2V+iPad+plan

Year 2 Gifted and Talented Class. **ICT Negotiated Lesson focus - Literacy Reading** //**Class and grade**:2V// //**Date**:Term 3// |||||||| **//Students will learn to://** //Use the ipad to practice Literacy skills in the form of talking through Readers theatre.// ||  || //*reading for effect.// //*negotiation and problem solving skills to work cooperatively to complete a task.// //*apply iPad technology and applications into learning.// |||| //Students will use this program to do a Readers Theatre. Creating small scenes from plays to share with an audience.// |||||||| Readers theatre sock puppets || //**TS2.2** Interacts effectively in groups andpairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.// //**TS 2.3** Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.// //**RS2.5** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretatin of ideas, information and events.// //**RS2.7** Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.// ||
 * **Lesson focus - Class** |||||||||| **Learning Intention – Big Idea** ||
 * //**Context the lesson will be in**:Maths **Whole Number**//
 * **What do I / we want the students to learn?** |||| **What do I /we want the students to do or produce?** |||||||| **Aboriginal Perspectives** ||
 * //This section addresses the Deep knowledge element of the quality teaching model.//
 * //The key concepts I want students to learn are ://**
 * **Significance – what makes learning meaningful/ important to students** |||||||||||| **Syllabus outcomes** ||
 * //**This learning is important** students need opportunities to practise communication in different forms. They also need to learn to work collaboratively to complete a task. It is also important to look at aspects of effective communication using voice and visual representation.// |||||||||||| //**TS2.1** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum//
 * **Literacy improvement target areas** || **Numeracy improvement target areas** |||||| **ICT target areas** || **Assessment Opportunities** |||| **Resources and Apps used for Lessons** ||
 * __Literacy__ 95% of mainstream students performing above minimum standard in Years 3 and 5 NAPLAN results. ||  ||
 * |||||| //Integrating technology into Literacy activities using Ipad2.// || //Visual observations. Check scores after completing app tasks.// |||| * Readers theatre stories
 * Sock puppet app ||

to complete their set tasks. Ideally it would be great to have an extra hour to have a focus on another Key Learning Area. For example this term the focus in my class was literacy. To have another hour with a numeracy focus would be beneficial. || * ||  || I have developed an improved understanding of Apps that are suitable to develop reading, grammar and vocabulary skills for the students in Stage 1. I have learnt about the features that are available on the iPads and would like to explore this further with myself and with my class using the different features e.g. taking photos and using this to create a digital story. The students have been highly engaged and have been able to articulate their understandings during reflection sessions. The students' social interactions have also improved as the students have had to work collaboratively during these sessions. The iPads have allowed the students to learn literacy in an exciting and new way which I believe has made an impact on their various literacy skills. Students use computers in the classroom everyday during reading groups, phonics groups and maths groups. During these times the students are using a range of websites to interact with in order to enhance their understandings in the different learning areas. The IWB is used daily and for a range of lessons. Have students work on an ongoing project using ICT. media type="custom" key="10748996" align="center"
 * **Evaluation of ICT integration** ||
 * **Teacher Evaluation** || **Comments/Variations** ||
 * **//How did the unit ‘rate’ in these areas ?//** ||  || VG || S || NI ||
 * Time allocated for topic || One hour per week has been a suficient amount of time for students
 * Student understanding of content || The students have demonstrated an excellent understanding of the iPad2 technology. They have been able to articulate their underatandings during reflection times and have also demonstarated their understandings during the set tasks. || * ||  ||
 * Opportunities for student reflection on learning || Students have had the opportunity to regularly reflect on their learning and articulate this during discussion times. || * ||  ||
 * Suitability of resources || Applications chosen were fanatastic and suited the needs of the class. The students were thoroughly engaged with the resources. || * ||  ||
 * Variety of teaching strategies || A range of teaching stratgies were incorporated into the lesson. Students were modelled strategies, provided guidance and support when using the technology and were given ample opportunities to work independently to consolidate their knowledge. || * ||  ||
 * Integration of Quality Teaching strategies || Quality teaching was predominant throughout the program. The students had opportunities to incorporate their background knowledge in the lessons. Meaningful connections were regualry made between topic areas in literacy and students were always provided with explicit criteria in terms of the quality of their work and their success criteria. There was serious engagement and all students were deeply involved and pursuing the substance of the lesson. || * ||  ||
 * Integration of ICTs || The iPads were integrated successfully within the literacy program and helped to enhance a range of literacy skills as well as ICT skills. The use of headphones and splitters were also integrated into the lesson as well as the IWB for modelling strategies. || * ||  ||
 * Literacy strategies used || The students in 2V used the iPads to support and enhance the learning of a range of literacy skills. The students used the iPads to practise reading skills such as reading with fluency and expression through a range of applications. This involved students using readers theatre scripts and recording their voices to listen back. Students also used appliactions to listen to modelled reading with expression and fluency. The students' grammar and vocabulalry skills were also enhanced through the use of various applications that students were able to interact with. || * ||  ||
 * Numeracy strategies used || N/A ||  ||   ||
 * Literacy targets addressed || Targets, as specified in the school management plan, were met as students were exposed to different teaching methods in Literacy with a focus on Reading, Grammar and Vocabulary, students developed their ICT skills, and the gifted and talented students were extended. || * ||  ||
 * Numeracy targets addressed || N/A ||  ||   ||
 * What have I learned to do? (Hardware or ICT skills)**
 * How has this impacted on the classroom?**
 * How is the class using ICT?**
 * How can this be implemented in my classroom practices?**