“Hot for Literacy”

“Hot for Literacy”

n PROGRAM OVERVIEW This program can be used to

remediate students who are struggling with different reading skills. This program was implemented with 18 3rd grade students in small groups of 6 who were all identified as struggling readers.

Hot for Literacy is a fun way for the students to learn, improve and remediate reading skills. The students loved the remediation time, using the expressions, hot dots and fun engaging stories. Each group met for approximately 20 minutes a day. Each week we followed a routine, and each day the students were excited to participate and would often ask if we could do the same thing the next day.

•Mondays were our introduction day. I would take the skills that the classroom teacher was working on and find a Brain Pop lesson to introduce it. The students would then answer the questions at the end using the expressions.

•On Tuesdays we would read the intervention story from the Triumphs reading series, afterward the students would take a copy that I had made of the graphic organizer and answers that I had typed up to fill in the organizer.

•On Wednesdays we had worksheet Wednesday. Using stories from “The Far-Fetched News” was a big hit. The students loved the cute stories & the engaging activities that went with them.

•On Thursdays I had the students do Hot Dot cards that went along with that specific skill. The cards come in a variety of levels, and I could give

For further information contact…

Julie GarlandNorth Wauchula Elem. School

Wauchula, FL 33873

863-773-2183

[email protected]

2010 - 2011 Idea CataLog of exCeLLenCe

students a card that correlates with his/her reading level. If I had students who could not use the pens correctly and wanted to cheat or if I just wanted to assess how they were doing, I would give them a sticky note that they would write their answers on first and then check with the hot dot pens.

•On Friday’s I had the students play a reading game that went with the skill for the week or made a hot dot worksheet with hot dot stickers that I could use to get an accurate assessment of how well they had learned the skill, while they still thought they were playing and having fun.

What is innovative about this program is that it uses technology and fun activities to keep students engaged. The students looked forward to remediation and loved participating in it. While occasionally things did not always work on the same schedule, doing the same things each week helped the students know what to expect, and made planning lessons fairly easy.

n OVERALL VALUE I believe this program could be very

beneficial in teaching students reading skills. All of the students involved in my group this year were all in danger of failing FCAT. It helped most of them to be successful and the ones who were not make significant gains.

This program could easily be adapted by any grade. The skills the students are taught will help them in their school career.

n LESSON PLAN TITLES• The Three Little Pigs (compare and

contrast)• Reading between the Lines

(inferencing)• The Big Idea (main idea)• PIE (author’s purpose)• What’s the order? (sequencing)

n MATERIALS Materials are all listed with each lesson plan, most of which include:- Promethean board with expressions- Hot dot pens- Hot dot comprehension quiz cards - Reading comprehension activity series- Poppin pattern dots- The Far-Fetched New reading activities

book- Triumphs intervention book that goes

with the reading series- Any reading book that is permissible to

copy

n ABOUT THE DEVELOPER Julie Garland has a Bachelor of

Science in Specific Learning Disabilities from the University of South Florida. She has taught ESE for 9 years teaching full time for 2 years and resource inclusion for the last 7 years.

Currently, she is serving as a ESE resource/inclusion teacher for 4th grade at North Wauchula Elementary.

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“Hot for Literacy” Julie GarlandLesson Plan No 1: The Three Little Pigs (compare & contrast)

n SUBJECTS COVEREDReading (compare and contrast)

n GRADESThird

n OBJECTIVES The goal of this lesson is for students

to be able to compare and contrast two stories, using the Thinking Maps Double Bubble or Venn Diagram. After lessons are taught students will be able to compare/contrast elements, settings characters and problems in two texts.

n SUNSHINE STATE STANDARDS

LA.3.1.7.7 The student will compare and contrast elements, settings, characters and problems in two text.

n MATERIALS• Double bubble map or venn

diagram

• Printed answers

• “The Three Little Pigs” two copies from different authors with different endings

• Triumphs intervention series

• Far-Fetched News “Troll Butted Off Bridge by Gruff Brother”

• Two versions of “Little Red Riding Hood” (Lon Po Po)

Additional Materials:• Promethean/expressions

• Brain Pop

• Rubistar.com

n DIRECTIONS/ ACTIVITIES

1. Read two different versions of “The Three Little Pigs.” Fill out a Double Bubble Map together. Let students give answers to how they are alike/different.

