Reading and Writing
This is an opening activity to get the students interested in the reading activity. Introduce the app and tell the students which video they should watch, giving step by step instructions.
Students will be able to, in groups if necessary, go onto an iPad or other device to watch the video the teacher has suggested in this app.
2 Guided Practice
Together, go over how to work this app with the students. Pick a book for example and show the students what to do with it once they have read a book.
Students will individually, or in partners/small groups if technology access not permitting, read through one of the books they selected in the app.
For example, a student really likes underwater animals. This student can go into the reading rainbow app and go into the "animal kingdom" section where they can find a book on the subject they most want to read.
3 Independent practice
The teacher will first explain how to use this app. This app will be used so students can write or draw something that explains the story they just read through the reading rainbow app. These will be shared amongst the class upon completion.
Students will individually, or in pairs and small groups if there is not enough technology, create a drawing or write a few sentences (more depending on age group) about their story.
For example, the student who likes underwater animals, after reading a book, can draw a picture illustrating something they saw in the book to share with the class.
Key Standards Supported
Reading Foundational Skills
|RF.3: Phonics and Word recognition|
|RF.3.3||Know and apply grade-level phonics and word analysis skills in decoding words.|
|RF.3.3a||Identify and know the meaning of the most common prefixes and derivational suffixes.|
|RF.3.3b||Decode words with common Latin suffixes.|
|RF.3.3c||Decode multisyllable words.|
|RF.3.3d||Read grade-appropriate irregularly spelled words.|
|RF.3.4||Read with sufficient accuracy and fluency to support comprehension.|
|RF.3.4a||Read on-level text with purpose and understanding.|
|RF.3.4b||Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings|
|RF.3.4c||Use context to confirm or self-correct word recognition and understanding, rereading as necessary.|
|W.3: Text Types and Purposes|
|W.3.1||Write opinion pieces on topics or texts, supporting a point of view with reasons.|
|W.3.1a||Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.|
|W.3.1b||Provide reasons that support the opinion.|
|W.3.1c||Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.|
|W.3.1d||Provide a concluding statement or section.|
|W.3.2||Write informative/explanatory texts to examine a topic and convey ideas and information clearly.|
|W.3.2a||Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.|
|W.3.2b||Develop the topic with facts, definitions, and details.|
|W.3.2c||Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.|
|W.3.2d||Provide a concluding statement or section.|
|W.3.3||Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.|
|W.3.3a||Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.|
|W.3.3b||Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.|
|W.3.3c||Use temporal words and phrases to signal event order.|
|W.3.3d||Provide a sense of closure.|
|Production and Distribution of Writing|
|W.3.4||With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.3.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.|
|W.3.6||With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.|
|Research to Build and Present Knowledge|
|W.3.7||Conduct short research projects that build knowledge about a topic.|
|W.3.8||Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.|
|W.3.9||(Begins in grade 4)|
|Range of Writing|
|W.3.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|