Workflow Plan: An Integrated Skills Lesson

Workflow Plan:  An Integrated Skills Lesson    Level: Elementary and above


Students read a short text in order to acquire information to be shared with classmates during an oral recount activity. Using information gained from each other, they answer comprehension questions and co-author a written summary.


Socrative Teacher & Socrative Student

Platform for sharing materials: IFiles/Dropbox/Email/E-Backpack/Evernote etc.

Sound note




Materials Needed:

Reading text divided into four equal parts

Pre-lesson prepared Socrative Quiz



Plan APP Outcome/Rationale
Jigsaw Reading  Step One: Information Gathering


Divide class into four groups. Each group retrieves their allotted reading text e.g. Group A gets Text A, Group B gets Text B etc. from the teacher’s platform of choice.


All members of a group read the same text and help each other identify key information and comprehend the vocabulary.


Students make notes, writing down key vocabulary and information. Full sentences are not allowed. These notes will provide scaffolding during the retelling stage.


Students can rehearse retelling their information, recording themselves for self-evaluation and feedback. They amend their oral recount after listening to the recording of themselves and other group members.

Platform for sharing materials:

IFiles/Dropbox/Email/E-Backpack/Evernote etc.








Sound note or Note





Sound note/ iPad built in video

Students acquire the language and lexis to be able to share the information specific to their group.
Jigsaw Reading  Step Two:  Sharing Information


Students are re-grouped so that each member of the new jigsawed group has read a different text ( St. A, St. B, St. C, St. D)


Students take turns at recounting the information from their texts from memory, using their scaffolding notes.


Students teach each other vocabulary from their text and note down new words below their scaffolding work. They can take a picture of other students’ notes.






Sound note or Note








Students acquire language, lexis and new information in this information gap activity.












Jigsaw Reading  Step Three:  Consolidating  and checking information


Students return to their original groups and share the information they have gained.


Testing information:

The Teacher projects this lessons Socrative Teacher Quiz’s home page onto the board. Students sign into Socrative Students and enters the Room Number, signs their name and submits.


The Teacher decides whether the quiz should progress in lockstep or at a groups own pace.

Students answer questions about the four texts. Questions can focus on content information, language structures and vocabulary.

Group answers are shared with the class. Remedial teaching can be carried out.








Socrative Teacher

Socrative Student













Learners see how much information students from other provided them with. The test increases the need for students to listen to each other well at the information stage.




Writing Stage:

In threes, students co- author a summary of all the information from the four texts. Students can take turns to write. The other two students help decide what to say, re-read notes, check for spelling etc.

Students first go to Settings, General, Accessibility, Large Text, 40, so that the emerging text is easily read by all three members of the group.

The teacher and fast finishers circulate and offer editing advice.


Each group adds two pieces of misinformation to their summary, giving other groups a reason to read their work.

Finished texts were then emailed directly from Pages or Note to all members of the authoring group and to the teacher.



Pages or Notes


Students write about content they are now familiar with. Thus, they are able to concentrate on organizing the information in a coherent, grammatically accurate manner.

Reading Student Texts Stage:

Students form new groups and read each other’s summaries to find the misinformation.


Pages or Notes

Students have a purpose to read the work of other groups in that they need to identify the misinformation.

They see how other students express the same ideas in different ways.




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