2. Use the Promethean and Brain Pop to go over the lesson on Compare/Contrast. After the lesson answer the questions using the expressions. This can be used as an assessment, to determine if students understand the concept.

3. Read “A Splendid Meal” from the Triumphs intervention series. Give students a copy of graphic organizer with printed answers on slips of paper. After students have read the story let them glue answers onto the graphic organizer.

4. From The Far-Fetched News read “Troll Butted Off Bridge by Gruff Brother” let students complete Venn Diagram that goes with the story.

5. Read Little Red Riding Hood and Lon Po Po. Let students use either Venn Diagram or Double Bubble to compare the two stories. If time is a factor, typing out answers ahead of time and letting them glue or place them on the organizer my save time.

n EVALUATION/ASSESSMENT

1. Teacher rev iews benchmark assessments to determine what students require remediation with compare/contrast.

2. The teacher evaluates student by observing and assessing there answers on the double bubble map/venn diagram. With the first activity evaluate prior knowledge and use the final activity to determine final understanding.

3. Students assess themselves using the “Hot for Literacy” rubric.

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n SUBJECTS COVEREDReading (inferencing)

n GRADESThird

n OBJECTIVES Students will read a story and infer

information from the details listed.


LA.3.1.7.3 determine explicit ideas and information in grade-level text, including but not limited to main idea relevant supporting details, strongly implied message and inference and chronological order of events.

n MATERIALS• Hot dot pens

• Hot dot inference cards

• The Far-Fetched News “Rare Beanstalk Bites the Dust”

• Reading Skills - Inference Ice Cream pg. 109

• Poppin’ dot stickers

Additional Resources:• Promethean board and

expressions

• Brain pop

• Reading Skills - Inference Ice Cream pg. 109


1. Use the Promethean and Brain Pop to go over the lesson on Inferences. After the lesson answer the questions using the expressions. This can be used as an assessment, to determine if students understand the concept.

2. Read “A Slow Feast” from the Triumphs intervention series. Give students a copy of graphic organizer with printed answers on slips of paper. After students have read the story let them glue answers onto the graphic organizer.

3. From The Far-Fetched News read “Rare Beanstalk Bites the Dust” let students complete copy workbook pages and activities that goes with the story.

4. Pass out hot dot inferencing quiz cards according to reading levels of students. Let students use hot dot pens to determine whether they understand the assignment.

5. Do Inference Ice Cream puzzle from Reading Skills book.

“Hot for Literacy” Julie GarlandLesson Plan No 2: Reading Between the Lines (inferencing)


1. Teacher rev iews benchmark assessments to determine what students require remediation with inferences.

2. The teacher evaluates student by observing and assessing there answers to the activities. With the f irst activity evaluate prior knowledge and use the final activity to determine final understanding.


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“Hot for Literacy” Julie GarlandLesson Plan No 3: The Big Idea (main idea)


1. Use the Promethean and Brain Pop to induce lesson on main idea. After the lesson answer the questions using the expressions. This can be used as an assessment, to determine if students understand the concept.

2. Read “Pen Pals” from the Triumphs intervention series. Give students a copy of graphic organizer with printed answers on slips of paper. After students have read the story let them glue answers onto the graphic organizer.

3. From The Far-Fetched News read “Ants Give Grasshopper a Job” let students complete copy workbook pages and activities that goes with the story.

4. Pass out hot dot main idea quiz cards according to reading levels of students. Let students use hot dot pens to determine whether they understand the assignment.

5. Do lesson 13 introduction p. 77 in the Reading Skill Builders workbook. Using the poppin’ hot dots go through and put the hot dots on the correct answers and the cold dots on the incorrect answers. Let students answer questions using hot dot pens. If you want an assessment of the activity you can have students write their answers on a post it note and then check their answers with the hot dot pens.


1. Teacher rev iews benchmark assessments to determine what students require remediation with main idea.



.

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n SUBJECTS COVEREDReading (main idea)

n GRADESThird

n OBJECTIVES Students will be able to find the main

idea or details in a story or paragraph.


LA3.2.2.2 use information from the text to answer questions related explicitly stated main idea or relevant details.


