Listen, Intiate, Produce and Solve (with LiPS Reading Program)

Standards and Frameworks

Technology Standards

2T-F1: Students demonstrate respect for other students while using technology.
2T-F2: Students practice responsible use of software.
2T-E1: Students discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

Academic Standards

Standard 1: Reading=Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts.
Standard 2: Writing= Students effectively use written language for a variety of purposes and with a variety of audiences.
Standard 3: Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

Objectives

Academic

Students will identify correct oral placement of a variety of phonemes in a field of 5-10 items.

Students will compare and contrast the written symbols (letters) with visual/tactile productions (pictures) of target phonemes in a field of 5-10. Students will then "quiz" each other and evaluate levels of accuracy.

Students will follow differentiate directions given verbally and graphically. Students will then practice skills by developing and directing each other in simple directions and activities

Students will share ideas, information and questions appropriately within their small group setting. Students will select and ask pertinent questions throughout the activity.

Students will create new words spelled correctly to complete a variety of tasks.

Students will relate learned skills from previous practice (Lips Program) to decode unfamiliar words in a variety of texts.

Students will use previously taught strategies to "practice" skills by selecting missing words within a short (paragraph level) reading activity. Students will then share with each other their individual responses and predict if another answer may provide even more accurate information.

Students will judge oral and written productions of self and team members and provide positive, constructive feedback and number values to each production.

Technological

Students will demonstrate respect for each other while using technology.

Students will demonstrate appropriate behavior while using the technology in the classroom.

Students will properly operate equipment to ensure equipment is not harmed.

Students will recognize that damaging school property is destroying public property.

Students will recognize that changing someone's work without permission is unacceptable.

Students will describe and practice respect for other students while using technology.

Students will explain the purpose of an Acceptable Use Agreement and the consequences of inappropriate use.

Pre-Requisite Technology Skills
Students will be familiar with computer set-up within the classroom setting.
Students will be familiar with components such as mouse, mousepad, keyboard, monitor, hard drive and speakers.
Students are comfortable with a variety of terminology such as URL address, click, back, page, site, save, delete, scroll.
Students have demonstrated knowledge of searching bookmarks and/or typing in URL address in order to initiate and continue with work on site.
Students have some trouble shooting skills and can problem solve among themselves a variety of common computer "problems".

Materials
LiPS Pictures
LiPS Letters
Reading handouts
- Freddy Fox missing words
- Freddy Fox Fantastic Adventure Story
Station signs
Computer with Internet Access
URL address www.amphi.com/~gborga
URL address www.rhlschool.com

Accommodations for Special Needs
The majority of the students are special needs and the lesson plans are designed for their individual skills and levels. The students are generally grouped in such a way as to build their weaknesses through use of their and others strengths. Several sessions/periods are alloted for completion of this particular activity-generally up to three one-hour classes.
Two of the students in this particular class are at much lower reading levels than the majority so will be provided with alternate activities and additional time

Procedures
1. Students are provided verbal and visual information regarding the rotation of the stations. Instructions are given verbally and graphically (see attached) with expectations and directions.
2. Students are shown the station signs and each is asked to read them for demonstration of comprehension and attention to task/activity.
3. Students are given their name tags with a color code so that they can determine which station they begin with and in which direction they travel.
4. Directions will be read aloud again and several students will be asked to repeat them so that all are ready to safely initiate activities.
5. Room must be set up in such a way as to not cause difficulty for anyone to maneuver through the various stations.
6. Envelopes are provided with the lips letters and mouth shapes for students to match and quiz each other-station 1.
7. A variety of reading materials (at designated levels) is placed at one station. Short stories which may or may not be familiar to students have been chosen. The stories vary in length and the number of missing words varies as well-station 2.
8. The above URL addresses are available and bookmarked on the two classroom computers. A variety of back-up work is also available should the computers be down that day or week-station3.
9. Each station has the appropriate materials and another set of directions. Students are advised to re-read the directions when they get to each station. Hopefully, the stronger readers will be helping the students that may be struggling. When everyone at station 1 has matched the letters to the pictures, each person in the group takes turns "quizzing" the others on the sounds, letters and gives them words to "spell" with both the letters and the pictures. The following person determines which letters can be changed (one at a time) to change the meaning and/ or the word entirely. Station 2- may read short stories together first or look at the list of the "missing parts" and then read. Each student has his/her own worksheet to complete the work. The students are to then re-read each portion and evaluate if the most effective words and phrases have been selected.
Station 3 is the computer and students work as teams to assemble letters so that the words are spelled correctly, organize the sentence so that it makes sense and solve the phrases by typing in the missing or misspelled word(s).

Assessment
Each group is provided with a questionnaire asking how they liked each activity by rating them on a scale of 1-5. Students were asked how these activities are or can be helpful to them within the academic, classroom setting. Students are asked to list three reasons why and how these activities will make a difference in how they perform in their general classroom, home and/or social settings.
Reflection and Sumary
The following rubrics are provided for the responses on the reading and writing parts of the lesson and the collaborative work of the individual students.
Story Writing
Collaborative Work Skills

Teacher Name: Gerri Beth Borga
Site: Amphi Middle School
Date Submitted:September 11, 2001