Student Teacher


Most people read and understand better when reading print. Usually when we are online, we are jumping around from place to place. To read online and really understand, we need to slow down and really think about what we are reading. In this lesson, students practice strategies to help them read deeply online. These strategies are based on the article in the lesson resources: "Strategies to Help Students 'Go Deep' When Reading Digitally" by Katrina Schwartz.Teacher copies the text from an online article into a Google Doc and shares it with students. Students use the highlighting tool to mark the most challenging vocabulary words and use strategies to determine their meaning. Then they develop a main idea for a paragraph by choosing one, two, three, and finally four words that make up the main idea. They type this above the paragraph and use formatting tools to make it a heading. As they repeat this process with additional paragraphs they are developing a summary of the article in the document outline.
Reading Informational Text
Upper Primary, Middle School
Grade 4, Grade 5, Grade 6
Material Type:
Lesson Plan
Date Added:
Creative Commons Attribution Creative Commons Attribution
Media Format:


Donna Meehan on May 31, 11:49am

This resource had been made more user-friendly for teachers by adding very specific instructions.

Donna Meehan on May 31, 11:48am

This resource is reliable on all platforms thus creating an easy to implement lesson.

Donna Meehan on May 31, 11:47am

This resource has valuable technology features that include demonstrating for students how to be successful when reading material online.

Tanya Johnson on Mar 25, 10:09am

I have introduced annotation in my 4th grade classroom this school year and have encouraged others to do so as well. This would be a great tool to use in our classrooms. I also like how it reminds us that reading online is different from reading hard copies and how it gives us strategies to use in the classroom to support student learning.

LORRAINE BRANDT on Oct 26, 01:49pm

Full alignment to depth and breadth of standard NC.ELA.L.4.4, NC.ELA.L.5.4, and NC.ELA.L.6.4.
Partial alignment of standard NC.ELA.RI.9-10.2 because the focus is on the main idea of each paragraph rather than the overall text.
Partial alignment of standards NC.ELA.RI.5.2, NC.ELA.RI.6.2, and NC.ELA.RI.4.2 because there is nothing in the assignment that deals with supporting details.

No learning objectives have been indicated in the resource, although the objectives seem obvious.

The assignment as some assessment strategies that will measure student progress of the specified standards, but needs additional formative and summative strategies to be sure the standards are completely met.

The instruction is focused: the instructional purpose and alignment with North Carolina curricular standards are explicitly stated or easily inferred.
The instruction is engaging: students are engaged in an activity that promotes critical thinking and communication.

Accurate: Because so much of what is on the internet contains misinformation or disinformation, the instructor would have to be very careful in which articles were chosen and would most likely need to update the articles each year to prevent content that is errors free of errors, bias, or outdated material.
Accessible: This lesson could not easily be used with students who have cognitive, developmental, or physical disabilities.

SARAH COX on Oct 10, 09:36am

This will be great for my ELA teachers to integrate technology into their lessons through annotating. Thanks!!

Grace Jackson on Aug 21, 04:59am

I love the idea of using this with 9th graders in support classroom to teach annotation. The use of a digital platform for this sometimes tedious task would increase engagement

Dawn Perez on Aug 06, 08:23pm

Alignment to NC Standard:
Partial alignment of standards L4.4, L5.4, L6.4 since it was not clear how students would determine the strategy to use to determine meaning and how they would demonstrate understanding of the word.
Partial alignment of standards RI4.2, RI 5.2, RI 6.2. Modeling and student practice aligns to first portion of standard, but does not instruct students to use their main ideas to develop into a summary.

Evidence of Learning Objectives
Learning objecives are obvious, but next explicitly stated.

Evidence of Assessment Strategies
Has assessment strategies that will measure student progress of the main idea portion of RI 4.2, RI 5.2, and RI 6.2. Needs additional formative assessment strategies for Standard L 4.4, L5.4, and L6.4.

Strengths of Resource
Instruction - This resource includes modeling to clarify expectations for students
Technology - Purposeful and accessible for the expected tasks

Opportunities for Growth
Instruction - There is an opportunity to teach summarizing after the main idea tasks have been completed which would support standard RI 4.2, RI 5.2, RI 6.2.
Instruction - Provide specific support on vocabulary discussion and determination of student understanding.



Achieve OER

Average Score (3 Points Possible)
Degree of Alignment2 (2 users)
Purpose3 (1 user)
Reliability3 (1 user)
Accessibility3 (1 user)
Usability3 (1 user)

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