• Hot dot main idea cards

• The Far-Fetched News “Ants Give Grasshopper a Job”

• Reading Skills Builders gr. 3 Lesson 13 introduction p. 77



expressions

• Brain pop


n SUBJECTS COVEREDReading (author’s purpose)

n GRADESThird

n OBJECTIVES The students will be able to determine

whether a selection is nonfiction, fiction and be able to tell if it is to inform, persuade or entertain and how the author’s perspective influences text.


LA. 3.1.7.2 Identify the author’s purpose (e.g. to inform, entertain, or explain) in text and how an author’s perspective influences text

n MATERIALS• Pie

• Hot dot pens

• Author’s purpose idea cards

• Different forms of writing (newspaper articles, advertisements, persuasive articles, nonfiction books and fiction)


expressions

• Brain pop


1 Bring in a pie that you have made or bought. P stands for persuade, persuade the students that this is the best pie ever. I stands for inform, inform the students how to make the pie. E stands for entertain, entertain them by letting them have a piece. Explain how this correlates to author’s purpose.

2. Use the Promethean and Brain Pop to induce lesson on author’s purpose. After the lesson answer the questions using the expressions. This can be used as an assessment, to determine if students understand the concept.

3. Read “Be Smart, Save Water” from the Triumphs intervention series. Give students a copy of graphic organizer with printed answers on slips of paper. After students have read the story let them glue answers onto the graphic organizer.

4. Pass out hot dot author’s purpose quiz cards according to reading levels of students. Let students use hot dot pens to determine whether they understand the assignment.

5. Use different forms of writing to let students determine the author’s purpose. Give them several examples of each type of writing and let them identify it.

“Hot for Literacy” Julie GarlandLesson Plan No 4: PIE (author’s purpose)


1. Teacher rev iews benchmark assessments to determine what students require remediation with author’s purpose.



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“Hot for Literacy” Julie GarlandLesson Plan No 5: What’s the Order? (sequencing)


1. Use the Promethean and Brain Pop to induce lesson on sequencing. Af ter the lesson answer the questions using the expressions. This can be used as an assessment, to determine if students understand the concept.

2. Read “Trish’s Triumph” from the Triumphs intervention series. Give students a copy of graphic organizer with printed answers on slips of paper. After students have read the story let them glue answers onto the graphic organizer.

3. From The Far-Fetched News read “My Three Wishes” let students complete copy workbook pages and activities that goes with the story.

4. Pass out hot dot sequence quiz cards according to reading levels of students. Let students use hot dot pens to determine whether they understand the assignment.

5. Do lesson 6 Reading Skills Builders p. 35. Using the poppin’ hot dots go through and put the hot dots on the correct answers and the cold dots on the incorrect answers. Let students answer questions using hot dot pens. If you want an assessment of the activity you can have students write their answers on a post it note and then check their answers with the hot dot pens.


1. Teacher rev iews benchmark assessments to determine what students require remediation with main idea.



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n SUBJECTS COVEREDReading (sequencing)

n GRADESThird

n OBJECTIVES Students will be able to find what

happens first, last or after something.


LA.3.1.7.3 determine explicit ideas and information in grade-level text, including but not limited to main idea relevant supporting details, strongly implied message and inference and chronological order of events


• Hot dot sequence cards

• The Far-Fetched News “My Three Wishes”

• Reading Skill Builders gr. 3 Lesson 6 p. 35



expressions

• Brain pop

• Triumphs Intervention Reading Series “Trish’s Triumph”


Materials Budget SuPPLIER ITEm DEScRIPTION cOST QuaNTITy TOTaL cOST

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Subtotal

Tax if applicable

Shipping if applicable

15% Teacher Exch Disc

TOTaLBuDGET amOuNT

“Hot for Literacy” Julie GarlandLesson Plans Materials Budget

Teacher Exchange Hot Dot Comp Quiz Cards 16 pens 154.99 1 154.99

Today’s Far Fetched New 14.99 1 14.99

Pattern Dots Hot Spot Stickers 2.99 4 11.96

Lakeshore Reading Comp Activities Series 34.95 1 34.95

Julie GarlandNorth Wauchula Elem School

$216.89

$2.45

5.61

-26.84

$198.11



“Hot for Literacy” Julie GarlandRubric

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“Hot for Literacy”