Technology-Enhanced Writing with Predictable Pattern Books

Sample Lesson Review and Analysis

The lesson meets the Ohio Academic Content Standards and learning outcomes.
- The content addressed in this module includes reading applications and several standards that address the writing process.
- The indicators itemized are from grades K-1.
- This module covers substantive content in these areas.
The lesson incorporates technology appropriate for supporting learning goals, including Ohio academic goals, and individualized student needs.
- The lesson uses an innovative approach to reading and writing using computer software that makes learning fun by encouraging young students' creativity.
- The activities allow for multiple levels of success depending on individual students' abilities.
The lesson incorporates technology appropriate for the professional development requirements of the National Council for Accreditation of Teacher Education (NCATE) or other professional development licensure needs.
- This lesson not only requires the use of hardware and software but also provides many support resources.
- The ISTE standards for teachers addressed by this module are listed and are met by the activities.
Technology is integral to learning in the lesson.
- This lesson requires the learner to use technology.
- The goals could not be met as easily without the use of technology. The technology enhances the learning experience for students.
- The software (KidPix) used in this lesson is relatively inexpensive ($19.99 from http://www.broderbund.com). Participants may want to explore other modules for software that can be used for creating technology-enhanced lessons. School districts may already own other software that could be used to accomplish the same goals. Suggestions for other software include Microsoft PowerPoint, HyperStudio, KidWorks, and Amazing Writing Machine.
Technology use in the lesson empowers learners.
- Using a word processing program allows the learner to efficiently move between drafting and revising.
- The features of a good word processing program (deleting, inserting, cutting, pasting, search and replace) give learners the ability to manipulate text and provide an environment where experimentation can be done efficiently.
- Learning to use the software, in conjunction with effective teaching of the writing process, will allow the novice writer to become proficient much more quickly.
- Collaborative writing by email or other electronic means.
- Learners can collaborate with peers or teachers and the feedback the learner receives will affirm his or her efforts, in addition to providing opportunities for growth.
- Students are empowered by the ability to create and publish artwork to accompany the stories they write.
- A basic word processing program can help students with learning disabilities or those who need remediation by having the spelling and grammar checkers available. In addition, there are numerous assistive technologies available that can help students with learning disabilities participate equally in the writing process. Suggestions include Don Johnston's CoWriter and Write Outloud.
The lesson promotes a variety of research-based instructional strategies and takes into account various learning and teaching styles.
- The lesson is based on the use of text innovations for emergent readers and writers. Writing with text innovations allows the child to work in his zone of proximal development (Vytgotsky) as the teacher controls the amount of support the writer is given.
- Varying levels of support may be provided by controlling the amount of text provided in the writing template. This allows the teacher to adapt the lesson to students of diverse abilities and developmental levels.
- This module provides clear and precise direction given to both the teachers and the students.
- This lesson allows flexibility in the choice of software as well as the content. A list of predictable pattern books is provided. The technology skills and instructional strategies of the lesson can be easily applied to other content.
The lesson engages students in learning that is anchored in their diverse needs of individuals.
- Another highlight of this module is the potential for active engagement, increased time on task, increased enthusiasm, and learning for understanding and long-term memory.
- With the option for controlling the amount of support provided in the writing template and the opportunity for collaborative writing, needs of diverse students can be addressed.
The lesson requires students to be active participants, explorers and researchers.
- Students are actively engaged in the construction of their electronic story. They are able to use clip art and paint tools on the computer to create their own art to accompany the story.
- Students may use research skills to find appropriate words for their pattern stories.
The lesson requires students to demonstrate conceptual understanding, not just recall.
- In order to complete the module, students must apply and transfer their knowledge of predictable patterns to a new story that they create themselves.
The lesson encourages students to develop understanding and create personal meaning through reflection.
- Students must first reflect on the predictable pattern book to create meaning from the story and to analyze the book's pattern. They must then use their own background knowledge to create a text innovation that makes sense and that follows the story pattern.
- In working collaboratively with peers, students must reflect upon how pieces of the story fit logically together.
The lesson requires students to relate knowledge to real-world contexts.
- Students must relate their knowledge of "book language" to their creation of stories. Because these stories are easily shared in both their electronic and printed versions, students are able to assume the role of author.
The lesson promotes a variety of assessments that align with Ohio standards, learning outcomes, instructional strategies, and technology use.
- The rubrics used to assess the module and the lesson align with K-12 and teacher education standards and the stated outcomes of the lesson.
Lesson assessments promote teacher understanding of a variety of assessment tools and how to implement them.
- This module provides clear instructions on creating a rubric to allow the teacher to look for the students' abilities to demonstrate a variety of language arts and technology skills.
Lesson assessments support and expand upon students' learning and inform stakeholders.
- The assessment for the lesson clearly indicates the level of student performance on each of the stated outcomes.
Lesson assessments are performance-based and advance higher order thinking and knowledge construction.
- Both the module and the lesson assessments are based on instructor observation of teacher-participant and student performance and on the products created.
- Teacher-participants and students are assessed on creativity as well as the ability to apply knowledge.