Week 12 Assignment #3

Here's the link to my Prezi:

http://prezi.com/yqb5nlltlb3y/?utm_campaign=share&utm_medium=copy

Week 12: Assignment #2

Literacy teachers of today need to integrate technology into the curriculum in order to prepare their students for the future. It is important that teachers take advantage of all the technological tools that can be used in the classroom. Technology is an area that is developing and changing so quickly, so teachers need to learn about the various technologies that can be integrated in the classroom. They should provide every student with access to technological tools, such as the Internet. By bringing these opportunities to the students, they are helping the students for future literacy.

In my literacy instruction, I would like to use tools such as PowerPoint and Prezi. I think that it can effectively sum up rules, group words together, and compare and contrast words, and it can be presented in a clear and organized fashion which the students can benefit from.

Candidate’s Name: Sarah Kovalenko

Grade Level: 1

Title of the lesson: Vocabulary Lesson

Length of the lesson: 40 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? Vocabulary ●     what are the important understandings and core concepts you want students to develop within the learning segment? I would like the students to practice comprehending a story, as well as learning vocabulary words.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know the letters of the alphabet, and they can read simple words. They are learning to develop their vocabulary. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students come from diverse backgrounds, and they have different needs and abilities in the classroom.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS.ELA-LITERACY.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

Support literacy development through language (academic language) Interpret the meaning of words.

Learning objectives 1.     Students will interpret the meaning of words in a text. 2.     Students will use clues from surrounding words and pictures to determine the meaning of a word.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informally, throughout the PowerPoint activity, check for understanding of the tasks, ask and answer questions. Formally, assess the review sheets that the students completed.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Begin the lesson by reading the book, The Little Engine That Could, by Watty Piper. Read it once so that the students understand the content of the story. Show the pictures as reading. Have a PowerPoint presentation to show to the class on the smartboard. Each slide will say a vocabulary word on the top, and will display the picture that the book shows on the page with that word. Words include rumbled, merrily, dingy, tugged, etc. Show one slide at a time and have the students discuss the meaning of the word in groups.   Then, give a review sheet where students need to match words to meanings. Allow students to do it in partners.

Instructional resources and materials used to engage students in learning. Text: The Little Engine That Could by Watty Piper. PowerPoint Presentation Smartboard Worksheets

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? The lesson gives lots of visual aid which is helpful for the students. Struggling students and ELLs can benefit from visuals. ●     What changes would you make to support better student learning of the central focus? I would give ELLs more assistance. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. ELLs can learn more effectively when given instruction that is one on one or in small groups.

Dr. Hui-Yin Hsu Spring 2014

Week 11: Graphic Organizers

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Cause and Effect

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn about cause and effect and how to find such occurrences in books. They will learn to fill out a cause and effect chart.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students know how to read and they know what the terms cause and effect mean. They are now learning to identify cause and effect in a text and how to fill out a chart.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Support literacy development through language (academic language) Identify cause and effect while they’re reading and writing. Discuss their ideas in their literacy groups.

Learning objectives Students will learn to identify cause and effect. Students will fill out a cause and effect chart.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formally, collect the charts of the students to see how well they understand. Informally, circulate the classroom while they’re in their groups to see if they need help

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Anticipatory Set: Introduce the topic by putting up a large cause and effect organizer and show what it does. Have students volunteer different causes and effects (i.e. Cause: waking up late Effect: Missing the bus.) Model New Knowledge: Read a text out loud. Fill in the chart a cause and effect from the text. Guided Practice: Have the students go into their literacy groups and read the text together. Have them fill in their cause and effect charts.

Instructional resources and materials used to engage students in learning. Large cause and effect chart Text Individual charts

Reflections This lesson focuses on many different intelligences, so each child has a chance to succeed. It involves collaborative skills, writing, reading, organizations, and making connections. This method allows students to make use of their different abilities and skills.

