Odile+H

Instructional design

 * How I addressed standards and objectives: English  SOL 3.6 The student will continue to read and demonstrate comprehension of nonfiction.
 * Make connections between previous experiences and reading selections.
 * Ask and answer questions about what is read.
 * Draw conclusions.
 * Organize information and events logically.
 * Summarize major points found in nonfiction materials.
 * Identify the characteristics of biographies and autobiographies.
 * ====== Compare and contrast the lives of two persons as described in biographies and/or autobiographies. ======


 * How I addressed 21st century skills: Communication and Collaboration, Information Literacy, and ICT (Information, Communication, and Technology) Literacy
 * How I incorporated the Curriculum-Framing Questions (CFQ's): The Essential question is a hook that will peak student interest in the beginning of the project. The unit questions develop skills for good organization and responsible use of information. These are useful skills that will be necessary for students in their future.
 * How I used project approaches. This ongoing project helps students understand expectations and procedures so they can plan for their own improvement.
 * How I addressed student differences: Videos of interviews will be useful when students have trouble reading a web site. Student grouping will have one student in each group to be able to read on grade level. Advanced learners will be paired together (not with a slow learner) so that they can work to a higher standard that will be rewarded by sending an email to an author.

Technology integration

 * How technology integration supports content learning: Author websites are a great way for students to read and learn from biographies.
 * How technology integration supports 21st century skills: Blogging is a great way to allow students to collaborate between teams and allow all students equal opportunity to "talk" and be "heard."
 * How technology integration meets student and classroom needs: Students will enjoy the blogging experience and will be engaged in their work.

Assessment strategies:
Upload in the following order using the following headings these components:
 * How my assessment strategies address standards and objectives: Internet Reliability Assessments demonstrate knowledge of internet and reasons to cite sources of our information in addition to use of age-appropriate writing. Team Collaboration encourages students to work with peers to solve problems. Blog Assessment looks at whether they relate information that they read to themselves and to prior learning. Assessment also encourages development of students as writers. Final assessments looks at the complete writing process, from organizing facts to writing a paragraph.
 * How my assessment strategies are student centered: Students are always asked to self-assess their work before I assess them as the teacher. It is my hope that students will be self-motivated to improve their products.
 * How my assessment strategies are varied and ongoing: Repetition of self-assessment is intentionally provided to help students develop these skills. Early 3rd grade students are new to many things
 * ===Unit Plan===
 * [[file:Odile Unit_Plan.doc]]
 * ==Student Sample and Student Sample Assessment==
 * [[file:Odile Student Sample.doc]]
 * [[file:Student Sample Assessment by Teacher.doc]]
 * ===Facilitation or Student Support Example===
 * Demonstration of Blogging at   []   
 * Authors on Dixon Library website []
 *  [[file:Student Graphic Organizer.dot]]
 * ===Other Documents===
 * Upload any other documents that you created that you want to share