Diane+Carrier

I have had a smartboard in my class for a little over a year. I have been using it as a way to show my students what is on my computer screen (like an overhead projector). In addition, I have used it for fun, interactive sites to add to what I was currently teaching. These sites usually were games and activities. I did not use it nearly enough, but that has all changed now. I took the Jan. 30 smartboard class and now I have a complete picture of what this kind of technology can do to increase student learning and achievement. I am actually designing lessons using the smartboard!

Following is part of a one week lesson plan for using the smartboard technology to teach a Word Sort from __Words Thier Way: Word Study in Action.__ Each student was given a spelling inventory to determine at which level of spelling they were currently functioning. All of the students who participated in the lessons described below were functioning at the Syllables and Affixes stage of spelling (Level C). These lessons are for Sort 1 from Level C:

The objective for all of these lessons is to increase reading skills by engaging students in activities that develop phonemic awareness, phonics, and fluecy. In addition, these lessons also support and develop vocabulary and comprehension.



Day 1 (2 lessons) ​ lesson 1 - I used to teach this lesson by cutting apart the words that I had copied onto a transparency. I would then present the words using the overhead transparency. Using smartboard technology, the first lesson on day 1 looks a bit different. I put the words into a chart and covered each word with a screen. The students now get to come to the smartboard to reveal the words, one at a time. As the students uncover each word we say the word and discuss any confusion about its meaning. When all 24 words have been revealed, we discuss ways the words are alike. My goal is to get them to understand that the words in the chart have a CVC pattern followed by a silent e and that the first vowel in the words is long.

lesson 2 - I used to teach this lesson by using the words described in lesson 1 on transparency including the headers (a, i, o, u- all of these should have the line over them to indicate that they are long vowel sounds, but I couldn't figure out how to do that on the wiki-). I would then have the students sort them and put them under the correct heading on the overhead projector. Using smartboard technology, this lesson involves the students demonstrating how to sort the words under the appropriate header. They actually come up to the smartboard and move the word under the correct header. For example, a child moves the word "make" to the header that is a long a. This is done to all of the words in the sort. We read each word aloud as it is placed under its header to help check if it has that particular sound. We discuss any discrepancies as they arise. One of the advantages to doing this on the smartboard is you have enough space to fit all the words and headers. I would never have enough room to fit all the words and headers on the overhead projector. Another advantage is -ALL the students want to touch the smartboard- they all are engaged because of that. I feel I reach more students by using the smartboard.

 Day 2 (1 lesson)

lesson 1 - I used to teach this lesson by having the students cut apart their word sort sheet containing the same 24 words discussed in lesson 1 & 2(The CVCe words) and independently sort them on their worksheet under the correct header. Using smartboard technology, this lesson begins the same: They cut apart thier word sort sheet containing the 24 CVCe words. Then the students quickly draw the chart displayed on the smartboard in their Word Sort notebook. They manipulate the words they have cut apart on the chart they drew in their notebook until all the words are under the appropriate heading. Then they head to the smartboard to start writing the words where they belong on the chart. There is usually a small group at the smartboard at this point, so they also work on cooperating with one another. Again, it is very motivating for them to come to the smartboard and actually write on it! It's amazing how quickly they get to the first step of todays lesson so that they can work on the smartboard. They are actually sorting the words twice this day...once at their seats in their notebook....and another time at the smartboard - a double dose.

Day 3 (1 lesson)

lesson 1 - I used to teach this lesson by having the students resort their words independently or with a partner on the chart in their Word Sort notebook. This lesson has changed a bit to include one more step which includes the smartboard. When students have finished sorting on the chart in their Word Sort notebook, they go on a hunt to find words that fit the pattern we studied, which in this case is words that follow a CVCe pattern. I provide them with books that go along with this particular sort from Words Their Way or we look in whatever books they are reading at the time. We also will look in newpapers or in the students own writing for examples of this week's pattern. Upon finding words that fit our pattern they write them on our chart on the smartboard. They are motivated to work hard so they can write words they have found on the smartboard chart. This again increases participation, achievement, and overall learning.