The New Kid in School

Tammy Luce
EDU 6139
Student Teaching Reflection #11
May 21, 2011  

            Moving to a new school can be both an exciting and traumatic experience.  Like many students, I moved to a new school in elementary school. At the end of fourth grade, my family moved from Bothell toMercer Island.  I can still vividly remember telling my parents, “I’m not going to move. I’m going to chain myself to the dishwasher and you can move, but I’m staying.  I’m not changing schools.”  Had I known now, what I didn’t know then, I would have realized moving toMercer Islandwould ultimately be a wonderful experience.  However, as a young child, I wasn’t so convinced this would be the case.  I suspect most students who move to schools can relate to these very feelings.  It’s scary to be the new kid at school.  It’s hard to walk into a classroom full of strangers and wonder how you’ll fit in.  Moving can be hard for adults, and it’s just as hard for kids. However, with the help of a few good teachers, some of the fears of being the new kid at school can quickly be dispelled.   

            Teachers can be a very powerful presence in a student’s life.  After all, they set the mood and tone in the classroom, where our students spend 6 hours a day, 180 days a year.  If you do the math, that’s 1080 hours a year, which is about half the amount of hours a full time employee will work within a year.  That’s a lot of time.  Great teachers use this 1080 hours of educational time to establish positive, nurturing, educational environments.  These classrooms positively impact our kids.  In the same way a teacher can positively impact a student’s academic success, they can also impact a student’s social success.  This is where great teachers can make moving and being the new kid at school a pleasant experience.  When a teacher welcomes a new student and shows a special interest in getting to know them, other students will often follow this lead.  It’s fun to meet new friends and teachers model this to their students by taking the time to get to know the new student and introducing him/her to the rest of the class. 

            About six weeks ago a new student enrolled in our class. She had just moved toWashingtonstate from another state and was justifiably nervous about moving to a new school.  Our entire class was excited to meet her.  We made her a big welcome poster and hung it on the door, complete with her name, so it would be the first thing she saw as she entered our classroom on her first day.  We wanted our new student to feel welcome.  On her first day of school, we arranged for our new student and her mom to come into the classroom about thirty minutes before school started.  This gave us time to meet each other and review our schedules and general classroom expectations prior to the start of school.  By the time school started, I couldn’t wait to introduce our new student to the class.  The day before we had told the class they would be meeting a new friend the next day.  With great anticipation, the kids marched into class to meet their new friend.  Within a few minutes, our new student had about 12 kids crowding around her introducing themselves.  It may have been a little overwhelming for our new student, but she certainly felt welcomes.  My number one goal had been accomplished and I was very proud. If you can make a child feel welcomed, wanted and loved, the business of educating is much easier. 

            When I have my own classroom, I will welcome students in this same manner as well.  As a class, we also had several discussions about friendship and the importance of including all our kindergarten friends in games at recess.  Children learn some of the greatest lessons on the playground at school; learning to play with lots of different personalities is certainly one of them.  School is also a great place to teach children about inclusion, empathy and general hospitality.  It’s hard to be the new student at school.  It’s also a great opportunity for teachers to allow our children to practice the skills we’ve taught them.  You can’t teach empathy from a textbook.  Instead it must be emulated and practiced; welcoming a new student is the perfect training ground.

The Power of Teacher Expectations

Tammy Luce
EDU 6139
Student Teaching Reflection #10
May 14, 2011 

                Teacher expectations are powerful.   Most children strive to please their teachers and parents, and for this reason, it’s essential for teachers to establish high expectations for all students.  In essence, it’s a self-fulfilling prophecy.  If you think you can accomplish something, you have a much better chance of being successful.   And so it is in teaching.  When a teacher expects a child to be successful, and accepts nothing less, the child learns they must persevere until they succeed.  This does not mean the tasks will be easy, it simply means they must be accomplished or mastered.  This is an important message great teachers give their students every day.

                Within the kindergarten class where I’m student teaching, we try very hard to uphold the same standards and expectations for all students.  However, this is sometimes tricky.   Every day our goal is for all students to accomplish their work and feel successful.   In practice, we do slightly change our expectations for certain children based on their individual academic abilities.  For example, I’m currently teaching a book writing unit.  Students were given the option to write about any topic they want; stories could be fiction or non-fiction.  Each child’s story will be a total of six pages in length and each page should contain at least two sentences.   In writing this unit, I intended for all children to fulfill these expectations.  In reality, this may not be possible given the amount of help available for the class.  Consequently, there are two students who may only be required to write 1 sentence per page.  In the absence of dedicated help, these students may not be able to write two coherent sentences per page.  However, if both students write 1 strong sentence per page, they will have stretched themselves more than several other students who write 2 sentences per page. 

                I have struggled with this idea of altering requirements for some students.  Part of me believes this is the easy way out.  Changing the curriculum standards may be easier than teaching certain students how to adequately accomplish the work.  However, the practical side of me has seen that it may never be possible for every student within a class to complete every assignment at the highest academic level.  This idea may live in a fantasy land.  For me, the challenge lies in marrying these two ideas.  How do I challenge all students to achieve their very best, while at the same time realizing that some children’s best may not meet the highest academic standards?  I believe this is a constant struggle for all teachers and we must guard against stereotyping groups of students.  

                Last week at school, all teachers finished their “card parties”.  This is a system the school uses to assign students to classes for the following year.   The teachers within each grade level meet as a group and divide the students evenly among classes for the next year.  For example, this year’s kindergarten teachers divided up their classes for the first grade teachers next year.  In this process, the teachers try to balance the classes in all areas; numbers of girls and boys, behavioral issues, and high, medium and low academic levels.  This process is very effective in balancing the classes evenly.  The challenge comes in the inadvertent stereotyping of children that can occur.  As teachers, we owe it to our kids to give them a fresh start every year.  Yes, it’s true that some students perform better academically than others.  However, if a student performs at a low academic level for a few years when they are very young, it may not be fair to label them as less intelligent than other students.  I believe students deserve a new chance every year.  Each teacher should make their own observations and then teach their students to the best of their abilities.  If we do this, I believe we’ll save some students along the way.  One teacher may have had difficulties teaching a student for unknown reasons.  Perhaps the next year, a different teacher will have a better relationship with the child and consequently, he/she will be very successful.  Teaching is not a science, it’s an art, and we all approach the craft a little bit differently.  When teachers remember this, and try to avoid stereotyping students, we give them the greatest chance for success.

EDU 6529: Final Lesson Plan for Literacy

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School –   John Doe Elementary________

MentorTeacher – ____________________________________________________   University Coordinator – ______________

Grade/Subject –  1st grade______ Lesson Title –   Short “e” and long “e” vowel sounds_____________________________ Date – November 23, 2010_______

