VIEWS: 15 PAGES: 9 POSTED ON: 9/7/2011
Feedback on Tk20: Fabulous job! Such good detail and planning! Reading Unit Classroom Description Demographics: This classroom consists of eight second and third grade students whose ages range from 7 to 10 years. Six of the students are male. Of these six male students, one is African-American while the others are Caucasian. Of the two female students, one student is Caucasian and the other is African-American. With the exception of one student, all students participate in the free lunch program. Student Characteristics The students in this classroom are 7- 10 years of age. Four students participate in the FCAT assessment while two are alternately assessed. The two second graders will be assessed using the Stanford 10. The classroom serves as a self-contained room for two of the ten students and as a resource room for the remaining six students. The resource students come for math and for reading instruction which is delivered on three levels. The students are divided between levels rather than grade. This group of students has varying exceptionalities. Their classifications and services received are as follows: Intellectual disabilities - 1 female, one male-no services Autism – two males (one with Aspergers)-one student receives both occupational therapy and speech therapy; one student receives speech therapy only Speech and Language Impaired-one male-speech and language therapy Selective mute-one female- speech and language therapy Specific Learning Disabilities-two males-one receives speech therapy All of the students require frequent supervision to remain on task. Transitions are sometimes a problem for the students with autism, but are effectively managed through a behavior plan. Students’ Learning Preferences All eight students are primarily kinesthetic learners who also need many visual supports to understand instruction. Students’ Skill Levels The students are placed at 3 different skills levels for reading. All levels participate together in a whole group instruction phase of the reading block. The three groups rotate between the computers (SME Reading, Earobics and Simon), the teacher, and the paraprofessional for sight word instruction and guided reading, respectively. Quality of Home, School, and Community Setting ½ of the students come from stable homes in which they are supported academically. The school is a Title One school and most of the students participate in after- school tutoring. Most of the students participate in various activities in the community. New to the classroom is a foster grandparent who will assist with one-on-one reading. Quality of Learning Environment The teacher estimates that 1/3 of the children in the class have grown up in a print-rich environment. Specific student learning outcomes for unit that align with national and state standards LA.126.96.36.199 The student will use knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families) LA.188.8.131.52 The student will apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context. LA.184.108.40.206: The student will use new vocabulary that is introduced and taught directly. Objectives: Students will double the words read independently from the knowledge rating scale assessment with no teacher support, spending no more than 2 seconds per word. Students will read selected sentences from the text with no errors on 8 of 13 trials. Standards: LA.220.127.116.11 The student will recognize and understand the purpose of text features (table of contents, glossary, charts, graphs, diagrams, illustrations) LA.18.104.22.168: The student will draft writing by maintaining focus on a single idea and developing supporting details. LA22.214.171.124 and LA.126.96.36.199 The student will identify a text’s features (e.g. title subheading, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading. LA.188.8.131.52 and LA.184.108.40.206: The student will pre-write by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities) LA.220.127.116.11: The student will draft writing by maintaining focus on a single idea and developing supporting details. LA.18.104.22.168: The student will draft writing by using a prewriting plan to develop the main idea with supporting details that describe or provide facts and/or opinions. Objectives: Students will identify the distinguishing features of literary texts with 80% accuracy. Students will explain the purpose of nonfiction text with 100% accuracy. Students will answer comprehension questions from the text with 75% accuracy. LA.22.214.171.124: The student will recognize high frequency words. LA.126.96.36.199: The student will identify high frequency phonetically irregular words in context. LA.188.8.131.52 and LA.184.108.40.206: The student will use new vocabulary that is introduced and taught directly. (This happens within the scripted lessons.) Objectives: Objectives: Students will pronounce high- frequency words within lesson-provided text with no hesitation on 8 of 9 trials. Students will increase the number of sentences that they are willing to read by three from the time of pre-assessment to post- assessment. Assessment Plan Screening Assessments were designed for the three lessons. These pre-assessments also served as post- assessments. Pre-assessment 1-Students identified a series of books as fiction or non-fiction, identified clues that helped them recognize non-fiction, and answered comprehension questions based on a non- fiction text about eagles from Harcourt. Pre-assessment 2-Students read sentences from PCI sight word curriculum assessment. Also assessed was the students willingness to read beyond what was required pre-and post-instruction. Pre-assessment 3-words and sentences from guided reading text were read by the students and results were recorded on a check-off sheet. Students were assessed on reading the word in isolation and in context. Progress Monitoring Expectation grid graphic organizer to assess students' understanding of what information they would be looking for in informational text. Students answer questions after reading based on predictions made before reading informational text. Vocabulary organizer in which student recorded new word, picture, example, and non-example of word from guided reading text. Sentence strips and repeated readings for growth in fluency. Word sorts of words from the story that end in "ed" for "t" sounds and "d" sounds. Matching game using sight words and repeated readings of sentences from the sight word curriculum. Outcome-based Assessment The same assessments that served as pre-tests served as post-tests. Assessments were designed for the three lessons. These pre-assessments also served as post-assessments. Pre-assessment 1-Students identified a series of books as fiction or non-fiction, identified clues that helped them