Katy Smalley

LITR 630

Wiki Assignment
 For this lesson, students used their knowledge of credible sources to

research an animal and collaborate using a classroom wiki. Students accessed the

wiki page and added their research, which allowed other students to view and

comment on their contributions. The wiki allows for students to add content at the

same time and group their ideas (EDUCAUSE, 2005). Asynchronous learning is

student centered and allows students to share information using online learning resources

any time or place among other students

Standards

Common Core State Standards:

W.2.7- ARTICIULATE IN SHARED RESEARCH AND WRITING PROJECTS (E.G.

READ A NUMBER OF BOOKS ON A SINGLE TOPIC TO PRODUCE A REPORT)

Students are working together to collect and share information on an animal. Students are

using the wiki to share the information gained in their previous online research.

RI.2.10

By the end of year, read and comprehend informational texts, including history/social

studies, science, and technical texts, in the grades 2-3 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

Digital text is just one type of text students should be proficiently reading. Students are

working on reading and analyzing the text from several different websites. Various

scaffolds are in place to help students who are not able to read the text, but the websites

were selected because of their kid-focused or kid-friendly language.

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry- students previously worked on finding credible

sources through a guided practice. In this lesson, students are working in partners to

continue to use these skills.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a

variety of sources and media students are analyzing and evaluating the websites

presented to them, students are working to locate and organize sites with a partner.

c. Evaluate and select information sources and digital tools based on the appropriateness

to specific tasks students are required in this lesson to determine the purpose of the

website and the trustworthiness of the author, and how that matches (or doesnt match)

their research project.

d. Process data and report results- students were reporting their results on the wiki site in

order to share their information with others.

KTS:

6.1 Uses available technology to design and plan instruction.

Technology was used to preplan the websites used in this lesson, as well as setting up the

wiki so that students can interact and share their research. During the school year, all

lesson plans would be uploaded into grade level Google Docs in order to ensure

collaborative planning.

6.2 Uses available technology to implement instruction that facilitates student learning.
Students are using Chrome Books to engage in the lesson, and follow along with small

group and whole class discussions. Students are using search engines to research their

animal and using the wiki to share their learning, as well as interacting with the site to

comment on others research.

6.5 Demonstrates ethical and legal use of technology.

All websites are linked (through my Weebly site and the classroom wiki) to the original

source, so credit can be given to the creators of each site.

ILA 1.2 Candidates understand the historically shared knowledge of the profession and

changes over time in the perceptions of reading and writing development, processes, and

components.

By explicitly teaching students online literacy skills, I am embracing the changes over

time to the perceptions of reading and using online resources.

ILA 2.2 Candidates use appropriate and varied instructional approaches, including those

that develop word recognition, language comprehension, strategic knowledge, and

readingwriting connections.

Students are being exposed to websites at different reading levels, and are scaffolded so

that they may all be successful. They are also engaging in partner, small group, and

whole group discussions to work on language comprehension, and typing out responses

online.

ILA 2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry)

from traditional print, digital, and online resources.

in previous lessons. Students are also using online resources by way of the school

website, Weebly, search engines, and Wiki.

ILA 3.1 Candidates understand types of assessments and their purposes, strengths, and

limitations.

Anecdotal notes and teacher observations are used throughout this lesson, ending in

students collaboratively completing a page on the classroom wiki. The summative

assessment in this assignment is based on both anecdotal notes and the final online

product.

ILA 5.1 Candidates design the physical environment to optimize students use of

traditional print, digital, and online resources in reading and writing instruction.

Checking out the Chrome Book cart from the library, and allowing students to work

collaboratively within their table groups and partners have optimized the environment

optimized for student use of technology in this lesson.

TPACK

This lesson utilizes the TPACK framework that uses technology to enhance student

learning. Students are using technology in a variety of ways, including navigating the

Internet independently on their Chrome Books, analyzing digital text through

modeling and discussions with their peers, and utilizing classroom wiki to post their

research. The lesson shows my pedagogical knowledge by setting up the workshop

model to follow in the lesson. I am modeling expectations and procedures

throughout the lesson. Students are also able to synthesize and communicate with

their peers to help process their new learning. As showcased by the CCSS
incorporated into this lesson, students are also engaging in content by analyzing the

online text and identifying the authors purpose. This is also a part of a larger

writing unit that matches CCSS.

References

EDUCASE, 7 things you should know about..,wikis (2005). EDUCASE Learning

Initiative. Retrieved from:

http://literacy630.weebly.com/uploads/5/2/5/0/52508411/7_things_you_should_k

now_about.pdf