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Science: Timeline of a butterfly

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn about timelines in conjunction with their lesson in science.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students have begun a chapter on butterflies. Now they are reviewing what they learned about the metamorphosis of a butterfly and learning about timelines at the same time.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Support literacy development through language (academic language) Students will read a short text and transfer the information onto a timeline

Learning objectives Students will review what they know about butterflies Students will learn about timelines and how to fill it out.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal: When students are answering questions as a class, check for understanding Formal: Collect their timelines.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Anticipatory Set: Hang up a large timeline. Explain what the different parts are and how the sequence of time works. Model New Knowledge: Read a text out loud and have students come up and fill in the information in the right order of events. Have them label when everything occurred. Struggling students can have a one on one explanation and demonstration if needed. ELLs can do it in their native language or have a translator. Another idea is having them do it orally. Guided Practice: In groups, have the students read a short text on the metamorphosis of a butterfly. Have them discuss what to fill in and then they should fill it in on their own timelines. Review as a class. Groups struggling students together and work with them as a group. ELLs can complete this orally or in their native tongue.

Instructional resources and materials used to engage students in learning. Text Large and small timelines.

Reflections This lesson introduces a new and vital skills but provides room for differentiation. It can be modified for all students. I would give more time for students to work as a group and then more practice alone. This will scaffold the information better

Candidate’s Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Characterization

Length of the lesson: 25 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will learn have to identify character traits and how to organize it onto a chart.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students have read texts and identified traits. They are now learning how to organize this on a chart and cite evidence for their claims.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Support literacy development through language (academic language) Describe character traits. Write down different traits on their organizers.

Learning objectives Students will learn how to identify character traits Students will learn how to fill out a character trait charts. Students will cite evidence for what they wrote.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formally, collect the charts that they filled out. Informally, while to students are working or while they are doing in class learning, check for understanding and provide assistance when needed. Struggling students and ELLs can be grouped and get one on one assistance.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Read a text out loud. Write a character name on the board and ask the class for a character trait the describes this character. Write it on the board and who how to find evidence based on the text. Divide the class into groups and have them read the same text and pick a character. Have them write down five character traits for the character with evidence from the text. Review as a class

Instructional resources and materials used to engage students in learning. Character traits charts Text

Reflections This lesson can be modified for all students and can be taught one on one if needed. I would offer more help for ELLs, and give them some time one on one. They need this extra assistance when they are struggling with the language.

Week 10 Assignment #4: Recapturing a Lesson

Candidate’s Name: Sarah Kovalenko

Grade Level: 5

Title of the lesson: Analyzing Texts: Putting Thoughts on Paper

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? ●     what are the important understandings and core concepts you want students to develop within the learning segment? Writing about a complex text. They already discussed the text, and now they are putting their thoughts on paper.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? They read the text and discussed it. Now they are working independently to write down what they discussed. The class is diverse, and they each have different needs.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) ELa.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. ELA.W.5.9b Apply grade 5 reading standards to informational texts.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Analyzing a text and writing down their thoughts.

Learning objectives Sample: 1.     Students will analyze a text. 2.     Students will determine the main idea of a text. 3.     Students will answer questions about the text and cite evidence to support their answers.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal: Assess the writings Informal: Teacher checks for understanding while students are working in groups.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Students gather into groups to discuss the text. Then, teacher explains how to write about their thoughts and puts the question on the board. Students work individually to answer the questions. For ELLs, the teacher works with them in small groups.

Instructional resources and materials used to engage students in learning. Text

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, the teacher provides assistance for ELLs. ●     What changes would you make to support better student learning of the central focus? I would model more good writing first. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. The more the teacher models good writing, the better the students will be at independent writing.

Week 9: QRI-5 vs. DIBELS

ASSESSMENT TOOLS SUMMARY

QRI-5 (Qualitative Reading Inventory-5) is informal reading assessment that is administered individually to student in kindergarten through 12^th grade. Its purpose is to determine the conditions under which students can identify words and comprehend text successfully, and the conditions that appear to result in unsuccessful word identification or comprehension. QRI-5 shows the educator at which level the student is at; independent, instructional, and frustration. Results of QRI-5 are used to determine students’ reading levels, to group student according to abilities, or to provide level appropriate texts to the students.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are a set of measure that are used assess early literacy skills in children from kindergarten through sixth grade. These measures are indicators of the fundamental skills in reading, including phonemic awareness and reading comprehension. The DIBELS are very short assessments, standardized, research based, and very efficient. The purpose of DIBELS is to identify students that may be at risk for reading difficulties, to help teachers see which area to focus instruction on, and to monitor student progress. DIBELS also allows educators to see the effectiveness of the school’s reading program and instruction.