Learning Targets
EALRs		GLEs			Objectives
EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text.		Apply understanding of phonics.   1.1.4n Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).			To teach students the difference between the short “e” and the long “e” vowel sounds.   Students will listen to a story paying special attention to the short “e” and long “e” vowel sounds.    Students will practice writing words with the short “e” and long “e” vowel sounds and then divide the words into two categories based on the vowel sounds.
Assessment – What will students do to demonstrate competence specific to learning?			Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?			Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
Students will name the items pulled out of the bag and read the words as I write them on the white board.                                       Students will actively listen to the story and point out words that contain the long and short “e” vowel sounds.                                 Students will write the long and short “e” vowel words.     They will cut the words into cards and sort them into short and long “e” vowel sounds. (See worksheet #1)           As a class, we will discuss each word and review whether the word contains a short or long “e” vowel sound.     Next, students will glue the words onto a second worksheet (worksheet #2) that classifies the words as either short or long “e” vowel sounds.  This worksheet will later become a bingo game card.                       As a class, we’ll play bingo.  I’ll cut up worksheet #1 and put all the words into a drawing.  I’ll draw a word and the students will put a marker on that word on their card.  As soon as a student has markers on 3 squares in a row going vertically, horizontally or diagonally, the student will yell bingo.  That student will read their words that made up the bingo and then come help me draw the words for the next game from the hat.  We’ll play this game several times so many students will have the opportunity to win.  Every child’s game cards will look different because they may glue their words in any order they choose as long as they’re divided between short and long “e” vowel sounds.			Anticipatory set:   To prepare students for learning, I’ll have them come to the gathering rug.  I’ll tell the students I need their help by saying, “In this bag, I have some objects that relate to a story we’re going to read in a few minutes and a vowel we’re going to learn about.  Do you think you could help me by figuring out what vowel that might be?  All the items in this bag contain this vowel sound we’re talking about today.  Let’s start by naming the items.”  Then, I’ll pull the items out of the bag one by one and as a class the students will tell me the name of the item.  After they name the item, I’ll write the word on the white board.  When all the objects have been pulled out of the bag and named, I’ll ask the students what vowel they think we’re talking about.  We’ll look at the written words on the board to see if we can find any patterns.  After telling the students we’re talking about the long and short “e” vowel sounds, I’ll tell them to look for words with the long and short “e” vowel sounds in the story Where is the Green Sheep?   Teaching:   I’ll read the story Where is the Green Sheep?  On every page, we’ll stop and students will help me point out the words with the short and long “e” vowel sounds.   After the story, we’ll review the words we wrote on the board during the anticipatory set and discuss how the long and short “e” vowel sounds are written.    I’ll tell the students, “the short ‘e’ vowel sound is found in the CVC pattern”, and we’ll say the short ‘e’ vowel sound together as a class.  “The long ‘e’ vowel sound is found in the double e pattern.  In fact, there’s an old saying that says,  ‘When two vowels go walking, the first one does the talking.’  Since the only sound a vowel can make is it’s name, in this case, the sound will always be the long ‘e’.”  Then, we’ll practice making the long ‘e’ vowel sound.    I’ll ask the students if they can think of any other words that contain the long and short ‘e’ vowel sounds and we’ll add them to our word list on the white board.  We’ll look at the written words on the board one more time and then I’ll pass out the two worksheets.     Modeling/Practice:   On worksheet #1, students will begin by writing the name of the object on the blank.  Next, the students will cut out these words along the lines, ending up with 18 individual cards.    On worksheet #2, the students will divide these 18 words into the short and long “e” vowel sound and glue the short “e” vowel sounds on the 3 columns on the left side of the page and the long “e” vowel sounds on the 3 columns on the right side of the page.  Within each side, the students can glue them in whatever order they choose as long as the words are divided correctly by sound.   Next, as a class we’ll review what words have the short “e” vowel sound and are glued on the left side of the page and what words have the long “e” vowel sound and are glued on the right side of the page.  I’ll walk around the room to ensure all students have the words divided correctly.    Next, I’ll tell the class, “We’re going to play a really fun game called ‘Bingo’ with these ‘e’ words so we can practice saying the words and matching the sounds with the written words.”  I’ll explain the rules and tell the kids they get to yell ‘BINGO’ when they have three words in a row either horizontally, vertically or diagonally.  I’ll demonstrate one round so the kids understand what to do and then we’ll start playing.    After a student yells, “Bingo”,  they’ll read their words back to us, and then they can either continue to play another game with the class or come up and help me call the bingo game by drawing the words out of the hat and reading them to the class.  We’ll play this game several times.              Conclusion:   In conclusion, we’ll review the rules for the long and short “e” vowel sounds and I’ll remind them of the saying, “When two vowels go walking, the first one does the talking.”  Then, I’ll have the student glue their bingo sheet, (worksheet #2) into their Writer’s notebook, so they can refer back to it later when they’re writing.			During the anticipatory set, all students will be encouraged to say the names of the items I pull out of the bag.                                     When reading the story, we’ll stop, and discuss the different “e” vowel sounds we hear together as a class.  This should help the students stay focused on the story and the “e” vowel sounds we’re learning about.                         All students will be encouraged to think of additional long and short “e” vowel sounds to add to our list on the white board.           As students are writing/cutting the words, I’ll wander through the room and help as needed.  Students may also help their table partners to ensure the words are divided quickly by long and short “e” vowel sounds.                   Before the words are glued on the second worksheet, we’ll discuss them as a class so everyone will have a correct worksheet.  If needed, students will change their word placements so the vowel sounds are placed in the correct long or short “e” category.
Grouping of Students for Instruction					Instructional Materials, Resources and Technology
The entire class will listen to the story together.  Students will work individually on cutting out the “e” word cards and separating them into short “e” and long “e” vowel sounds.  Each student is responsible for completing their own work.  They can ask a friend, a table partner or myself for help if needed.    After students have finished separating the words into short and long vowel sounds, we’ll go over the sounds together and they can make necessary changes to their own work.  Once again, students may help one another at their tables with this sorting process.					Where is the Green Sheep? book  Short “e” and long “e” vowel worksheet (Worksheet #1)   Worksheet to glue the words into short or long vowel sounds  (Worksheet #2)   Bag of items that contain the long and short “e” vowel sounds.
Accommodations and Modifications					Family Involvement Plan
ELL students and struggling readers will be paired or grouped with highly capable students.  Highly capable students will be challenged to add to the list of long and short “e” vowel sound words written on the white board after they finish sorting their bingo card before we play bingo.					Students will take home their Writer’s notebooks with worksheets at the end of the day so their families can see the long “e” and short “e” vowel sounds the students learned in class.  Students will be encouraged to play their new bingo game at home with friends and family.

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School –   John Doe Elementary________

MentorTeacher – ____________________________________________________   University Coordinator – ______________

Grade/Subject –  1st grade______ Lesson Title –   Short “e” and long “e” vowel sounds_____________________________ Date – November 23, 2010_______

Learning Targets
EALRs		GLEs			Objectives
EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text.		Apply understanding of phonics.   1.1.4 n Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).			To teach students the difference between the short “e” and the long “e” vowel sounds.   Students will listen to a story paying special attention to the short “e” and long “e” vowel sounds.    Students will practice writing words with the short “e” and long “e” vowel sounds and then divide the words into two categories based on the vowel sounds.
Assessment – What will students do to demonstrate competence specific to learning?			Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?			Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
Students will name the items pulled out of the bag and read the words as I write them on the white board.                                       Students will actively listen to the story and point out words that contain the long and short “e” vowel sounds.                                 Students will write the long and short “e” vowel words.     They will cut the words into cards and sort them into short and long “e” vowel sounds. (See worksheet #1)           As a class, we will discuss each word and review whether the word contains a short or long “e” vowel sound.     Next, students will glue the words onto a second worksheet (worksheet #2) that classifies the words as either short or long “e” vowel sounds.  This worksheet will later become a bingo game card.                       As a class, we’ll play bingo.  I’ll cut up worksheet #1 and put all the words into a drawing.  I’ll draw a word and the students will put a marker on that word on their card.  As soon as a student has markers on 3 squares in a row going vertically, horizontally or diagonally, the student will yell bingo.  That student will read their words that made up the bingo and then come help me draw the words for the next game from the hat.  We’ll play this game several times so many students will have the opportunity to win.  Every child’s game cards will look different because they may glue their words in any order they choose as long as they’re divided between short and long “e” vowel sounds.			Anticipatory set:   To prepare students for learning, I’ll have them come to the gathering rug.  I’ll tell the students I need their help by saying, “In this bag, I have some objects that relate to a story we’re going to read in a few minutes and a vowel we’re going to learn about.  Do you think you could help me by figuring out what vowel that might be?  All the items in this bag contain this vowel sound we’re talking about today.  Let’s start by naming the items.”  Then, I’ll pull the items out of the bag one by one and as a class the students will tell me the name of the item.  After they name the item, I’ll write the word on the white board.  When all the objects have been pulled out of the bag and named, I’ll ask the students what vowel they think we’re talking about.  We’ll look at the written words on the board to see if we can find any patterns.  After telling the students we’re talking about the long and short “e” vowel sounds, I’ll tell them to look for words with the long and short “e” vowel sounds in the story Where is the Green Sheep?   Teaching:   I’ll read the story Where is the Green Sheep?  On every page, we’ll stop and students will help me point out the words with the short and long “e” vowel sounds.   After the story, we’ll review the words we wrote on the board during the anticipatory set and discuss how the long and short “e” vowel sounds are written.    I’ll tell the students, “the short ‘e’ vowel sound is found in the CVC pattern”, and we’ll say the short ‘e’ vowel sound together as a class.  “The long ‘e’ vowel sound is found in the double e pattern.  In fact, there’s an old saying that says,  ‘When two vowels go walking, the first one does the talking.’  Since the only sound a vowel can make is it’s name, in this case, the sound will always be the long ‘e’.”  Then, we’ll practice making the long ‘e’ vowel sound.    I’ll ask the students if they can think of any other words that contain the long and short ‘e’ vowel sounds and we’ll add them to our word list on the white board.  We’ll look at the written words on the board one more time and then I’ll pass out the two worksheets.     Modeling/Practice:   On worksheet #1, students will begin by writing the name of the object on the blank.  Next, the students will cut out these words along the lines, ending up with 18 individual cards.    On worksheet #2, the students will divide these 18 words into the short and long “e” vowel sound and glue the short “e” vowel sounds on the 3 columns on the left side of the page and the long “e” vowel sounds on the 3 columns on the right side of the page.  Within each side, the students can glue them in whatever order they choose as long as the words are divided correctly by sound.   Next, as a class we’ll review what words have the short “e” vowel sound and are glued on the left side of the page and what words have the long “e” vowel sound and are glued on the right side of the page.  I’ll walk around the room to ensure all students have the words divided correctly.    Next, I’ll tell the class, “We’re going to play a really fun game called ‘Bingo’ with these ‘e’ words so we can practice saying the words and matching the sounds with the written words.”  I’ll explain the rules and tell the kids they get to yell ‘BINGO’ when they have three words in a row either horizontally, vertically or diagonally.  I’ll demonstrate one round so the kids understand what to do and then we’ll start playing.    After a student yells, “Bingo”,  they’ll read their words back to us, and then they can either continue to play another game with the class or come up and help me call the bingo game by drawing the words out of the hat and reading them to the class.  We’ll play this game several times.              Conclusion:   In conclusion, we’ll review the rules for the long and short “e” vowel sounds and I’ll remind them of the saying, “When two vowels go walking, the first one does the talking.”  Then, I’ll have the student glue their bingo sheet, (worksheet #2) into their Writer’s notebook, so they can refer back to it later when they’re writing.			During the anticipatory set, all students will be encouraged to say the names of the items I pull out of the bag.                                     When reading the story, we’ll stop, and discuss the different “e” vowel sounds we hear together as a class.  This should help the students stay focused on the story and the “e” vowel sounds we’re learning about.                         All students will be encouraged to think of additional long and short “e” vowel sounds to add to our list on the white board.           As students are writing/cutting the words, I’ll wander through the room and help as needed.  Students may also help their table partners to ensure the words are divided quickly by long and short “e” vowel sounds.                   Before the words are glued on the second worksheet, we’ll discuss them as a class so everyone will have a correct worksheet.  If needed, students will change their word placements so the vowel sounds are placed in the correct long or short “e” category.
Grouping of Students for Instruction					Instructional Materials, Resources and Technology
The entire class will listen to the story together.  Students will work individually on cutting out the “e” word cards and separating them into short “e” and long “e” vowel sounds.  Each student is responsible for completing their own work.  They can ask a friend, a table partner or myself for help if needed.    After students have finished separating the words into short and long vowel sounds, we’ll go over the sounds together and they can make necessary changes to their own work.  Once again, students may help one another at their tables with this sorting process.					Where is the Green Sheep? book   Short “e” and long “e” vowel worksheet (Worksheet #1)   Worksheet to glue the words into short or long vowel sounds  (Worksheet #2)   Bag of items that contain the long and short “e” vowel sounds.
Accommodations and Modifications					Family Involvement Plan
ELL students and struggling readers will be paired or grouped with highly capable students.   Highly capable students will be challenged to add to the list of long and short “e” vowel sound words written on the white board after they finish sorting their bingo card before we play bingo.					Students will take home their Writer’s notebooks with worksheets at the end of the day so their families can see the long “e” and short “e” vowel sounds the students learned in class.   Students will be encouraged to play their new bingo game at home with friends and family.

