TITLE OF THE LEARNING EXPERIENCE: What's Inside? Reading Text Using a Question and Answer Format by Peg Dowling

1. LEARNING CONTEXT
Describe the pupose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

English Language Arts

Standard 1: Students will read, write, listen and speak for information and understanding. The purpose of the learning experience is to have young readers and writers read a simple, repetitive text in a question and answer format. The children will then create their own patterned books using the Scholastic Wiggle Works software.

READING

Students will read simple informational texts with repetitive language and simple illustrations to begin to collect data, facts and ideas. Students will interpret information represented in pictures, illustrations, and simple charts and webs.

WRITING

Students will copy words, phrases, and sentences from books, magazines, signs, charts, and own dictation.

LISTENING

Students will listen for facts.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

Using the scholastic Wiggleworks Technology:

1. Students will read What's Inside by
2. Students will access the READ format in Wiggleworks and collect story words that they think will be pertinent to writing a story.
3. Students will read the story words and practice writing them on the ABC MAGNET BOARD format in Wiggleworks.
4. Students and teacher will read What's Inside? And create a K-W-L chart about animals that hatch from eggs.
5. Teacher will read Chickens Aren't the Only Ones and generate information about the missing section from the K-W-L chart.
6. Using the information collected in the K-W-L chart, students will make generalizations about animals that hatch from eggs and search for pictures of these animals in old nature magazines.
7. Using these collected pictures students will create a What's Inside? Book using a similar format to the tradebook. The book will be in the shape of an egg that opens up to reveal what hatched from eggs.
8. Students will share their completed book with their peers and family.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

Modifications to the technology involved, Wiggleworks, are easily made through the management system. Cursor size, print size and scanning magnifications are available as needed. Children are able to repeat items as they wish to improve comprehension. They are also able to read aloud the text and record themselves for self-checking.

MODIFICATIONS TO THE CLASSROOM: Since this instruction takes place with K-1 students, much of the work is done in small groups with direct teacher instruction. Other work is done in learning centers which are easily modified to fit needs of many children.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

Planning: 2 days

Implementation: 1-2 weeks

Assessments: 1-2 days

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

Student needs; access to computer and Wiggleworks, used nature magazines, art supplies

Teacher needs; access to computer and Wiggleworks, used nature magazines, art supplies, tradebooks (What's Inside and Chickens Aren't the Only Ones), chart paper

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

Student progress will be demonstrated by the authentic sample of the student book completed. A rubric will be created to clarify expectations for the student and to score the completed book. The rubric will include the following information:

Does your book have 4 animals that hatch from eggs? Yes No

Is you book neatly completed? Yes No

Are you able to read the book to a friend? Yes No

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

Because the Learning Experience was developed for a multiage group of early primary students a wide range of samples were completed.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.

This Learning Experience is part of a larger thematic unit called DOWN ON THE FARM. It is a content based language arts experience that was designed to expand the knowledge in the larger thematic unit. The unit of thematic instruction enables students to develop connections to other content areas and improve learning by expanding these connections. The technology is able to increase practice opportunities for children in developing reading and writing for information and understanding. The WiggleWorks program increases student success by providing more opportunities for practice.