Skimming and Scanning: Using Riddles to Practice Fact Finding Online
- Preview |
- Standards |
- Resources & Preparation |
- Instructional Plan |
- Related Resources |
Students are used to looking online for information, but chances are they have difficulty when it comes to finding the information they need quickly and efficiently. The primary focus of this lesson is a teacher-directed activity during which students practice the important skills of skimming, scanning, and searching a preselected website to find answers to riddles. Sample websites and riddles about states in the United States are included, or you can incorporate additional content area topics by changing the websites and riddles.
From Theory to Practice
Students' most common use of the Internet is to search for information. To do so effectively, they must use some of the same skills as when reading print text. But they also need to develop speed and efficiency to find information they seek. Teachers can help students develop media literacy skills by modeling and providing instruction in these skills.
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
- 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials and Technology
- Transparencies and overhead projector
- Computers with Internet access
- One classroom computer with an LCD projector or large-screen monitor
|1.||Assign each student in your class a partner. These pairs should be heterogeneous, although you should consider matching ELL students with classmates who share the same native language so that they may converse in their primary languages when necessary.
|2.||You will need one computer for each pair of students. If necessary, reserve your school’s computer lab for this lesson. If possible, arrange to use an LCD projector as well.
|3.||Bookmark America’s Story from America’s Library: Explore the States on the computers students will be using. Explore this site.
|4.||Print the State Riddles: Answer Key and review it. Print a two-sided copy of the Eliminate the State handout for every two students in your class. Make a transparency of this sheet as well. Make one copy of the State Riddles for every two students in your class. You may also choose to create your own riddles that focus on the state or province where you teach.
|5.||If you use the riddles provided with this lesson plan, students will need to know the following locations: Atlantic Coast, Pacific Coast, Canada, and the Gulf Coast. They should also be familiar with cardinal directions (north, south, east, and west). You may consider including a brief review of these geographical areas and terms. The National Geographic Xpeditions Atlas: Map of the United States may be useful for this purpose.|
- Develop skills in skimming and scanning online by exploring a website and searching for information to complete riddles
- Understand the purposes of using skimming and scanning by varying use of these strategies when searching for key information on a website
- Develop navigational skills by making decisions about where to click on a webpage to locate specific information
- Adjust reading rate and strategies according to their purpose
Instruction & Activities
|1.||Seat students so that they may view your computer screen. The use of a video projector or large-screen monitor is ideal for this part of the lesson.
|2.||Introduce and demonstrate how to navigate a website as follows:
|3.||Discuss the terms skimming and scanning. You might start by asking students what they think these terms mean. You want them to understand that skimming is reading quickly to get the main idea of the text, while scanning is rapidly viewing the text in search of key terms, phrases, or information. During the discussion, ask questions that will help students understand the difference between these strategies and how the use of them differs from careful reading of text. Some possible points that can be discussed include:
|4.||To help students differentiate between careful reading, skimming, and scanning, click on Texas on the Explore the States webpage as you pose the following questions:
|5.||Using the Explore the States website, continue to model how to use skimming and scanning as follows:
|6.||Model how to solve a riddle by selecting appropriate links and then skimming and scanning to find the information needed to solve the riddle as follows:
If students need more modeled practice, work through one or two of the student riddles using the process described above. Otherwise, proceed to the Student Practice section, which can be implemented during a subsequent session if needed.
|7.||Students should work with the partners you have assigned at computers using their Eliminate the State sheets to solve as many riddles as you have time for them to finish. Five sample riddles are included on the State Riddles handout, or you may choose to write your own riddles to suit other content area objectives. As students work on the riddles, circulate among them to assist when needed and to observe students’ use of skimming and scanning. Use the Online Reading Assessment Checklist to record anecdotal notes. Note: If some pairs of students finish early, have them work on the Extension activity below.
|8.||Discuss the answers to the riddles and the strategies students used to find the answers.
Ask for specific examples of how students used skimming and scanning to find the answers. For example, you could ask, “In the fourth riddle, what key words did you scan for when you wanted to determine if you would visit the state to travel to Space Camp?” Also, use observational data for discussion prompts. For example, you could say, “I noticed that (student’s name) kept repeating ‘Providence’ when he was solving the first riddle. Can you tell me why he may have been doing this?”
|9.||Discuss challenges that students faced during the activity. You might ask what part of the activity was most challenging or what was most challenging about navigating the website.
|10.||Review the definitions and purposes of skimming and scanning and discuss how these strategies differ from careful reading. Ask students how they use skimming, scanning, and careful reading when they are reading print materials. Remind students that their choice of reading strategy should be based upon the goal of reading the text.|
Ask each pair of students to create an original set of riddles based on the America’s Story from America’s Library: Explore the States website. They can then use the riddles to make a crossword puzzle with the online Crossword Puzzles tool. The riddles can be the clues. Students can solve each other’s puzzles online or print and swap puzzles. See Creating Puzzles: A Guide for Teachers for more information.
Student Assessment / Reflections
In addition to assessing students’ response to the riddles, use the Online Reading Assessment Checklist for informal assessment purposes. Based upon your observations, indicate plus (+) or minus (-) in the columns for traits observed and record observational data in the Anecdotal Notes column. Use the results to determine which students would benefit from future instruction in the skills assessed.