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
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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.
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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.
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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. |
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Support literacy development
through language (academic language)
Interpret the meaning of words.
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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.
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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.
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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.
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Instructional resources and
materials used to engage students in learning.
Text: The Little Engine That Could
by Watty Piper.
PowerPoint Presentation
Smartboard
Worksheets
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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.
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Dr. Hui-Yin Hsu Spring 2014
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