INSTRUCTIONAL SOFTWARE LESSON IDEA
Choose one Instructional Software title. Complete all fields in the following template to describe the software and how you would use this
product in your future classroom to help elementary students achieve required learning standards.
Note: This template uses the “forms” feature in MS Word. Select the highlighted text boxes and type over the sample text. Simply click on the
boxes to check them.
Name: Jazmine Brownlee
Grade Level/Content Area(s): Elementary, Primary Grades K-1st English/Language Arts
Content Standards Addressed (See https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx ):
ELACCKR2: Demonstrate understanding of spoken words, syllables, and sounds (phonomes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words.
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of most frequent sounds
for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
ISTE Student Technology Standards Addressed (See https://www.iste.org/standards/standards-for-students or textbook):
NETS-S1: Creativity and innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
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INSTRUCTIONAL SOFTWARE LESSON IDEA
d. Identify trends and forecast possibilities
Software Title: Reading Bear
URL: hhtp://www.readingbear,org
Function(s) of Instructional Software (check all that apply):
Drill and Practice
Tutorial
Simulation
Instructional Game
Problem Solving
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for the teacher)
Allows teacher to create
customized lessons for students
Multi-user or collaborative functions with others in class
Multi-user or collaborative functions with
others beyond local class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety,
security, and/or privacy features
Strengths of the Software: The parents are able to access the site at home. There are a varitey of activities for the student to complete to
help them grasp the concepts. It is a great site to help assist the students in learning phonics. Lastly, it keeps a record of the students progress
to help the teacher monitor the student's learning processes.
Suggestions for Improvement: It is strickly learning letters and sounds. there are no games that are fun or engaging to capture the
student's attention. The instructor of the site is very monotone and dull. Printable worksheets are not available for the parents who are not
able to gain internet access every day.
Description of how to implement in the class: In order to use this instructional software within your classroom, you will need internet
assess on the computers. The students can be grouped based on how many computers are available are they can work individually. If the
teacher plan is for the students to show the strategies ofr skills that they have learned, working independently is the better option. However,
if the goal is to working together to gain social skills, than pairing the students up into small groups will be the better option.
Reading bear is a program that provides students with activities to enhance their skills. It teaches them how to distinguish between long
and short vowel sounds in spoken single-syllable words. Also, it teaches students how to produce single-syllable words by blending sounds
(phonemes), including consonant blends. On the other hand, in order to teach this lesson through differentiate instruction, the students will
be grouped based on their ability. The gifted students will work together and assist each other with the given lesson fron the teacher. For the
special needs students, they will be grouped togther in pairs and the teacher will assist them on the given assignment in the case of them not
comprehending or retaining the information.
Bloom’s Level of Critical Thinking Required (check all that apply). See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Level of Technology Implementation:
1-Awareness
2-Exploration
3-Infusion
4-Integration
5-6 Expansion/Refinement
* Examples of common instructional models include whole group, teacher-led, student self-paced, small group, or individual learning
activities. Use as many of these descriptors or other descriptors as apply.
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