Session 3: Navigating Web pages
Focusing Questions What are the navigational features of a Web page? How do we preview the features of a Web page help us to make good navigating decisions?
Instruction
Framing Our Work We preview text features of nonfiction before reading. Now we are going to apply those previewing strategies to online navigation and reading.
Reading Online The Big picture: How can “surfing” a Web site become a practice of reading a Web site?
Teaching Let’s watch Debbie Abilock’s think aloud. She shows us how she previews all the features of a Web page while researching gas prices. egies.viewlet/readingstrategies_viewlet_swf.html egies.viewlet/readingstrategies_viewlet_swf.html
Our Focus Today we are going to focus on the strategy, “using our prior knowledge of the medium.”
Why preview? Previewing helps us to make predictions about the content and purpose of the text. Previewing Web sites will sharpen our comprehension and evaluation skills, helping us make better navigational decisions. Our goal is to find our information efficiently, without getting lost, lost, lost in the links!
Guided Practice: Previewing a Web page Goal: To preview features in order to make good navigational decisions. Searching focus: Find out what issues this candidate feels strongly about. Procedure: Follow steps on Previewing worksheet (on next slide) and reflect. Check out OR
Work Time
Getting Started Today and everyday I want you to practice previewing Web pages before clicking. As you work, reflect on the process of previewing as a fusion of reading comprehension strategies and information fluency strategies, and record your ideas on the Previewing Worksheet.
Partner Work Time Our goal is to apply these reading strategies when faced with a rich and dense website during our own use of the Internet. Our focus is to find a piece of information (article, video clip, etc.) that you would like to share with a teacher in your school. Check out One person navigates, one person records on Previewing Worksheet.
Share
What navigational decisions did you make? What other online reading strategies did you use? What thinking were you doing as you previewed the Web page? How could you make that thinking process explicit to your students? Share
New York City Curriculum Resources Information Fluency Continuum Understands the organization of information within a resource. Uses reading and thinking strategies to comprehend and make meaning from information and to monitor own understanding. Standards
New York City Performance Standards Applied Learning Standard 3a: Gather information to assist in completing project work Applied Learning Standard 3b: Use information technology to assist in gathering, organizing, and presenting information ELA1.c. Read and comprehend informational materials. ELA 1.E.LR1D ELA 1.E.LR 1E ELA 1.E.LR1A ELA 3
Technology Standards ISTE National Educational Technology Standard (NETS) Standard 5: Technology Research tools: Students use technology to locate, evaluate, and collect information from a variety of sources. Students use evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. Standards