 

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School –   John Doe Elementary________

MentorTeacher – ____________________________________________________   University Coordinator – ______________

Grade/Subject –  1st grade______ Lesson Title –   Short “e” and long “e” vowel sounds_____________________________ Date – November 23, 2010_______

Learning Targets
EALRs		GLEs			Objectives
EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text.		Apply understanding of phonics.   1.1.4 n Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).			To teach students the difference between the short “e” and the long “e” vowel sounds.   Students will listen to a story paying special attention to the short “e” and long “e” vowel sounds.    Students will practice writing words with the short “e” and long “e” vowel sounds and then divide the words into two categories based on the vowel sounds.
Assessment – What will students do to demonstrate competence specific to learning?			Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?			Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
Students will name the items pulled out of the bag and read the words as I write them on the white board.                                       Students will actively listen to the story and point out words that contain the long and short “e” vowel sounds.                                 Students will write the long and short “e” vowel words.     They will cut the words into cards and sort them into short and long “e” vowel sounds. (See worksheet #1)           As a class, we will discuss each word and review whether the word contains a short or long “e” vowel sound.     Next, students will glue the words onto a second worksheet (worksheet #2) that classifies the words as either short or long “e” vowel sounds.  This worksheet will later become a bingo game card.                       As a class, we’ll play bingo.  I’ll cut up worksheet #1 and put all the words into a drawing.  I’ll draw a word and the students will put a marker on that word on their card.  As soon as a student has markers on 3 squares in a row going vertically, horizontally or diagonally, the student will yell bingo.  That student will read their words that made up the bingo and then come help me draw the words for the next game from the hat.  We’ll play this game several times so many students will have the opportunity to win.  Every child’s game cards will look different because they may glue their words in any order they choose as long as they’re divided between short and long “e” vowel sounds.			Anticipatory set:   To prepare students for learning, I’ll have them come to the gathering rug.  I’ll tell the students I need their help by saying, “In this bag, I have some objects that relate to a story we’re going to read in a few minutes and a vowel we’re going to learn about.  Do you think you could help me by figuring out what vowel that might be?  All the items in this bag contain this vowel sound we’re talking about today.  Let’s start by naming the items.”  Then, I’ll pull the items out of the bag one by one and as a class the students will tell me the name of the item.  After they name the item, I’ll write the word on the white board.  When all the objects have been pulled out of the bag and named, I’ll ask the students what vowel they think we’re talking about.  We’ll look at the written words on the board to see if we can find any patterns.  After telling the students we’re talking about the long and short “e” vowel sounds, I’ll tell them to look for words with the long and short “e” vowel sounds in the story Where is the Green Sheep?   Teaching:   I’ll read the story Where is the Green Sheep?  On every page, we’ll stop and students will help me point out the words with the short and long “e” vowel sounds.   After the story, we’ll review the words we wrote on the board during the anticipatory set and discuss how the long and short “e” vowel sounds are written.    I’ll tell the students, “the short ‘e’ vowel sound is found in the CVC pattern”, and we’ll say the short ‘e’ vowel sound together as a class.  “The long ‘e’ vowel sound is found in the double e pattern.  In fact, there’s an old saying that says,  ‘When two vowels go walking, the first one does the talking.’  Since the only sound a vowel can make is it’s name, in this case, the sound will always be the long ‘e’.”  Then, we’ll practice making the long ‘e’ vowel sound.    I’ll ask the students if they can think of any other words that contain the long and short ‘e’ vowel sounds and we’ll add them to our word list on the white board.  We’ll look at the written words on the board one more time and then I’ll pass out the two worksheets.     Modeling/Practice:   On worksheet #1, students will begin by writing the name of the object on the blank.  Next, the students will cut out these words along the lines, ending up with 18 individual cards.    On worksheet #2, the students will divide these 18 words into the short and long “e” vowel sound and glue the short “e” vowel sounds on the 3 columns on the left side of the page and the long “e” vowel sounds on the 3 columns on the right side of the page.  Within each side, the students can glue them in whatever order they choose as long as the words are divided correctly by sound.   Next, as a class we’ll review what words have the short “e” vowel sound and are glued on the left side of the page and what words have the long “e” vowel sound and are glued on the right side of the page.  I’ll walk around the room to ensure all students have the words divided correctly.    Next, I’ll tell the class, “We’re going to play a really fun game called ‘Bingo’ with these ‘e’ words so we can practice saying the words and matching the sounds with the written words.”  I’ll explain the rules and tell the kids they get to yell ‘BINGO’ when they have three words in a row either horizontally, vertically or diagonally.  I’ll demonstrate one round so the kids understand what to do and then we’ll start playing.    After a student yells, “Bingo”,  they’ll read their words back to us, and then they can either continue to play another game with the class or come up and help me call the bingo game by drawing the words out of the hat and reading them to the class.  We’ll play this game several times.              Conclusion:   In conclusion, we’ll review the rules for the long and short “e” vowel sounds and I’ll remind them of the saying, “When two vowels go walking, the first one does the talking.”  Then, I’ll have the student glue their bingo sheet, (worksheet #2) into their Writer’s notebook, so they can refer back to it later when they’re writing.			During the anticipatory set, all students will be encouraged to say the names of the items I pull out of the bag.                                     When reading the story, we’ll stop, and discuss the different “e” vowel sounds we hear together as a class.  This should help the students stay focused on the story and the “e” vowel sounds we’re learning about.                         All students will be encouraged to think of additional long and short “e” vowel sounds to add to our list on the white board.           As students are writing/cutting the words, I’ll wander through the room and help as needed.  Students may also help their table partners to ensure the words are divided quickly by long and short “e” vowel sounds.                   Before the words are glued on the second worksheet, we’ll discuss them as a class so everyone will have a correct worksheet.  If needed, students will change their word placements so the vowel sounds are placed in the correct long or short “e” category.
Grouping of Students for Instruction					Instructional Materials, Resources and Technology
The entire class will listen to the story together.  Students will work individually on cutting out the “e” word cards and separating them into short “e” and long “e” vowel sounds.  Each student is responsible for completing their own work.  They can ask a friend, a table partner or myself for help if needed.    After students have finished separating the words into short and long vowel sounds, we’ll go over the sounds together and they can make necessary changes to their own work.  Once again, students may help one another at their tables with this sorting process.					Where is the Green Sheep? book   Short “e” and long “e” vowel worksheet (Worksheet #1)   Worksheet to glue the words into short or long vowel sounds  (Worksheet #2)   Bag of items that contain the long and short “e” vowel sounds.
Accommodations and Modifications					Family Involvement Plan
ELL students and struggling readers will be paired or grouped with highly capable students.   Highly capable students will be challenged to add to the list of long and short “e” vowel sound words written on the white board after they finish sorting their bingo card before we play bingo.					Students will take home their Writer’s notebooks with worksheets at the end of the day so their families can see the long “e” and short “e” vowel sounds the students learned in class.   Students will be encouraged to play their new bingo game at home with friends and family.

