follow
along with the book. Once the read allow is finished they will complete a sequencing activity to retell the story. The story will have
five different events for them to sequence. They will cut out strips. Each strip will have text from the book as well as a picture to
describe the event. The students will glue the events in the order they occurred in the story. After they have sequenced the event,
they will find a partner. Using their chart, they will retell the story that they heard.

Explain how the learning activity you’ve described will support students’ development of 21st Century Learning and Innovation
Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration).

This learning activity will help to support students’ development of 21st Century Learning and Innovation skills. First this idea of the
podcast itself and incorporating technology is innovative. It allows students to learn in another way than they can traditionally read
or hear stories at this level. It also gives them to chance to actually hold the book while the reading is occurring and make those
text connections they may not always get when someone else is holding the book and reading. This will also help develop their
critical thinking skills. Especially as kindergarteners, remembering the order of a story and being able to retell what they have been
read really helps their thinking. They have to be able to listen to the story, comprehend and process it, and then apply that
knowledge. Finally, the students will use the knowledge that they applied to communicate this story with others. They will have to
communicate effectively with their peers which is incredibly useful in the 21st century.

Explain how the learning activity you’ve described will support students’ acquisition of current, accurate, and up-to-date information
or reinforce concepts in core content areas.

This learning activity will support students’ acquisition of current, accurate, and up-to-date information or reinforce concepts in the
core content areas. In kindergarten, students are learning that text mas meaning, how to read, and how to comprehend text that
they read or hear. This read aloud will help to reinforce their ideas of text features and the idea that written words have meaning.
They can also help the student with the idea of comprehension of what they hear and read. They learn that the purpose of reading
is comprehension and start making connections on how to truly comprehend stories. Then the student will work on their retelling
and sequencing skills which will be crucial as they move forward and continue to comprehend more text.
     

B. Describe how you will differentiate the activity to meet the diverse needs of your students.

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Copyright © 2010 Verizon Foundation. All Rights Reserved.
This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document
for any other purpose, including commercial gain, is strictly prohibited.
Revised – 2/22/10
 Verizon Thinkfinity Integration Plan

In order to differentiate the activity to meet the diverse needs of my students, I will change the level of work. The read aloud
will stay the same to help all students, however the work after could change. This read aloud is already a great way to
differentiate instruction for students who are struggling readers. I can have worksheets with more events to be sequenced for
students how have better listening comprehension and some with less events to order. The activity could also be adapted for
more collaboration and communication between students.

C. Effectiveness – What indicators will I expect to see / hear from students, which will inform me about the effectiveness of the
learning activity?
There are some indicators that I expect to see from the students to inform me about the effectiveness of the learning activity. I
should be able to asses their understanding through the worksheet and conversations they are having. First, if the student is
correctly able to sequence all the events on the worksheet, then I will know that the activity was an effective test of listening
comprehension. This will give me an idea of how well the student understands what they here and how well they understand the
idea of sequencing and events coming first, middle, and last. I should also be able to test the effectiveness of the activity by the
conversations the students are having after they complete the worksheet. If the students can retell the story in the correct order,
while using details, I can know that they comprehended the read aloud.

Part 5 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan to meet objectives that will be assessed.

NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be
included.
This learning activity would be part of a unit that is focusing on comprehension. Many kindergarten TEKS discuss how after a read
aloud, students should be able to identify main characters and events, retell the story, describe the reasons for characters actions,
and tell what happens first, middle, and last. This activity would be towards the end of the unit after the students have already
worked on listening comprehension and retelling. This activity would combine both a sort of written and oral retelling of the story
while focusing on the order instead of just the details and events that occurred.

http://www.thinkfinity.org
Copyright © 2010 Verizon Foundation. All Rights Reserved.
This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document
for any other purpose, including commercial gain, is strictly prohibited.
Revised – 2/22/10