Week 11 Assignment 2

The strategy I chose to look at is "Read Alouds".

 

This instructional strategy/tool can be employed in the classroom by gathering all students onto a

specific place such as a carpet marked for "read aloud" sessions. The Teacher would face the students with a book that most likely reinforces certain vocabulary already learnt, vocabulary centered around a specific content area as well as for introduction of new vocabulary. The Teacher then does a read aloud while his/her students listen and follow with their own copy or just listens attentively to the model of fluent reading. After the read aloud, the teacher can incorporate students prior to build comprehension of concepts as well as new vocabulary being introduced. The Teacher can also have the students answer discuss and answer questions pertaining to the read aloud. The Teacher can also go over prior and new vocabulary, explaining each word/term and ask students to use them in a sentence to ascertain students level of comprehension and to allow students to demonstrate knowledge learnt. 

 

A scholarly article that supports my rationale can be found at:

http://www.educationworld.com/a_curr/curr213.shtml

 

A lesson plan that uses this particle strategy:

http://www.interactivereadalouds.com/samples.aspx

then click on Grades K–1 Sample Lesson: Goodnight Moon (Comprehension/Use Prior Knowledge)

 

 

Week 10 Assignment 2

- Identify strategies for your target student (ELL) from field observation. By now, you should’ve already identified the needs (i.e., decoding and comprehension) of your target student in your placement.


The strategy that I plan on implementing with my ELL through field observation with regards to decoding words is by allowing the students to have and hold the material or text being read before them, thereby giving them an opportunity to visually follow along with new vocabulary being read.

As far as a strategies for developing comprehension for ELL's, I plan on modeling oral reading as well as
by grouping students who have similar background so they can help each other with language and literacy development. Also by incorporating culturally authentic material so students can make connection. Include characters they can identify with.

 

  

Running Records Project

 

 

 

 

  

Candidate’s Name: Mardio Leard

Grade Level:1

Title of the lesson: Phonics and Word Recognition

Length of the lesson: 30mins

Central focus of the lesson Students will interact with letters to become more familiar with the sounds they make as well as recognition. Students will continue to develop letter-recognition and decoding through different activities as well as sight words. Students will show their knowledge of letter recognition and sounds.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students will already be familiar with letters and alphabets as well as some letter-sound connections. They will develop letter recognition and practice decoding which will aid them later on with irregularly spelled or unknown words.

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 RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 3.1 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language) Student will develop phonemic awareness and decode unfamiliar words in a systematic way. Vocabulary Student will develop word recognition both grade level as well as irregularly spelled and unknown vocabulary Sentence Level Student will learn to make better connection between words and sentences Discourse Student will learn complete meaning and connection between sets of sentences

Learning objectives Students will know the spelling-sound correspondences for common consonant digraphs. Students will decode regularly spelled one-syllable words. Students will recognize and read grade-appropriate irregularly spelled words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Use of a checklist to keep track of letter-sounds and words most consistently recognized. Student are assessed to see their level of recognizing letters and words individually using word wall.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Student will interact with letter cards, learning sounds and names. Student will use new vocabulary charts to demonstrate knowledge of word analysis and decoding skills Student will make use of ABC mouse website to reinforce word recognition and decoding Student struggling with letter-sound recognition will focus on sight letter sounds and names. ELL’s will focus on cognates. Theory/research: Student will interact with high success sentences and texts to build vocabulary and comprehension Accommodations and modifications: ELLs/struggling readers: Student will practice word chunking and attempt new vocabulary at different intervals throughout lesson.

Instructional resources and materials used to engage students in learning. Student will make use of ABC mouse website to reinforce word recognition and decoding skills.

Reflection I believe the activities that flowed from the central focus will strengthen the student’s word recognition, analysis and decoding skills. I believe my lesson was curtailed to accommodate struggling students and ELL’s as well as continued progress and reinforcement overall through the incorporation of technology in some activities.

Dr. Hui-Yin Hsu Spring 2014

Written Reflection

       I was a bit timid and anxious while preparing to do the running record with the student. I was timid because I felt I would not remember all the symbols I was supposed to use on my worksheet. The student sat beside me as the cooperating teacher instructed and waited on my instructions to begin reading. I began telling the cooperating student to not be nervous even though I myself was vey nervous. I proceeded to inform the student of the title of the book as well as a brief introduction of the story. I asked the student to start reading while I began the running record using all the symbols needed to do so. As the student read, I realized we both became very comfortable with the set up and in no time that first part was over.   

       After I did the running record and miscue analysis, I asked the student to retell the story in his own words. As the student read and retold the story I observed a few mistakes here and there and thought of strategies I could use to help the student read with more fluency, develop word recognition as well as decoding skills. I felt like I wanted to begin implementing all the different strategies I learned in my classes so I could help these students to the next level of reading.

       Overall, it was  a very exciting experience. Apart from my running record student, I observed other students in the class and immediately began strategizing how I could help them improve. I would love to incorporate word walls, word clues, use of word chunks and other web resources to aid the struggling students that I observed. Without a doubt, I plan on using running record and miscue analysis as well as the retelling form to aid in assessment of my students so I can better address their individual needs. I am truly appreciative of this experience and truly look forward to teaching my very own  class in the near future.   

 

Week 9 Assignment 3

Candidate’s Name: Mardio Leard

Grade Level:4th

Title of the lesson: Literature Comprehension

Length of the lesson:40 mins

Central focus of the lesson Students will learn how to absorb new information, select critically, categorize, make inferences and predict consequences. Key questions: Students will develop comprehension through learning strategies   Students will identify the main ideas and characters presented in the text

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: Students will draw on inferences made from past literature reading Students will make connection to text from prior knowledge or personal experience

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 RL 1.3 (Reading Literature) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Support literacy development through language (academic language) .Students will be grouped to discuss the poem and exchange ideas, drawing inferenes, the main theme(s) and main characters Vocabulary Students will do a fill-in missing letter worksheet Students will do unscramble the words activity Sentence Level Students will do a engage in a response log, expressing main ideas, themes and drawing inferences Discourse Students will revisit text and engage in class discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives Students will reflect on text and draw inferences Students will know the main ideas, themes and characters Students will know how to make connection to real life events

Formal and informal assessment (including type[s] of assessment and what is being assessed) Students will draw on post-it strategy to discover deeper meaning of the text or unravel unknown vocabulary. Struggling students (IEP’s and ELL’s) will engage in a fill-in the missing letters and words activity. Gifted students will engage in a multiple choice worksheet. I will be moving around and discussing students responses individually or as a group.

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: Students engage in tree mapping to categorize the text, the main ideas and themes Students will engage in retelling the story as well as drawing inferences, drawing on specific text to give factual support Theory/research: Automaticity to develop fluency and comprehension. Students will use post-it strategy to help develop comprehension of the text as well as explain to a group or the whole class their findings and connections to story/poem

Accommodations and modifications: ELLs/struggling readers: Struggling students and ELL’s will visit the Word Wall going over vocabulary from text and their meaning and relation to story. Instructional resources and materials used to engage students in learning. Students will see a reenactment of the literary piece (the little dutch boy) at https://www.youtube.com/watch?v=STGXpq8JGIg

Reflection I believe my lesson plan facilitates different learning styles as well as is designed for growth and development in comprehension of literary works.

Dr. Hui-Yin Hsu Spring 2014