Week 10 Assignment #4 Lesson Plan

Candidate’s Name: Kylie Hubbard

Grade Level: 5

Title of the lesson: The Core of Writing

Length of the lesson: 45 Minutes

Central focus of this lesson is to recap the core elements of writing for any content area. Key questions: When do we use our writing skills? Why do we always want to use our writing skills? How can we draw on past writing experiences to strengthen our writing ability?

Knowledge of students to inform teaching: students will draw on their previous experiences in writing in various formats: journal, note taking, key phrases, etc. Key questions: Why do we think that journal writing is so important? What can personal experiences can we use to influence our writing? Sample: Key terms, direct quotes, ideas, view point ,supportive thinking.

Common Core State Standards: Text Types and Purposes: CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. CCSS.ELA-Literacy.W.5.1.d Provide a concluding statement or section related to the opinion presented. Production and Distribution of Writing: CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Support literacy development through language: This lesson will clarify the importance of writing in multiple content areas. Through this lesson, students will have a clearer understanding of how complex, yet satisfying writing can be. Vocabulary ·       Viewpoint, convey, textual evidence, direct quotes, and supportive thinking Sentence Level ·       A subject, verb, and object. Discourse ·       Students will write a reflections to their understanding of writing

Learning objectives 1.     Students will be able to work together to establish a definition for: main idea, viewpoint, textual evidence and reasoning, direct quotes, and supportive thinking. 2.     Students, within a group, will be able to support a topic with concrete details and information. 3.     Students, within a group, will be able to support thinking and reflection about the text.

Formal: Completed journal entries/reflections Sharing with the class their established definitions Informal: Ability to work within groups Group participation

Instructional procedure: The teacher will assign students to small groups of 4-5 students. Each student will be given a copy of Luis and Clark. Each student will be responsible for recording the author’s viewpoint, making personal connections, finding supportive quotes, and providing evidence of each aspect. One student will record each group member’s quote on a large piece of paper to share with the class. One student will record each group member’s viewpoint, another will record the personal connections, and another will record the provided evidence. And then share it with the class. As a class the students will take an aspect or “fact” from a different groups paper and create their own Luis and Clark  story. Again, using factual information gathered from the original text. I will work with the ENL group to create their documents. Accommodations and modifications: ELLs/struggling readers: Visual and technology The requirements of student IEP/504 plans will be followed to the letter. ENL students will have translations available. The teacher will assist any student who is having difficulty on a more individualized manner. Students, who finish early, can utilize their understanding of writing a complex text by writing a short story about their summer plans.

Materials: Luis and Clark Journals Large pieces of paper to reflect on Pencils White Board

Reflection Did I allow enough time for the lesson? Were students able to work in a group setting for this assignment? Were instructions/objectives clear?

QRI 5 Assessment

Kylie Hubbard

EDLI 636

Spring 2017

Dr. Hsu

QRI-5 Assessments

Students Evaluation & Goals:

Word Lists:

I was able to work with this particular student, who I will refer to as K, a few times and quickly realized that she was struggling to stay at grade level. I was instructed by her teacher to start at the Primer level and then go to Level 1 for the Examiner Word Lists. K received an Independent score for the Primer and feel between Instructional and Frustration with Level 1 or “first” because K received a number score of 70%. From the Word Lists assessment I have determined that student K needs to focus on expanding her vocabulary knowledge.

Expository:

Despite K’s low word level, she is a very good reader and her teacher suggested starting at a Level 2 story. K’s teacher was correct.  K read the passage “Seasons” and only had a total of 4 miscues, which would score at as Independent and 1 meaning-change miscue, which would score as an Independent as well. K did struggle during the retelling part, so my suggestion would be to read it slower, and allow more information to sink in. Another suggestion would be to perhaps pause during the passage to “recap” to help strengthen the retelling at the end. I felt that K did a good job in answering the questions portion even though she was not able to provide the direct answer provided by the assessment. She was, however able to answer the questions in her own words or thoughts. This resulted in a score of Instructional.

Synthesized Information:

After hearing K read various passages, I feel she is on target for her grade level, and will only strengthen her skills with continued practice and the building of her vocabulary. K is eager to retell what she has read in the passages, but struggles without prompts, as mentions about, perhaps stopping to recap after a certain amount of key information has been provide will help to retain the overall passage.

To help K build her vocabulary, I would suggest added 5 new words a day to a journal for her to review at home and during snack or “free time.” K can first chunk the words to help with annunciation and then acquiring the proper definition either from a teacher, parent, or a dictionary of any form.  She can then create sentences with each word to help remember and strengthen the meaning.

To help gauge K’s progress, she will record all new vocabulary words in a journal. She will also record all sentences created from the new vocabulary in her journal. Once a week, K will be assessed on the mean of the word, more so than the spelling of the word. As for the fluency of passage reading, K will continue to practice reading allowed whenever possible to help strengthen her skills.

Candidate’s Name: Kylie Hubbard

Grade Level: 2rd Grade

Title of the lesson: Experiencing New Words  

Length of the lesson: 1- 45 Lesson weekly, and at home.

Central focus: Students will practice identifying new vocabulary words. Students will create a new word search weekly to help with word identification. Students will define the words and write a sentence using each word. Knowledge of students: Students will have an understanding of defining and writing sentences with vocabulary words.

Key questions: What makes up a sentence? What is a word search? Why is it important to expand our vocabulary? Many students have experiences defining words in and out of school. They should be familiar with the how to complete a sentence using new vocabulary.

Common Core State Standards Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.2.5.A Identify real-life connections between words and their use

Support literacy development through language This lesson will help to reinforce the types of nouns and identifying them in text. Vocabulary ●      All new words per session. Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify new vocabulary terms.

Learning objectives Students will be able to define new vocabulary terms. Students will be able to create sentences from the new vocabulary terms. Students will be able to locate the new vocabulary terms in the ABCYA word search, they created from the provided words.

Formal and Informal assessment Were students able to properly complete the word search? Were students able to define their new vocabulary terms? Were students able to create a new sentence using their vocabulary terms?

Instructional procedure: Day 1: The teacher will start the lesson by reviewing the key questions. 1.     Students will be instructed to log into their ABCYA accounts, click on 2nd grade, ABC, then scroll down to Word Search Creator. Students will be instructed to click “GO.” 2.     From here, students will title their word search accordingly. For this lesson, students will title it Week 1. And hit Next, then select BIG and Uppercase, then hit Next. 3.     At this point, students will be assigned groups that correlate with their vocabulary level: A, B, C, & D. Each group will locate their vocabulary words, which will be written on a large piece of paper and taped to the board. Students will copy each word, letter for letter, into each section. The teacher will walk around and assist students as needed. Once the students have entered all their words, they will hit Next, select the computer, and complete the word search on the screen. Once completed the students will print their screen. 4.     Once the students have printed their completed search, they will use the new vocabulary to create complete sentences. They will record their sentences in their writing journal. 5.     Students will be instructed to continue the writing activity at home by creating one additional sentence.

Materials: ·       Computer ·       Writing Journals ·       Internet ·       ABCYA.com ·       Pencil ·       Paper ·       Smart Board ·       Projector ·       Vocabulary for each group

Reflection Were students able to define all the words in their word search properly? Were the students able to write sentences in class as well as at home for the new vocabulary words? Were students able to properly navigate ABCYA.com Word Search?

Here is an example of the Words for Week 1 that could have been used for one of the groups.