EDUC 2220- Educational Technology

Infant-Pre-K Curriculum Plan: Technology-Based Lesson/Activity

Your Name Yaqdhan Al Habsi Activity Title Reading

Number of children participating at one time 20 Ages 3-5

Activities written for previous classes cannot be re-used and must be the original work of the
student.
Ohio Early Domain: Language and Literacy
Learning &
Strand: Reading
Developme
nt Topic: Reading Comprehension
Standards:
Standard Statement: Ask and answer questions, and comment about characters and
List at least 1 major events in familiar stories.
standard that
is addressed
by this
activity. Write
out each
component
completely
and exactly,
as published
in ELDS.

Lesson Reaction towards the events of the story and response to questions about certain
Summary:
characters and details.
Estimated With 60 minutes lesson time for each session, I will estimate the duration will take
Duration:
about 3 days. This duration will be spread upon three intervals using 60 minutes
per day.
Preparation What preparation is needed?
of Separation of toys, tables and other obstructing objects to an isolated part of the class
materials Digital form of the book for display on computer
and Cushions, pillows and other material to make students comfortable during long reading
environmen sessions
t
What materials will be used?
20 books on a book shelf with each student given his own book
Projector to highlight important events along the book
Smartboard
Markers

How will the learning environment be set up?

Extra class lighting to increase visibility when reading
Chairs or cushions layer in a circular formation with the teacher in the middle

Instructional Procedures: Each student will be supplied with a book and will be given a short
paragraph to read. Depending on the students reading ability it may take 15 to 60 seconds to
read. Additional seconds will be added for confusing words and definitions. After each 2 or 3
paragraphs, students will be asked to identify the main concept of the story, identify the
characters and their actions, react or comment on any event that has unfolded in that particular
section and a short recap of the current situation. This may take 2 to 5 minutes depending on
how the pacing of the story, number of paragraphs read and the student response time. Using
the projector, I will highlight the key events and display a simple analysis of events that has
unfolded. Students can use the smartboard to underline important parts of the story and recite
difficult words.

Day 1:
Registration of the present students and missing students will be noted down. If students are
absent, QR codes will be displayed with a simple QR translating device given to returning
students to operate. A simple slideshow will provide basic understanding of the events so far so
they can catch up. Students that are present will be briefed on the activity and I will introduce
the learning objectives. They will be given synopsis of the plot and a short look into the
characters profiles. Once they are familiar with initial theme of the book, they will select their
book from the shelf and the reading session can begin. They should be asked to respond to
questions about the story like the how, why, when and estimate a prediction.

Day 2: Students will be asked on what occurred during the previous session and recount the
current point in the plot. Review how and why this happened or what they think should happen
next. Smart board interaction for a highlight of the students ideas and comments. They can
circle the correct setting for the story or underline an important object/item relating to the storys
progression. The reading will ensue with brief pauses for questions, grammar mistakes, failure to
comprehend a certain word and word meanings.

Day 3: Students will be in the ending stages of the book. As the story concludes, students will be
given a worksheet to fill in about why the character ended up in that situation, what were the
intentions and basic traits of the character and why did the story end that way. Students will then
be split into 4 groups of 5, where they will be tasked to act out a scene of their choosing. The
final act of the lesson will be displayed onto the board using the projector. They will answer
questions on what they learned and an illustration will be shown where they must point out the
correct part of the story that the picture depicts.

Extension
https://americanliterature.com/pre-k-learn-to-read

Students can use this website as a fun way to learn reading catchy poems. They will
learn about rhymes and the wide variety of fables and fairytales will make them
confident readers.

Differentiated Instructional Support: Describe how instruction can be differentiated

(changed or altered) to meet the needs of gifted or accelerated students:
Additional questions on reasoning behind the characters actions and how he/she
 impacted the story
Hangman web application, where students guess the letters to an intermediate word in
the story.
Using a tablet, point out significant moments in the story which lead to its intended
conclusion
Authors overall message to the audience and deduced moral of the story
A list of words and its definitions will be displayed on the smartboard, students must draw
a line to the correct definition.
Discuss additional activities you could do to meet the needs of students who might be struggling
with the material:
Increased amount of revision materials
Reread misunderstood or difficult parts of the book
Recite difficult words and their meanings

Vocabulary: character, theme, setting, fiction, fable, rhyme

For teachers Webcam, QR codes, Americanliterature account, scrap book, USB storage device,
projector, smart board, white board, multiple colored markers
For students Dictionary, paper, QR reader, book, pencil, erasers, Ipad, Kindle reader, electric
piano