Subject: (NOT the technology tool) Reading

Grade/Age Level: kindergarten

Lesson Topic: (NOT the technology tool) Read a story I am a baby.

Learning Goal(s): (NOT the technology tool) Read story about life of a baby.

How will technology play a role in meeting the learning goals?

Students will learn by audio and by watching pictures.

Materials Needed for Lesson (tech and non-tech)

App to create story book. Ideas.

What do you need to do to get the technology ready? (setting up accounts, differentiating, etc.)
Account on story creating site, Internet, Laptop.

How is the Tool Being Integrated? How will you assess the activities happ

Individual Monitoring/observations yes

Pairs Formative assessment
Teams yes Informal assessment
Other Summative assessment

What features of the technology tool

have elements of engagement? Can the technology allow students to focus on the assignment/learn
Answer the Triple E Engagement Task)?
questions concerning how technology No Somewhat Yes
can bring about co-use, time-on-task yes
learning and focus on the learning goals
Can the technology motivate students to begin the learning process?

No Somewhat Yes
yes

Can the technology cause a shift in behavior, from more passive to a

No Somewhat Yes
yes
Which teaching moves could be Guided practice Purposeful par
integrated to aid technology in helping
students engage in the learning goals? Modeling thinking yes Gradual releas
Modeling navigation of the tool Create a ment
Software tour Share-aloud ye
I do, we do, you do Turn and talk
Teacher monitoring Switcheroo
Student self-reflective monitoring Other
Co-use or co-engagement
What features of the technology tool
include elements to enhance student Can the technology allow students to develop or demonstrate a mor
learning? the learning goals (possibly use higher-order thinking skills)?
Answer the Triple E Enhancement
questions concerning how technology No Somewhat Yes
can bring about learning yes
supports/scaffolds, higher-order
thinking, and value-added over Can the technology create or provide supports (scaffolds) to make it
traditional tools. ideas (possibly differentiate or personalize)?

No Somewhat Yes
yes

Can the technology create paths for students to demonstrate their u

in ways they could not do with traditional tools?

No Somewhat Yes
yes

Which teaching moves could be Active listening yes Questioning p

integrated to aid technology in
enhancing the learning goals? Switcheroo Predicting
Self-reflective practices Differentiation
Visible thinking routines Personalization
Graphic organizers Share-aloud ye
Visual representations of learning Other
Reflective notebooks
Anticipation guides
How does the technology extend the
learning goals? Can the technology create opportunities for the students to learn ou
Answer the Triple E Extend questions No Somewhat Yes
concerning how technology can bring yes
about learning that connects to everyday
life, allows learners to continue to learn Can the technology create a bridge between school learning and eve
24/7 and helps them develop soft skills. experiences)?
No Somewhat Yes
yes

Can the technology allow students to build authentic life skills, which
life (soft skills)?
No Somewhat Yes
yes

Which teaching moves could be Real world issues Student’s inve

integrated to aid technology in
extending the learning goals? Partner with real world organizations project
Connect with authentic experts Role playing ye
Engage students in authentic discourse with others Use authentic
Pen Pals everyday life y
Other yes

UDL Guidelines (select all that apply)

Provide multiple means of Engagement Provide multiple means of Representation Provide mul
Affective Networks Recognition Networks
The “WHY” of Learning The “WHAT” of Learning

Provide options for Recruiting Interest (7) Provide options for Perception (1) Provide options
Optimize individual choice and autonomy (7.1) Offer ways of customizing the display of information Vary the metho
Optimize relevance, value, and authenticity (7.2) (1.1) Optimize acces
Minimize threats and distractions (7.3) Offer alternatives for auditory information (1.2)
Offer alternatives for visual information (1.3) Provide options
Provide options for Sustaining Effort & Persistence (8) Use multiple m
Heighten salience of goals and objectives (8.1) Provide options for Language & Symbols (2) Use multiple to
Vary demands and resources to optimize challenge (8.2) Clarify vocabulary and symbols (2.1) (5.2)
Foster collaboration and community (8.3) Clarify syntax and structure (2.2) Build fluencies
Support decoding of text, mathematical notation, and practice and pe
Increase mastery-oriented feedback (8.4) symbols (2.3)
Promote understanding across languages (2.4) Provide options
Provide options for Self-Regulation (9) Illustrate through multiple media (2.5) Guide appropri
Promote expectations and beliefs that Support plannin
optimize motivation (9.1) Provide options for Comprehension (3) Facilitate mana
Facilitate personal coping skills and strategies (9.2)
Develop self-assessment and reflection (9.3)
Activate or supply background knowledge (3.1) Enhance capaci
Highlight patterns, critical features, big ideas,
and relationships (3.2)
Guide information processing and visualization (3.3)
Maximize transfer and generalization (3.4)

Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-

HYPERLINK "http://creativecommons.org/licenses/by-nc/4.0/"NonCommercial HYPERLINK
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UDL Guidelines from http://udlguidelines.cast.org/