 

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School –   John Doe Elementary________

MentorTeacher – ____________________________________________________   University Coordinator – ______________

Grade/Subject –  1st grade______ Lesson Title –   Short “e” and long “e” vowel sounds_____________________________ Date – November 23, 2010_______

Learning Targets
EALRs		GLEs			Objectives
EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text.		Apply understanding of phonics.   1.1.4 n Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).			To teach students the difference between the short “e” and the long “e” vowel sounds.   Students will listen to a story paying special attention to the short “e” and long “e” vowel sounds.    Students will practice writing words with the short “e” and long “e” vowel sounds and then divide the words into two categories based on the vowel sounds.
Assessment – What will students do to demonstrate competence specific to learning?			Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?			Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
Students will name the items pulled out of the bag and read the words as I write them on the white board.                                       Students will actively listen to the story and point out words that contain the long and short “e” vowel sounds.                                 Students will write the long and short “e” vowel words.     They will cut the words into cards and sort them into short and long “e” vowel sounds. (See worksheet #1)           As a class, we will discuss each word and review whether the word contains a short or long “e” vowel sound.     Next, students will glue the words onto a second worksheet (worksheet #2) that classifies the words as either short or long “e” vowel sounds.  This worksheet will later become a bingo game card.                       As a class, we’ll play bingo.  I’ll cut up worksheet #1 and put all the words into a drawing.  I’ll draw a word and the students will put a marker on that word on their card.  As soon as a student has markers on 3 squares in a row going vertically, horizontally or diagonally, the student will yell bingo.  That student will read their words that made up the bingo and then come help me draw the words for the next game from the hat.  We’ll play this game several times so many students will have the opportunity to win.  Every child’s game cards will look different because they may glue their words in any order they choose as long as they’re divided between short and long “e” vowel sounds.			Anticipatory set:   To prepare students for learning, I’ll have them come to the gathering rug.  I’ll tell the students I need their help by saying, “In this bag, I have some objects that relate to a story we’re going to read in a few minutes and a vowel we’re going to learn about.  Do you think you could help me by figuring out what vowel that might be?  All the items in this bag contain this vowel sound we’re talking about today.  Let’s start by naming the items.”  Then, I’ll pull the items out of the bag one by one and as a class the students will tell me the name of the item.  After they name the item, I’ll write the word on the white board.  When all the objects have been pulled out of the bag and named, I’ll ask the students what vowel they think we’re talking about.  We’ll look at the written words on the board to see if we can find any patterns.  After telling the students we’re talking about the long and short “e” vowel sounds, I’ll tell them to look for words with the long and short “e” vowel sounds in the story Where is the Green Sheep?   Teaching:   I’ll read the story Where is the Green Sheep?  On every page, we’ll stop and students will help me point out the words with the short and long “e” vowel sounds.   After the story, we’ll review the words we wrote on the board during the anticipatory set and discuss how the long and short “e” vowel sounds are written.    I’ll tell the students, “the short ‘e’ vowel sound is found in the CVC pattern”, and we’ll say the short ‘e’ vowel sound together as a class.  “The long ‘e’ vowel sound is found in the double e pattern.  In fact, there’s an old saying that says,  ‘When two vowels go walking, the first one does the talking.’  Since the only sound a vowel can make is it’s name, in this case, the sound will always be the long ‘e’.”  Then, we’ll practice making the long ‘e’ vowel sound.    I’ll ask the students if they can think of any other words that contain the long and short ‘e’ vowel sounds and we’ll add them to our word list on the white board.  We’ll look at the written words on the board one more time and then I’ll pass out the two worksheets.     Modeling/Practice:   On worksheet #1, students will begin by writing the name of the object on the blank.  Next, the students will cut out these words along the lines, ending up with 18 individual cards.    On worksheet #2, the students will divide these 18 words into the short and long “e” vowel sound and glue the short “e” vowel sounds on the 3 columns on the left side of the page and the long “e” vowel sounds on the 3 columns on the right side of the page.  Within each side, the students can glue them in whatever order they choose as long as the words are divided correctly by sound.   Next, as a class we’ll review what words have the short “e” vowel sound and are glued on the left side of the page and what words have the long “e” vowel sound and are glued on the right side of the page.  I’ll walk around the room to ensure all students have the words divided correctly.    Next, I’ll tell the class, “We’re going to play a really fun game called ‘Bingo’ with these ‘e’ words so we can practice saying the words and matching the sounds with the written words.”  I’ll explain the rules and tell the kids they get to yell ‘BINGO’ when they have three words in a row either horizontally, vertically or diagonally.  I’ll demonstrate one round so the kids understand what to do and then we’ll start playing.    After a student yells, “Bingo”,  they’ll read their words back to us, and then they can either continue to play another game with the class or come up and help me call the bingo game by drawing the words out of the hat and reading them to the class.  We’ll play this game several times.              Conclusion:   In conclusion, we’ll review the rules for the long and short “e” vowel sounds and I’ll remind them of the saying, “When two vowels go walking, the first one does the talking.”  Then, I’ll have the student glue their bingo sheet, (worksheet #2) into their Writer’s notebook, so they can refer back to it later when they’re writing.			During the anticipatory set, all students will be encouraged to say the names of the items I pull out of the bag.                                     When reading the story, we’ll stop, and discuss the different “e” vowel sounds we hear together as a class.  This should help the students stay focused on the story and the “e” vowel sounds we’re learning about.                         All students will be encouraged to think of additional long and short “e” vowel sounds to add to our list on the white board.           As students are writing/cutting the words, I’ll wander through the room and help as needed.  Students may also help their table partners to ensure the words are divided quickly by long and short “e” vowel sounds.                   Before the words are glued on the second worksheet, we’ll discuss them as a class so everyone will have a correct worksheet.  If needed, students will change their word placements so the vowel sounds are placed in the correct long or short “e” category.
Grouping of Students for Instruction					Instructional Materials, Resources and Technology
The entire class will listen to the story together.  Students will work individually on cutting out the “e” word cards and separating them into short “e” and long “e” vowel sounds.  Each student is responsible for completing their own work.  They can ask a friend, a table partner or myself for help if needed.    After students have finished separating the words into short and long vowel sounds, we’ll go over the sounds together and they can make necessary changes to their own work.  Once again, students may help one another at their tables with this sorting process.					Where is the Green Sheep? book   Short “e” and long “e” vowel worksheet (Worksheet #1)   Worksheet to glue the words into short or long vowel sounds  (Worksheet #2)   Bag of items that contain the long and short “e” vowel sounds.
Accommodations and Modifications					Family Involvement Plan
ELL students and struggling readers will be paired or grouped with highly capable students.   Highly capable students will be challenged to add to the list of long and short “e” vowel sound words written on the white board after they finish sorting their bingo card before we play bingo.					Students will take home their Writer’s notebooks with worksheets at the end of the day so their families can see the long “e” and short “e” vowel sounds the students learned in class.   Students will be encouraged to play their new bingo game at home with friends and family.

 

Name:  _______________________________ Short “e” and Long “e” Vowel Sounds   Write the word of the object on the space provided.  Next, cut out each card and divide the words into 2 categories; one for short “e” vowel sounds and one for long “e” vowel sounds.
ten   _________	green   _________	eggs   _________
queen   _________	bed   _________	street   _________
meet   _________	hen   _________	jet   _________
bee   _________	dress   _________	sheep   _________
red   _________	asleep   _________	men   _________
helmet   _________	feet   _________	eel   _________

 

Name:  _______________________________________

Sort the pictures into short “e” and long “e” vowel sounds.  Then, glue them under the correct sound. 

                                  Short “e” Vowel Sounds                                                  Long “e” Vowel Sounds

 

short “e” vowel sound	short “e” vowel sound	short “e” vowel sound	long “e” vowel sound	long “e” vowel sound	long “e” vowel sound
short “e” vowel sound	short “e” vowel sound	short “e” vowel sound	long “e” vowel sound	long “e” vowel sound	long “e” vowel sound
short “e” vowel sound	short “e” vowel sound	short “e” vowel sound	long “e” vowel sound	long “e” vowel sound	long “e” vowel sound

 

                                                                                                                                                                                                            Worksheet #2

EDU 6139: Student Teaching Reflection #9

Tammy Luce
EDU 6139
Student Teaching Reflection #9
May 7, 2011

 

                Within the classroom, I have modeled curiosity and interest in learning to my students through my enthusiastic attitude, use of questioning, and use of interesting projects and curriculum.   Attitudes are contagious and the modeling of a positive, can-do attitude sets the tone for great learning to occur.  When students know their teacher is really interested and excited about a topic, they naturally want to learn more about it themselves.  When my son was in third grade, he had a fabulous teacher who loved birding.  Now, this is not a topic that interests most third grade boys.  However, within a few weeks of school starting, most of the students could tell you detailed information about species of birds, as well as the importance of protecting their natural habitats.  This was not part of the formal curriculum, and it’s a great example of how a teacher’s passions and interest in learning can be passed on to his/her students through enthusiasm.

                In addition to an enthusiastic attitude, I use lots of questioning with my kindergarten students.  Asking questions is a great way to get students interested in exploring new topics.  It’s much more effective to ask students how, what and why questions, than it is to explicitly tell them what you want them to know.  Recently, in our embryology unit, I asked the students “How do you think air gets inside an eggshell?  The students were very interested and generated lots of thoughtful answers.  The more the students thought about the possible answers, the more interested in the topic they became.  It generated a sincere interest in learning.  In addition, it helped me understand the student’s prior knowledge, which helped me further direct the lesson.  By the time we conducted the experiment with blue food coloring that demonstrated an eggshell is porous; the students were really excited about science.  This is when real learning happens.  Teachers can model an interest in learning by asking students questions every day.

                Interesting and compelling projects and curriculums are essential for modeling curiosity and interest in learning.  Just like students, teachers are excited by interesting projects.  The strength of the curriculum matters.  While it is true that teachers do make lots of tweaks and adjustments to district curriculums, they still must work within the confines of the topic.  In many schools across the country, there is a disconnect between how students learn outside of school and how they learn within school.  Outside of school, students are connected to technology constantly.  Within the classroom, some students have very little access to technology.  This changes how a student learns.  In today’s world, our students live “on-line”.   This is a central way they acquire knowledge every day.  If we want to keep kids excited about learning in school, we must find ways to incorporate technology into our lessons in the classroom.  Just as the world outside the classroom has changed in the last 40 years, so too should the world inside the classroom.  When teachers provide students a classroom experience that proves relevant and exciting, we model interest and curiosity in learning, which benefits our students.