QRI-5 Vs. DIBELS

Both QRI-5 and DIBELS are used to assess students’ literacy skills. They both give the teacher an idea of where the student is up to in reading skills, and allow the teacher to give instruction based on what the student needs. There are some differences in the way the assessments are administered.  First, QRI-5 is used for students in kindergarten through 12^th grade, while DIBELS are used only up to 6^th grade.  QRI-5 is not a standardized assessment tool, while DIBELS is standardized. DIBELS are very short, one minute assessments, while QRI-5 does not have such small time constraints. DIBELS are specific, they address the five “big ideas” in literacy: phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension, and QRI-5 is a broader assessment.

The main point of both QRI-5 and DIBELS is to provide instruction and intervention when needed. As the saying goes, “Weighing the pig won’t make it fatter”, assessing the student won’t solve literacy problem. Rather, teachers take the results of the assessments and use it to develop instruction and/or intervention.

IN THE CLASSROOM

Both assessments are important for teachers and students. They allow teachers to determine the level that each student is on. With this in mind, the teacher can plan instruction to benefit each student. These assessment tools allow teachers to identify struggling readers, and provide intervention

Week 8: Lesson on Fluency

Candidate’s Name: Sarah Kovalenko

Grade Level: 3

Title of the lesson: Practicing Fluency

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? Student will learn that reading fluently and with expression is really important. ●     what are the important understandings and core concepts you want students to develop within the learning segment? Students will practice fluency.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students have phonemic awareness, know the letters and alphabet, and letter sound correspondence. They know how to read grade appropriate texts. They are learning to do so with more fluency. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students are all pretty much up to the same place in reading. There are some struggling readers and few ELLs that require more help with the reading and activities.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.       CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.3.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Explain why it is important to read with expression. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. Teacher and students will have a discussion about th importance of reading with expression. Teacher will read a part of the book, Ramona Quimby, Age 8 without expression and students will say what they thought about that. ●     Describe language demands (written or oral) students need to understand and/or use. Read, repeat phrases after the teacher with expression.

Learning objectives Students will discuss the importance of reading with expression. Students will read a book numerous times to practice fluency.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal Assessment: Teacher will have each student save their final recording of the book, and teacher will listen to the recording and assess the students’ level of fluency. Informal assessment: Teacher will walk around during partner reading and independent reading, and see whether the students need help, and where they need practice.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. To begin the lesson, teacher will read (or continue to read) a part of the book, Ramona Quimby, Age 8, by Beverly Cleary. She will model fluent, accurate reading, with expression. Teacher will read 2 pages of the book in a monotonous tone and ask the students what they thought about that. She will ask which type of reading they enjoy hearing (the one with expression or the monotonous reading), what the difference is, and why they enjoy one over the other. They will discuss that it is more pleasant and fun to listen to and read texts with expression. Have a poem hung up on the board in large print, Hiding, by Dorothy Aldis. Teacher will read one line at a time, and have the students repeat after her. Teacher will read with lots of expression to make it fun. They will do this 2 or 3 times. Next, students will each choose their favorite book from the classroom book shelf. This will be the book that they will work on to read will complete accuracy and fluency. They will read the book to a partner, and listen to their partner read his/her book. They will provide support and encouragement to each other. Then, they will read the book independently. They will practice reading the book a couple of times and then they will record themselves on a tablet. They will listen to the recording and decide if it was a good recording. If not, they will practice again and record again. Last, student who like to perform in front of the class will read their book out loud to the class. They must read with lots of expression, fluently, and accurately. Teacher will allow 2,3 students to read their book at the end of every day. Teacher will give assistance to struggling readers and ELLs during independent reading.They will also receive a book that is appropriate for their level.

Instructional resources and materials used to engage students in learning. Ramona Quimby, Age 8, by Beverly Cleary Poem, Hiding, by Dorothy Aldis

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? Teacher has time to help struggling students and ELLs while the rest of the class is working independently, reading, or recording. ●     What changes would you make to support better student learning of the central focus? I would give each student a copy of the book they chose to read, so that they can write on it. They would be able to label words, highlight phrases, etc. This would help them with reading fluently. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. Students would see the different kinds of words more clearly. They would be able to underline sentences that are quotes, so that they would know to read that with correct expression. They would also highlight words that they have trouble with, so that they can practice it, and when reading, they will know that the word is coming up.

Dr. Hui-Yin Hsu Spring 2014