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TECHNOLOGY INTEGRATION LESSON PLAN
Grade Level: 3	Subject Area: Reading
STANDARDS
Maryland Content Standards
2.A.2.f – Recognize the contributions of text features to meaning 2.A.4.c – State and support main ideas and messages
Educational Technology Learning Goal and Indicator

ASSESSMENT
*Assessment Design:* Includes description of assessment and scoring tool/rubric assessing both the content and technology. -Students had to create a graphic organizer on their palm. -Students had to list the main idea and at least three supporting details from a multiple paragraph report on "Pigs".
*Implementation:* Includes description of how the assessment expectations will be communicated to students. - Students were given step-by-step instructions of how to use the PiCoMap to create their graphic organizer to make connections from the main idea to the supporting details.
*Product: Explains what students will produce and how it is connected to what they are learning and includes a sample prototype of a finished product:* Includes an explanation of whether you intend to use the student product(s) for other instructional purposes (i.e., sharing, gallery walk, data collection, ongoing instruction). I will use the finished product to see which students have mastered the concept of main idea and supporting details. This information will be used to drive ongoing instruction.
INSTRUCTION WITH TECHNOLOGY INTEGRATION
Resources and Materials for Content: Text, books, etc. Anthology – Theme 1 – Oink, Oink, Oink Article – "This Little Piggy!" page 64
Resources and Materials for Technology Integration: Software, Palm, etc. Palm Programs – iKWL and PiCoMap Keyboard
Student Technology Skills Prerequisite skills, if needed: Skills taught in this technology integration activity: -Students learned how to use their keyboard with the Palm. -Students learned how to create a graphic organizer. -Students learned how to beam.
Objectives: Students will: -0 read to be informed -1 recognize the main ideas and supporting details -2 create a graphic organizer -3 access prior knowledge about Pigs -4 use a handheld to complete the graphic organizer in PiCoMap -5 use a handheld to complete iKWL Procedure: -6 Activate students’ prior knowledge about pigs -7 List information on chart paper -8 Have students go to iKnow in iKWL and list the information they know about pigs -9 Have students go to iWonder in iKWL and list at least three questions they have about pigs -10 Point out that each paragraph has a title to direct their attention to the topic of the paragraph -11 Have students read the information about pigs -12 Go back to the prior knowledge on the chart paper to note the new information learned -13 Have students go to iLearned in iKWL to list new information -14 Have students create a graphic organizer to list the main ideas and supporting details -15 Have students write a summary paragraph that includes only the main ideas and supporting details
DIFFERENTIATION
Extension Activities: -Have students write a paragraph to summarize the article about pigs to include only the main ideas and supporting details Remediation Activities: -Work with students in a small group to do guided reading of the article - Work with students in a small group to help them get the main idea and supporting details by asking them leading question s that will direct their attention to the main ideas and supporting details.

TECHNOLOGY INTEGRATION LESSON PLAN
Grade Level: 3	Subject Area: Reading
STANDARDS
Maryland Content Standards
Read for Literary Experience Restate information from the text
Educational Technology Learning Goal and Indicator

ASSESSMENT
*Assessment Design:* Includes description of assessment and scoring tool/rubric assessing both the content and technology. Students had to read "Little Bird’s Journey" from the MSA Coach Test Practice Booklet and answer two BCR questions in their handheld. They had to follow the same rubric that was set my MSDE.
*Implementation:* Includes description of how the assessment expectations will be communicated to students. The scoring rubric is on a poster which will be posted in the front of the room.
*Product: Explains what students will produce and how it is connected to what they are learning and includes a sample prototype of a finished product:* Includes an explanation of whether you intend to use the student product(s) for other instructional purposes (i.e., sharing, gallery walk, data collection, ongoing instruction). I will use the finished product to see which students can successfully answer the questions by scoring a "3". This information will be used to drive ongoing instruction.
INSTRUCTION WITH TECHNOLOGY INTEGRATION
Resources and Materials for Content: Text, books, etc. MSA Coach Test Practice booklet Passage – "Little Bird’s Journey"
Resources and Materials for Technology Integration: Software, Palm, etc. Palm Program – Free Write Keyboard
Student Technology Skills Prerequisite skills, if needed: Skills taught in this technology integration activity: -Students learned how to use their keyboard with the Palm. -Students learned how to use FreeWrite to answer their BCRs.
Objectives: Students will: -16 read for literary experience -17 orally answer multiple choice questions after reading the passage -18 restate information from the text Procedure: -19 Ask students to read the title and look at the picture to predict what they think the passage will be about -20 Do a guided reading of the passage "Little Bird’s Journey -21 Stop periodically to check for understanding -22 After reading, have students orally answer the multiple choice questions -23 Have students go to the BCR questions to answer numbers 39 and 40 in FreeWrite -24 Have students refer to the rubic posted on the board to see how they will be scored -25 Have students beam their completed BCRs to the Teacher’s handheld
DIFFERENTIATION
Extension Activities: -Have students work independently to answer the BCR questions Remediation Activities: -Work with students in the Working Toward Reading group and Special Ed students to assist them with answering only question number 40.