recognize non- fiction, and answered comprehension questions based on a non-fiction text about eagles from Harcourt. Pre-assessment 2-Students read sentences from PCI sight word curriculum assessment. Also assessed was the students willingness to read beyond what was required pre-and post-instruction. Pre- assessment 3-words and sentences from guided reading text were read by the students and results were recorded on a check-off sheet. Students were assessed on reading the word in isolation and in context. Instructional Plan Addresses all 5 areas of reading: phonemic awareness, phonics, vocabulary, fluency, comprehension. OR Skill based unit (dependent on topic) addresses concept building, mechanics, and knowledge application; (real-world problems, dependent on topic, etc.) Whole Group Day 1-Pretest Explain to the students the meanings of fiction and non-fiction. Fiction- (fake ) invented or made up story created from someone’s imagination Non- fiction-( not fake) gives information and ideas about a real subject Show children a variety of books one at a time. Have the group vote on whether each book is fiction or nonfiction. Give students the opportunity to explain why they believe the book is fiction or nonfiction. Discuss titles, captions, pictures, and table of contents and how they help us to understand what kind of information we will gain from our reading. Real world application: Ask the student why we would want to read non-fiction text? What information may we be looking for? Possibilities: taking care of pets, fixing a car or something that is broken, learning how to take care of our health, learning about places we would like to visit, etc.... Day 2 Formative assessment: Orally quiz the children on the differences between fiction and non-fiction using assorted books. Question them on the purpose for reading non-fiction. Display the text example from the pretest on the overhead. Ask the students what they think this text is about. What gave them the clues? (title, headings, pictures, map) Circle the clues on the text example that help us to know what this text is about. Model for them how to fill out the grid by looking at the pictures, captions, and titles. Review the grid and what we can expect to find in the text reading tomorrow. Review what clues we used to make our predictions. Day 3 Pass out blank expectation grid to the students to fill out using captions and pictures from the text. Read the text aloud to the students having them follow along. Leave out keywords for them to read. Question the students from the text according to the categories written on the expectation grid. Have them write any information (in word or picture form) that were found from the categories on the expectation grid. Check to make sure students have filled out grid properly. Day 4 Distribute the students’ expectation grids from the day before. Using the grids, have the students generate sentences using the information or “clues” from the grid. Students generate sentences that are written by the teacher using the overhead and copy onto notebook paper. As the slower students are finishing, read through the sentences they have formed from the information on the grid. Remind students that they must have a capital letter and a period in their sentences. *Formative assessment- This exercise will assess how much the children have comprehended the information from the text as well as their ability to use the grid as a pre-writing tool. Day 5 Post test Review growth of knowledge with each child from pretest to post- test. As a reward for hard work, read a short high-interest non-fiction book to the students. Adrenaline Rush by Greta Mackie PCI-Sight word Curriculum-Small Group Day One: Administer the assessment to each student. Have the students help think up sentences that use those words. Using a fresh copy of the assessment, point out the words in bold type and tell the students that these are the new words for the week that we want to get quicker at reading. Chorally read the sentences together. Make flashcards with several of each of the new words. Tell the students that we are going to play a game. Students will take turns. If the student gets the word in three seconds, he “wins” the card. The cards from the program will be worth two points and the flash cards will be worth one point. Mix in the program cards with the flash cards. After each round, cards are counted and the teacher records the scores. Save the score sheets from each day to use as a formative assessment on how the students’ targeted word recognition is improving. Use the game as a motivator for working hard each day and not wasting time so that the game can be played. Place the cards in a jean pocket that can be easily accessed for student practice. (Depending on how well the students are doing, mix in a few of the three words from the week before: does, about, room) Day Two: Proceed with the lesson as written in the program for the word “know”. Use multiple repeated reading of the sentences in the lesson. Look again at a fresh copy of the assessment and read several times the sentences under the word “know”. Day Three: Proceed with the lesson as written in the program for the word “let”. Use multiple repeated reading of the sentences in the lesson. Look again at a fresh copy of the assessment and read several times the sentences under the word “let”. Review the sentences under “know” and read the sentences under “let” again. If time permits, play the flashcard game. Day Four: Proceed with the lesson as written in the program for the word “think”. Use multiple repeated reading of the sentences in the lesson. Look again at a fresh copy of the assessment and read several times the sentences under the word “think”. Review the sentences under “know” and “let” again. Reread the sentences under think. If time permits, play the flashcard game. Day Five: Play the flashcard game for about five minutes. Read through the assessment sentences chorally. Administer post-assessment in same way as pre-assessment. The Elves and the Shoemaker by Nancy Leber-Small Group Real-world connection: Explain that the sheet that “we are getting ready to mark helps us to know what is easy for each of us, what is hard for each of us, and the progress we are making toward our goals of being able to quickly recognize the words so that we can easily read them in the story. Day 1-Assessment –Knowledge Rating Scale- Administer to each of the 3 students separately. The two students not being assessed look through book together and take turns writing down any words they think look difficult. Day 2 Picture walk through book. Look at the pictures with the students and let them make predictions about what the story might be about. Students listen as the teacher reads the story. Formative assessment: Question the