EDU 6362: Final Showcase Lesson Plan

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School – Washington State Elementary School______________________________________________________________

Mentor Teacher –  Jane Doe___________________________________________   University Coordinator – Chris Sheridan_

Grade/Subject –1st-2nd grade science   Lesson Title – Rolling Wheels____________________________________________ Date – 10/22/10________________

Co Teaching Lesson – Yes   x No         If yes, check the appropriate method:                       If no, check if this is during your time to solo in the classroom – ¨x         

Learning Targets
EALRs	Content Standards		Objectives
Science EALR 1:  Systems.  See how parts of objects, plants, and animals are connected and work together. Big Idea:  Systems Core Content:  Role of Each Part in a System       Science EALR 2:  Inquiry.  Carry out investigations by using instruments, observing, recording, and drawing evidence-based conclusions.  Big Idea:  Inquiry Core Content:  Conducting investigations.	Content Standard:  2-3 SYSC:  A whole object, plant, or animal can do things that none of its parts can do by themselves. Performance Expectations:  Students are expected to contrast the function of a whole object, plant or animal with the function of one of its parts. Content Standard: 2-3 INQE:  Models are useful for understanding systems that are too big, too small, or too dangerous to study directly. Performance Expectations:  Students will use a simple model to study a system.  Explain how the model can be used to understand the system.		Students will learn about rolling systems.  Specifically wheel and axle systems, systems with wheels of different sizes and rolling sphere systems.    Students will learn that wheels roll down a slope, a slope is higher on one end, axles support wheels and wheel and axle systems with different size wheels roll toward the smaller wheel.
Assessment – What will students do to demonstrate competence specific to learning?		Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?		Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
1.  Students will perform several experiments with rollers and slopes.  They will record their findings on worksheets which will be glued into their science journals.  2.  Students will make their own rollers and test how axles and wheel size affect how they roll. 3.  Students will write/draw in their journals using the claims/evidence format.  Specific worksheets will be used that help guide this writing/drawing since the children are in first grade. 4.  Students will make notes in their journals describing how rollers work and what makes the most effective and least effective rollers.		See Attached.		Students will work in pairs and small groups.  This will help ensure all students are engaged and participating.  One student will be assigned as the “getter”.  All students will participate in brainstorming, making predictions, writing/drawing in their journals and contributing to a class claims/evidence chart.  Students will share their knowledge of rolling systems and wheels and axles with each other to create better rolling systems.   Students will have the opportunity to walk around the classroom and observe other groups rollers and wheel and axle systems.
Grouping of Students for Instruction			Instructional Materials, Resources and Technology
Students will work individually, in groups of two and in larger groups of 4 or more for collaboration.   One student will be assigned as the “getter”.  Students will also take turns reporting their findings to the larger group.			For each student:  2 Large plastic disks                                 2 Small plastic disks                                 1 Slim straw For each pair of students:                                  1 cardboard ramp (12″ x 18″)                                 4 clothespins For the class:        Extra slim straws                                Transparent tape Foss Investigation 3:  Rollers  for grades 1-2 curriculum
Accommodations and Modifications			Family Involvement Plan
Students that require additional help will be paired with students who have a high understanding and grasp of the experiment.  I’ll walk around the room and check in with these groups frequently.   Students who have a firm understanding of the concept of rollers and wheels and axles will be challenged to create more complex rolling systems.  They will share these systems with the entire class at the conclusion of the lesson.			Students will bring home their science journals and explain their experiments to their families.  They will be encouraged to discuss what they learned about wheels, slopes and axles.

 

Rolling Wheels Science Lesson

 

Background Information

In this lesson, students experiment with rolling wheels.   They’ll learn about slope, why wheels roll down slopes, how axles support wheels, and why wheel and axle systems with wheels of different sizes roll toward the smaller wheel.    Students will work individually, in groups of two and in larger groups of four to conduct their experiments.   They are encouraged to create several different types of rolling systems and take notes regarding the differences in these systems.   Students will share their best rollers as well as a wobbly roller, a roller that goes around a corner and any other special rollers they have created.  This is an active, interesting, and hands-on lesson for the students.  

Throughout the lesson, students will be given several graphic organizers/worksheets to guide their data recordings.  Since the students are in first grade, these worksheets are extremely helpful in organizing their scientific findings.  Each of these graphic organizers/worksheets will be glued into their science notebooks.

Lesson Details 

Engage (Introduction)

5 minutes

Give students small rubber balls and toy cars and ask them to play with them and answer the following question:  “What makes these items roll?”  Students will write down their own ideas.  (Please see graphic organizer/worksheet #1). This sheet will be handed out to the students, they will answer the questions and glue this paper into their science notebooks. 

 Next, the students will share their ideas in groups of 4 and one speaker from each group will summarize the group’s beliefs to the class.  The teacher will keep a list of these initial observations about balls and cars and what makes them roll.  We’ll review these concepts together. 

Explore

20 minutes

Introduce the large plastic disk to the students and let them know we’ll be using them like wheels.   I’ll also demonstrate how to set up a ramp (slope) using only clothespins.   Students will pair up with a partner and make their own cardboard ramps.  After this is completed, the students will decide upon a “getter” in their groups.  This person will go get two large plastic disks for each student.  Students will then be given time to play with their disks and see how they can make them roll.  As students are working, circulate to see what kinds of rolling systems the students are creating.  They’ll describe and draw their first rollers in their science notebooks.  (Please see graphic organizer/worksheet #2). Each table will report on their best rolling system to the class.  Review the concept of rolling:  when wheels go around on their edge. 

Ask the students if they have a better way to get the wheels to roll more effectively.   Distribute the straws and explain how they can be used as an axle.  Point to the axles in the cars and explain a straw can be used as an axle too.  An axle is a rod or shaft to which wheels can be attached.  Have the students practice making rollers using the axles and the two large disks.  Have them describe and draw their most effective rolling system.  Each table will report on their best rolling system to the class.  Next, have the kids create rollers that are wobbly, a roller that goes around a corner, a roller that goes back and forth, a roller that does a new kind of trick. (Please see graphic organizer/worksheet#3 and #4).

Next, introduce the small wheels.  Ask the class if small wheels will work just like the large wheels.  Give them time to experiment with them and have them draw their best rollers using both sizes of wheels in their journals.  (Please see graphic organizer/worksheet #3 and #4).  Allow the groups time to share their best and most interesting rollers.  

Explain

10 minutes

Discuss the drawings/rollers as a class.  Have students share their drawings and explain how they work.  Allow students time to demonstrate their rollers as a class.  Have a roll-off, releasing two rollers at a time.   Work with the students and help them explain why some designs are faster and others roll farther.  After they’ve demonstrated their rollers, have the students group them according to the fastest, those that turn the easiest, travel the farthest, etc.  Discuss these similarities as a class and record some general observations.   Ask the students to record their favorite rollers and explain why they worked well.   

Extend

10 minutes

 Review the vocabulary words:  roll, wheel, axle, slope, ramp.  Hand out worksheet #5 that defines these vocabulary words. 

Review the concepts of rolling by reading the Rolling, Rolling, Rolling section on page 26 of the book, Balance and Motion. 

Evaluate

5-10 minutes

Ask students to write/draw in their journal to answer the following statement:  “At first I thought _______________, but now I know ____________________.  (Please see graphic organizer/worksheet #6).