students on their predictions versus what the story was about. Day 3 Review story. Read selected sentences from the text with the following vocabulary: fierce, howled, and leather. Discuss. To demonstrate their understanding students will fill in a graphic organizer. (attached) Read through the story again so students can listen for the words. The graphic organizer will formatively assess the students’ understanding of the vocabulary. Day 4 Tell the students you have pulled some words from the story that end with “ed”. Read and show the first group of words on cards laid on the table and ask the students what is the same about the words? Do the same with the second group of words and finish with the Group 3 word “howled.” Group 1 words-skipped, clapped, dressed, danced, talked Group 2 words- pounded, shouted Group 3 words- howled, smiled Ask the students the difference between the first two groups of words. How is the word “howled” different? Read through the words several times. Read through the sentence strips from the text with these words. Day 5-Flashcard practice-allow students to sort words in to “ed” with “d” sound and “ed” with “t” sound categories. Read through flashcards with them. After practicing flashcards, re-introduce sentence strips from the text that contain the targeted words for repeated readings for fluency. *Students’ ability to read the targeted words fluently within sentences that have been isolated from the text will serve as formative assessment. Day 6-Flash cards/Sentence strips. Read story omitting the sentences that the students have been working on. Allow the students, using a team-reading approach to read those sentences. Day 7-Flash cards/vocabulary review/ sentence strip practice Day 8-Read the story through with students following along. On the sentences they know, work on prosody. Day 9-Post-assessment. Differentiated Instruction: List specific activities, strategies or techniques used to provide instruction for diverse students, including ESOL students. Please list this information here even if you wrote it into the plans above. To accomodate students with high activity levels and narrow attention spans, I made large sentence strips from the guided reading text and taped them to the ground. I chose sentences that were rhythmic. The students walked (or hopped) from strip to strip as they were able to read it fluently. Students of higher ability in reading were selected to go first so that the lower students could hear and improve on their turn to walk through the strips. Graphic organizers were used to help students predict and comprehend what they were learning as well as demonstrate their understanding of new vocabulary. Since the guided reading text was at the level of the higher readers, the lower readers were only expected to read certain sentences from the text. I read the sentences that were beyond their ability. Word sorts and matching games made the reading time productive and motivating. Students were given the opportunity to see their scores pre and post test scores individually so they could view the results of their personal growth without being compared to another student. All of the techniques I used for the ESE students would be appropriate and effective for ESOL students as well. For ESOL students, however, I may be more diligent at pointing to pictures in the text as it was being read and checking for comprehension more often. Reflection The goal of instruction was for the students to recognize the distinguishing features of non-fiction texts compared to fiction texts. The blue bars of the graph represent what the students knew pre-instruction while the mauve bars represent their knowledge of the subject post-instruction. Four of seven students reached the targeted goal of 80% of distinguishing features identiftied. Three students did not achieve the goal. However, the graph shows that all children did make an improvement from the pre-instruction to post-instruction period. My instruction was effective in helping each child to grow in their knowledge. The majority of students reached or exceeded the goal of 80% mastery as taught. This portion of instruction took place in a whole-group setting.The students who did not achieve the goal likely needed more repetition and direct instruction in a smaller group setting. My plan was effective in the aspect that every student demonstrated growth. I tried to make even the assessments engaging. I used several different formats for assessment. There were multiple choice, check-off charts, assessments using pictures, and self-determination assessments. I shared the results of the assessments with the students so that they could see their progress. They found this motivating. My plan was effective because I used concrete materials such as actual fiction and non-fiction books for comparison. I worked with the students' wiggles" instead of against them. For example, some of the students already have a negative feeling toward reading because it is hard for them. After some small group activites, when it came to reading the sentences, I taped sentences from the text to the floor in large strips and allowed the students to hop or walk between strips and progress through them in a large motor activity. Even when they had to "go back" because they missed a word, they didn't mind. This gave them multiple rereadings and students grew stronger as they watched their fellow students take their turns. After they had gained the necessary confidence in their reading abilities, we returned to the table and the text. The students were no longer afraid of reading and were excited that they could recognize the words. My teaching strengths are that I am creative and willing to do whatever it takes for students to learn. I can usually find something that the students already know in which to relate new learning. I find ways to reinforce what they have learned in a lesson throughout the day. For example, I try to reinforce or increase vocabulary by using the new words throughout the day. I reward students who make the same effort. I can enhance student learning by checking students for understanding of the whole group instruction when moving to small group instruction. The students who did not meet the goals may have lost focus during whole group instruction and needed a little more personalized attention. I can also help students increase their ownership of learning by providing notebooks for their pre and post assessments to allow them to see their progress and the areas in which they need work. I would bring students closer to me during whole group instruction to help them maintain focus and to help me see when they are zoning out. I would provide more concentrated repetition and practice for targeted goals.
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