EDU 6362: Science Methods Final Unit Plan

Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
EALR 1 – Systems.    Identify parts of living and non-living systems.   See how parts of objects, plants, and animals are connected and work together.     K-1 SYSA:  Living and nonliving things are made of parts.  People give names to the parts that are different from the name of the whole object, plant, or animal.    2-3 SYSA:  A system is a group of interacting parts that form a whole.   2-3 SYSB:  A whole object, plant, or animal may not continue to function the same way if some of its parts are missing.   2-3 SYSC:  A whole object, plant, or animal can do things that none of its parts can do by themselves.	Enduring Understandings   Students will understand that all living and non-living systems are made up of parts.   Students will learn that questions can be answered through observations.   Students will learn they can use simple tools and materials to solve problems and understand systems.    Students will understand that different types of forces result in  pushes and pulls on objects.    Students will understand the world is filled with balance and motion.	* Balance * Counter balance * Center of Gravity * Equilibrium * Weight * Center point * Spin * Motion * Rotate * Top * Axis * Shaft * Force * Push * Pull * Wheels * Rollers * Axles * Slope * Wheel * Ramp * Roll * Sphere * Runway * Loop * Spiral * Wheels and axles * Rolling systems	*  Learn to balance objects on a small center of gravity.   *  Learn to balance hanging objects.   * Learn how gravity and motion will keep water in a bucket.   * Understand that objects that turn on a central axis exhibit rotational motion.   * Understand that you need a force to start a top spinning.   * Pushing and Pulling are two forces that move objects.   * Learn to design a top that spins well.   * Understand that tops rotate on an axis.   * Understand that fast spinning tops are more stable than slow spinning tops.   * Draw/Label diagrams in a science journal.	Day 1  (Monday)   Students will create butterflies that balance on pencils and share them with their table partners.  After they’re shared in class, students will take them home to share with their families.   Students will be given a worksheet to write/draw about how they made their butterflies balance.  This sheet will be glued into the student’s science notebook.                Day 2   (Wednesday)   Students will create balanced mobiles that will hang over their desks in the classroom as artwork.   Students will be given a worksheet to draw their mobiles and explain how they made them balance.   This sheet will be glued into the student’s science notebook.	Day 1  (Monday)   Butterfly Center of Gravity/Balance Experiment – This is our first day of balance.  Students will cut butterflies out of cardboard , decorate them and learn to balance them on a pencil using two pennies as counter balances on the wings.  Students will understand the designs must be symmetrical for the butterflies to balance on a center of gravity.     As a class, we’ll discuss what we’ve learned about balance and gravity.   Each table group will have time to share what they learned.  I’ll read the Balance section in the Foss Balance and Motion book to the class.   Students will start a word bank in their science notebooks for this balance and motion unit.  Every day we’ll add new words to the list.       Day 2   (Wednesday)   Making Mobiles/Balance Experiment – Students will bring items from home to make a mobile that is balanced.  The objects hanging from the mobile should describe the student.  They’ll learn how to balance two sides of an object.  In addition to bringing items from home, students may create items for their mobiles at school.   Students will add new balance words to their word bank in their science notebooks.
Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
EALR 2 – Inquiry. Answer questions by explaining observations of the natural world.   Carry out investigations by using instruments, observing, recording, and drawing evidence-based conclusions.   K-1 INQA:  Scientific investigations involve asking and trying to answer a question about the natural world by making and recording observations.    2-3 INQA:  Scientific investigations are designed to gain knowledge about the natural world.    2-3 INQE:  Models are useful for understanding systems that are too big, too small, or too dangerous to study directly.        Standards     EALR 3 – Application.   Use simple tools and materials to solve problems in creative ways.   Develop a solution to a problem by using a simplified technological design process.  Investigate the use of tools.   K-1 APPA:  Common tools can be used to solve problems.    2-3 APPB:  Scientific ideas and discoveries can be applied to solving problems.         2-3 APPC:  People in all cultures around the world have always had problems and invented tools and techniques (ways of doing something) to solve problems.        Standards         EALR 4 – Physical Science.   Forces are pushes and pulls.  Motion is a change in position.   Forces on objects make them move.  Changes in forces will cause changes in the motion.    K-1 PS1B:  Motion is defined as a change in position over time.   K-1 PS1C:  A force is a push or a pull.  Pushing or pulling can move an object.  The speed an object moves is related to how strongly it is pushed or pulled.    2-3 PS1B:  There is always a force involved when something starts moving or changes its speed or direction of motion.	Enduring Questions   What are the parts of a rolling system?   Why is it important to make observations?   How do simple tools help us solve problems?   How do different types of forces affect how an object moves?   How does balance and motion affect our daily lives?                                           Essential Questions/ Enduring Understandings                                                                         Essential Questions/ Enduring Understandings	Content                                                                             Content	* Write scientific observations about inquiries in a science notebook.   * Learn and use new vocabulary words relating to balance and motion.   *Understand that zoomers are put in motion by pulling on a string.   * By pulling on a string with more force, you can speed up a zoomer.   * Learn that different designs influence the rotational motion of spinning objects.   * Using science, explain the concepts of spinning, rotating and rolling.    * Learn that wheels and axles are a simple machine.   * Explain why wheels and axles are helpful to people.     Skills       * Explain why wheels roll down a slope.   * Explain how axles support wheels.   * Explain how wheels of different sized roll together.   * Explain that a cup will roll in the direction of the smaller end.   * Explain why weight can slow down, speed up, or stop the rolling motion of a cup.   * Explain the difference between how a sphere and  wheel roll.   * Explain why round items roll.   * Learn how to design a top.   * Learn to write a poem about scientific principles.         Skills           * Learn to reflect on scientific observations in science notebooks.	Day 3  (Friday)   I’ll wander around the room and watch students perform the experiment.   Students will be given a worksheet that asks them to draw how they made the nails balance.  This will be glued into their science notebook.                 Day 4  (Monday)   Students will write their predictions in their science notebooks.  They’ll follow these predictions with their observations of what did happen.   Students will write letters home to their families drawing/describing the experiment and why the water didn’t fall out of the bucket.   I will provide the letter and students will draw pictures and fill   Assessment     in the blanks describing the experiment, using our new science words.     Day 5  (Wednesday)   Students will record their claims/evidence in their science notebooks.  I’ll give them a worksheet they’ll fill out and glue in their notebooks.   Students will share their best tops in table groups.    Students will have a spin-off in table groups to see whose top will spin the longest.          Day 6 (Friday)   I’ll wander around the room to see how the zoomers are going and help and encourage students.   Students will draw a picture explaining their zoomers in their notebooks.   Assessment         Students will take home their zoomers at the end of the day to show their families what they learned about spinning.        Day 7  (Monday)    I’ll observe students making and flying their twirlers.   Students will answer 3 questions on a worksheet to be glued into their science notebook.  How are twirler, zoomers and tops the same?  What makes twirlers spin? and What other kind of objects spin?   Students will bring home their twirlers to teach their families how they work.	Day 3  (Friday)   Balancing  Nails Experiment – Students will watch the Steve Spangler video at http://www.stevespangler.com/spangler-videos/balancing-nails/.  We’ll discuss why this experiment works.  Then the students will perform this experiment in table groups.  Students at each table group will take turns balancing the nails.  Each student will be required to wear protective goggles and no students will be allowed to “play” with the nails.    Students will add new balance words to their word bank in their science notebooks.         Day 4   (Monday)   Bucket with Water Demonstration/Experiment – This is the final lesson in balance.  Students will first be asked to predict what they think will happen if I rotate a bucket of water upside down.  I’ll write down the students predictions then do the demonstration for the kids.  Afterwards, we’ll discuss the science behind what happened and why the water didn’t fall out of the bucket.    In small groups, students will come up and do the experiment themselves with adult supervision.  There will be two groups performing the experiment at one time.      Activities/Time Frame               Day 5 (Wednesday)   Foss Tops Lesson – This is the first spinner lesson.   Students will make tops out of straws and disks.  They’ll practice making tops that go fast, wobble, go slow,  etc.  Students will have lots of time for inquiry.  We’ll discuss our claims/evidence as a class.    As a class, we’ll continue to add to our word bank in our science notebooks.                      Day 6  (Friday)    Foss Zoomers Lesson – Students will make zoomers with string and a disk.  They’ll learn about the different ways to initiate rotational motion.   They’ll also learn that zoomers are put in motion by pulling on the string and the faster you pull the string, the faster the zoomer moves.  We’ll read the story Move It,  But Don’t Touch It.    As a class, we’ll add new spinning words to our word bank   Activities/Time Frame                       Day 7  (Monday)   Foss Twirlers Lesson – Students will make twirlers with straws and paper.  They will experiment with the type of force that makes the twirlers move.  They will discover that twirlers move when air pushes against the extended wings.  Wind and air are another type of force that cause spinning.    After the lesson, we’ll write our new word bank words in our science notebook and read the science story, Things That Spin.
Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
				Day 8  (Wednesday)   At the end of class, we’ll have a “spin-off” to see who created the best spinner.  There will also be other categories to include:  most wobbly, fastest, slowest, and overall best spinner.    Students will draw their best and worst creations in their science notebooks.                   Day 9  (Friday)     Students will work individually and in table groups to create rolling systems.    Students will fill in several worksheets about the rolling systems and glue them in their science notebooks.	Day 8  (Wednesday)   Art and Math extension lesson for spinners.   This is the last spinner lesson and is both an art and math extension.  Students will be given a supply list of items to create a top.  Each item on the supply list will have a price.  For example, shafts and disks will have different prices depending on their sizes.  Students are challenged to make the best top they can for the least amount of money.  These tops will be colored and then students will share their best creations with the class.   In addition, students will create a cinquain poem  using words that describe how a top moves.  There are five lines in this poem.  Line one has one word, line two has two words, line three has three words, line four has four words and line five has one word.      Day 9  (Friday)   Foss Rolling Wheels Lesson – This is the first lesson in rollers.  Students will create rolling systems with disks and straws and learn about wheels and axles.  They’ll learn that wheels roll down a slope, a slope is higher on one end, axles support wheels and axle systems with different size wheels roll toward the smaller wheel.   Students will work individually and in groups to create specific rolling systems.   We’ll read the Rolling, Rolling, Rolling,
Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
				Students will add new rolling words to the word bank in their science notebooks.          Day 10  (Monday)   Students will use their science journals to predict how they think cups will roll – straight or in a curved path, and then they’ll write what happened after they actually see the experiment.   Students will add the new word bank words to their science notebooks.    Students will bring the cups home so they can explain the science demonstrations they learned in school.	Section in the Balance and Motion book.    As a class, we’ll add new rolling words to our word bank.         Day 10 (Monday)    Foss Rolling Cups Lesson – Students will practice rolling cups and learn why they roll in a circle, determine which direction a cup will roll, etc.  To make a cup roll straight, students will tape another cup to it and let it roll on the large ends.  Students will also experiment with weights to slow down, speed up, or stop the rolling motion of a cup.    As a class, we’ll add new rolling words to our word bank.
Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
				Day 11 (Wednesday)     Students will share their experiments with the class throughout the lesson.    We’ll document on the board what runways worked well, and what runways didn’t work well for rolling spheres.    On worksheets, students will draw pictures of their favorite and most successful runways and will glue these worksheets into their science journals.   Students will complete the Marble Runways sheet and predict which runway systems a marble will roll the entire length through.	Day 11 (Wednesday)     Foss Rolling Spheres Lesson – Students will be introduced to spheres and will learn they can roll in any direction because they are round on all sides. Students will roll marbles through runways and observe how they move.  Students will experiment with short runways, long runways and curved runways.  They will even try piecing all the runways together into one large system.  Students will discover to make a marble roll all the way down a runway, you must start high and end low.      We’ll add new words to our balance and motion word bank.   Students will complete the Marble Runways sheet and predict which runway systems a marble will roll the entire length through.
Standards	Essential Questions/ Enduring Understandings	Content	Skills	Assessment	Activities/ Time Frame
				Day 12 (Friday)   Students will write a poem and then illustrate the poem by making their words into wheels or tops. The background for the picture will come from spheres rolled through paint and old matchbox cars for paint brushes.   As a final entry in the  science notebook, students will draw/write the most interesting thing they learned about balance and motion.	Day 12 (Friday)   Rollers Language Arts/Art Extension Lesson –   As a class, we’ll review the basic principles we’ve learned about balance and motion.  While reflecting back on their learning, students will first write a poem about balance, wheels and axles, rolling, spinning and spheres.  Next, they’ll take the words they’ve written and write them to look like wheels, or tops, or an object balancing.  The actual words of the poem will become the wheels or another object.  Then, the student will illustrate the rest of the poem around the words.  Examples will be provided.  The background will be painted using old matchbox cars as brushes, and/or spheres rolled through paint across the paper.  The entire assignment will relate to balance and motion.   I’ll give the students a printed copy of all the word bank words for their science notebooks.

 

References:

 

E. How.  How to Demonstrate the Butterfly Center of Gravity Experiment.  Retrieved from:  http://www.e.how.com/print/how_2240693_demonstrate-butterfly-center-gravity-experiment.

 

E.How.  How to Make a Mobile.  Retrieved from:  http://www.ehow.com/print/how_2120115_make-mobile.html

 

Foss Full Option Science System. (2002).  Teacher Guide: Balance and Motion. Berkeley, CA:  Delta Education.

 

Foss Full Option Science System. (2002).  Foss Science Stories:  Balance and Motion.  Berkeley, CA:  Delta Education.   

 

Walker, Gabrielle.  (May 2, 2008).  Perfect Balance.  Retrieved from:  http://www.guardian.co.uk/science/2008/may/02/physics10/print

 

 

 

EDU 6363: Elementary LA/SS Methods Final Unit Plan

Unit Overview

 

Quick Facts

• Topic – Marco Polo and His Travels
• Grade Level – Kindergarten
• Unit Duration – 3 weeks   

            This three week unit on “Marco Polo and His Travels” introduces  kindergarten students to different countries of the world.   Students will follow Marco Polo’s exploration route and discover some of the highlights of his journey.  Along the way, students will be introduced to the concepts of travel, trade, transportation, world cultures, and cooking.  Ultimately, the goal of this unit is for the students to understand they are part of a world community.  Most kindergarten students understand they are part of a family, which lives in a local community.  This unit provides the framework to show students there are world-wide communities as well as local and family communities.   

             The curriculum is filled with exciting social studies, language arts and art lessons.  Initially, students will learn basic geography skills, including:  the idea that globes and maps are representations of the world, the world is made up of different continents and countries, and how to tell the difference between land and water when looking at a map.  Students will trace Marco Polo’s exploration route and we will transform our classroom into a giant map where the kids travel by boat or land to different countries.  In addition, students will learn about trade, the significance of historical journals, and how to make homemade pasta.  There are lots of hands-on experiences to keep young students engaged in the curriculum.

Essential Questions:

• Why do people explore other countries?
• What can we learn from other countries/cultures?
• How are people the same/different all over the world? 

Enduring Understandings: 

• The world is made up of many different countries.
• Maps/Globes are visual representations of the world.
• People are part of a local and global community. 

Lesson Plan Overview

Lesson 1:  This social studies lesson introduces students to Marco Polo and the concept of maps.  Students will learn what it means to be an explorer and follow Marco Polo’s journey on the map. 

Lesson 2:  This art lesson focuses on transportation in Marco Polo’s time.  Students learn about the types of ships that sailed during the 1200’s and make their own ships out of play dough. 

 Lesson 3:  This language arts lesson focuses on world languages and the communication barriers that Marco Polo faced.  Students will copy the Chinese translation of their names onto white cards. 

Lesson 4:  This social studies lesson focuses on the importance of trade and the “Silk Road”.  Students will make and trade their own valuable trading goods with other classmates. 

Lesson 5:  This language arts lesson explains the importance of historical journals.  Marco Polo documented his travels, transferring information from one culture to another.  Students will look at a picture and learn how to describe it in writing. 

Lesson 6:  This arts lesson focuses on the art of cooking.  Although pasta is considered Italian, its ancient roots date to China.  Marco Polo brought pasta from China to Italy in the late 1200’s, and introduced it to his country upon his return from his journey.  Students will make homemade pasta and culminate this unit on Marco Polo with a pasta party. 

 

EDU 6363: Discovering Marco Polo Showcase Lesson Plan

Schoolof Education                                                                                                        WRITTEN LESSON PLAN

Service *Leadership*Competence*Character

Teacher Candidate – Tammy Luce_____________________________________   School – John Doe Elementary_________

Mentor Teacher – ____________________________________________________   University Coordinator –  Dr. Scheuerman_________________________________________________________

Grade/Subject – kindergarten___ Lesson Title – Discovering Marco Polo__________________________________________ Date – January 8, 2011__________

Learning Targets
EALRs		GLEs			Objectives
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments. EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local,WashingtonState, tribal,United States, and world history in order to evaluate how history shapes the present and future.		Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.   Component 3.2: Understands human interaction with the environment.   Component 4.1: Understands historical chronology.			Students will learn “Who is Marco Polo?” and discover the parts of the world he explored.    They will learn how Marco Polo traveled from one country to another.   Students will learn the world is made up of cities, states, countries, and continents.    Students will learn Marco Polo was a very important explorer who traveled to Asia and returned with fascinating information and stories that inspired future explorers.  (i.e. Christopher Columbus).
Assessment – What will students do to demonstrate competence specific to learning?			Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?			Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?
Be sure to align all assessments with their corresponding learning experiences.
Students will decorate ships and land animals to travel Marco Polo’s exploration route.  We will do this journey together as a class and follow the route on the map.   Students will write/draw what they learned about Marco Polo in a social studies journal.			See Attached.			For part of the lesson, students will work individually and in table groups.  This will help ensure all students are engaged and participating.   For part of the lesson, we will work together as a class to take a mock journey of Marco Polo’s exploration route.  We will travel together and discuss our journey along the way to keep everyone actively engaged.    Students will have the opportunity to share their thoughts with a partner and the entire class throughout the journey.
Grouping of Students for Instruction	Instructional Materials, Resources and Technology
Students will decorate their ships and land animals at their table groups.   Together as a class, we will walk/sail Marco Polo’s exploration route.	* A world map* Paper ships and land animals to decorate * Craft sticks * The book, Marco Polo, Explorer of China * Land markers, for the mock journey
Accommodations and Modifications	Family Involvement Plan
Students who require additional help will be paired with students who have a high understanding and grasp of the concepts.Students who are interested in learning more about Marco Polo will be encouraged to share new information they learn with the class.	Students will bring home their social studies journal and explain their “travels” to their families.  They will be encouraged to discuss what they learned about Marco Polo and his explorations.

 

EDRD 6529: Final Literacy Intervention Plan

Literacy Intervention Plan
EDRD 6529
December 8, 2010
by:  Tammy Luce 

Profile of Student

            Isabella is a first grade student who has a fairly positive attitude about reading, however, she is currently in the “low” reading group.  She reads relatively quickly, although she makes a number of errors.  During small-group discussions following reading times, Isabella seldom participates in the conversation.   

            Over the past few weeks, Isabella has completed several assessments that helped us determine her specific strengths and weaknesses in reading.  For the Qualitative Reading Inventory -5 assessment, Isabella read The Bear and the Rabbit.  Her  total accuracy was 22 miscues out of 181 words and she made 13 meaning-changing errors. Isabella’s comprehension is very low.  Five out of 31 idea units were recalled accurately during the retelling.  She was also able to answer only 2 out of 8 questions correctly.  The two questions Isabella did answer correctly were explicit.

            According to the results of the QRI-5, Isabella is reading at the frustration level.  “Accuracy of word recognition is less than 90%, and less than 70% of the questions are answered correctly.” (Information provided by the QRI-5, p. 23).  Clearly Isabella is having comprehension issues, which will most likely improve when she learns to decode words faster.  Currently, Isabella is spending most of her cognitive energy simply trying to decode the words, so little time/energy are invested into the meaning of the words. 

            Two of Isabella’s strengths are that she reads relatively quickly and has a fair attitude about reading.  This positive attitude will be a tremendous benefit throughout the intervention process.  As in anything, believing you can accomplish a goal is important.  If Isabella believes she can read, then she will.  This is especially true when a positive attitude is combined with targeted reading instruction.  Isabella does read relatively quickly, so once she learns new decoding skills, her fluency rate should improve as well.

            On the Z-test, Isabella received a score of 12/36.  “Children who are familiar with the compare-contrast method of recognizing the spelling patterns that make up rimes will be able to pronounce most or all of the pseudowords.  Students who are not proficient at making such comparisons will experience considerable difficulty.”  (McKenna, M., Stahl, K., p. 107).  Isabella’s Z-test score shows she has problems with familiar rimes, which suggests she would benefit from direct phonics instruction. 

            The results of the Informal Phonics Inventory also suggest that Isabella needs direct phonics instruction.  Isabella read 13/20 consonant sounds correctly.  For digraphs, she correctly read 1/5, only the “sh” sound was read accurately.  For beginning consonant blends, Isabella read 7/20 correctly. Isabella correctly read the bl, cl, gl, pl, st, sl and sp beginning consonant blends.  Final consonant blends were slightly easier for Isabella, however, she still read only 5/12 correctly.  More specifically, Isabella read the words bank, band, bang, lift and list correctly. 

             One area of Isabella’s greatest strengths was reading short vowels in CVC words.  She read 8/10 of these words correctly.  However, she did have trouble with blends and long vowels.  The silent “e” posed a problem for Isabella and she received a score of 0 of 4 on this part of the assessment.  Once again, direct phonics instruction is essential here.

            Long vowel digraphs were another challenge for Isabella.  She scored 2/10 on this part of the assessment, and correctly read the words weed and fee.  Diphthongs were also challenging for Isabella and she scored 2/6 on this section.  She did correctly read the words loud and joy.  For r-controlled words, Isabella earned a score of 1/6, and correctly read the word sir.  All of these Informal Phonics Inventory results suggest Isabella needs lots of direct phonics instruction.  She would benefit from explicit instruction in letters, onsets, rimes and phonemes. 

            On the Fry Sight Word Inventory, Isabella received a score of 54 out of 100.   She could benefit from lots of reading and writing practice.  Reading is one of the best ways to learn sight words.  On the DIBELS oral reading fluency assessment, Isabella’ s winter score was 46 WCPM.  Once again, a greater exposure to reading and the printed word, would help Isabella learn more words, which would help her read more fluently and quickly. 

            The Peabody Picture Vocabulary Test (PPVT) was the final assessment Isabella took and she scored in the 57th percentile for her age.  “The Peabody Picture Vocabulary Test is one of the most commonly used assessment tests that measure verbal ability in standard American English vocabulary.”  (Markusic, M., p. 2).  Isabella did score in the 57th percentile on this test show that suggests her verbal ability is slightly above the midpoint.

            All of these tests results suggest that Isabella is very capable of learning, but does require individualized direct reading instruction now.  Decoding and phonics instruction must be part of the intervention.  “Speed of word recognition in first grade, predicts comprehension in 2nd grade.”  (Graves, M., Juel, C., & Graves, B., p. 154).  Isabella needs to learn to quickly decode words so she can work on comprehension.  If she doesn’t master the decoding process soon, she’ll quickly fall further and further behind in school.  A literacy intervention is the perfect plan because it will teach Isabella the reading skills she needs to be successful now.  Specifically, Isabella will require practice in decoding, phonics and word study.  Through the help of direct and targeted phonics instruction, Isabella will learn to decode words quicker which will ultimately benefit her fluency as well as her comprehension. 

 

Rationale for Multi-Week Plan

            According to our text, “Children need to acquire two insights about language in order to become successful readers: the alphabetic principle and phonemic awareness.”  (Graves, M., Juel, C., & Graves, B., p. 93).  Isabella understands the alphabetic principle, that is that spoken sounds are represented by written letters.  However, according to the assessment data, she is struggling with both phonics and phonemic awareness.  Consequently, Isabella would benefit greatly form direct phonics instruction.  If you look at the results of the Informal Phonics Inventory, Isabella’s weaknesses and areas for improvement are very obvious.  She doesn’t understand letter-sound correspondences.  Many of her scores would improve greatly with word-study instruction.  “Word-study instruction can include a focus on the spelling patterns in words (phonics), attention to high-frequency words, and attention to the meaning elements in words (for example, affixes such as –ed and root words such as play).  (Graves, M., Juel, C. & Graves, B., p. 135).  It’s essential for readers to understand spelling patterns so they’re not bogged down in the minutia of decoding every word.  Ultimately, this struggle to decode words affects a student’s comprehension, which has happened with Isabella too.  Once Isabella no longer needs to consciously decode every word, she can focus on the meaning of the text and her comprehension will increase.  This is the ultimate goal of reading, we read for meaning and this meaning is what makes reading enjoyable to all of us.  If Isabella is going to be successful in school, it’s critical that we teach her the specific skills needed to reach this point.

            Exposure to reading and writing is also important for Isabella.  “You become automatic and fluent in reading by doing a lot of reading in non-taxing situations.”  (Graves, M., Juel, C. & Graves, B., p. 173).  Isabella needs lots of opportunities to practice reading and writing, both at school and at home.  Our goal is to make reading fun.  In this way, reading is like playing a sport.  The more you practice, the better you become, and the better you become, the more you enjoy practicing.  Once Isabella masters phonics and phonemic awareness, she’ll be well on her way to becoming a great reader.    

 

Description of Multi-Week Plan

            To improve Isabella’s phonics instruction, I have developed a multi-week plan that consists of several different activities.  This plan relies heavily on word-study and includes: individual work, individualized instruction with the teacher, small group work and partner readings.  The combination of these activities will help Isabella learn to decode words quicker, which will ultimately improve her comprehension.

 

Weeks 1 and 2:

            For the first two weeks, we’ll focus on basic letter sounds.  We’ll begin with vowel sounds and then move to consonant sounds.  Isabella will create a reading/writing journal on the first day which she will use for the next month.  This journal will include at least one page for each of the    letter sounds and Isabella will practice writing the letters as she learns the sounds they make.  Under each letter, she’ll write the names of other items that begin with that letter, she will also draw pictures of the words as well.  For example, for the letter “D” Isabella could write Dad, dark, day, dog, etc.  At the end of a month, Isabella will have made her own homemade “dictionary” she can refer to and bring home to share with her family.  

            Additionally, Isabella will make letter cards to be used for many games and word-studies.  They are a great hands-on tool for kids to learn spelling patterns, sort by sounds and experiment with rimes and onsets.  These cards will form the basis for many learning activities Isabella engages in for the next month.

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 1	Lesson:  Short vowel sounds – a, o and i   Activity:   Isabella makes a card for each letter she learns.  At the end she’ll have 26 letter cards from which she can make words.     During partner, and silent reading with leveled books, Isabella will search for short vowel sounds in words and look for the CVC patterns.	Lesson:  Short vowel sounds – e, and u   Activity:  Isabella makes 3 more letter cards and decorates them by drawing pictures of things that start with these letters.         During partner, and silent reading with leveled books, Isabella will search for short vowel sounds in words and look for the CVC patterns	Lesson:  Consonant sounds – s, t, l   Activity: Isabella makes 3 more letter cards and decorates them.  She also puts them together with the vowels to make words and copies these words into her journal.       During partner, and silent reading with leveled books, Isabella will search for these consonants in words and look for the CVC patterns they make with short vowel sounds.	Lesson: Consonant sounds – c, f, n   Activity: Isabella makes 3 more letter cards and decorates them.  She puts them together with the cards from the previous days to make new words, writes them in her journal.       During partner, and silent reading, Isabella with leveled books will search for these consonants in words and look for the CVC patterns they make with short vowel sounds.	Lesson: Consonant  sounds – d, g, h   Activity:  Isabella makes 3 more letter cards and new words from all the letters she’s learned this week.  I say a word and she spells it with her cards.         During partner, and silent reading with leveled books, Isabella will search for these consonants in words and look for the CVC patterns they make with short vowel sounds.

 

Week 2

Lesson:  Consonant sounds-  b, j, k     Activity:Isabella makes 3 more letter cards and decorates them.  She puts them together with the cards from the previous days to make new words, writes them in her journal. During all reading times she looks for these letters and watches how they make words.

Lesson:  Consonant sounds – m, r, v     Activity:Isabella makes 3 more letter cards and decorates them.  She puts them together with the cards from the previous days to make new words, writes them in her journal.   During all reading times she looks for these letters and watches how they make words.

Lesson:  Consonant sounds – p, w, x     Activity:Isabella makes 3 more letter cards and decorates them.  She puts them together with the cards from the previous days to make new words, writes them in her journal.     During all reading times she looks for these letters and watches how they make words.

Lesson: Consonant sounds – q, x,   Activity:Isabella makes 3 more letter cards and decorates them.  She puts them together with the cards from the previous days to make new words, writes them in her journal.      Using the letter cards, Isabella works with a partner to spell words from the leveled book she’s reading.

Lesson:  Putting all the letters/sounds together Activity:  Isabella practices making words with the entire alphabet.  I say simple sentences and she practices spelling them one word at a time.  Then she writes these simple sentences in her journal.    Isabella works with a partner to practice working with rimes and onsets.  Using her cards she makes new words by changing 1 or 2 letters.

 

Weeks 3 and 4:

 

            Now that Isabella has learned the standard vowel and consonant sounds, she will begin focusing on

consonant blends, vowel digraphs, and the silent e.  She will continue focusing on spelling patterns and will experiment with rimes and onsets.  We’ll also focus special attention on high-frequency words.  

            In addition to the work we do in class, Isabella will continue to bring home leveled books every evening to practice at home, read with her family and then bring them back to school to read to her table partner and myself.  She will be successful by reading books such as Brown Bear, Brown Bear, What Do You See?  “In predictable text, there is repetition of structure, rhythm, or some other pattern that, when combined with lots of illustrations, supports the fledgling reader.”  (Graves, M., Juel, C., & Graves, B., p. 144).  I want Isabella to feel successful and to continue to be motivated to continue learning new reading skills.

 

Monday

Tuesday

Wednesday

Thursday

Friday

Week 3

Lesson:  Consonant digraphs – sh, and th,   Activity:  picture card sorting.  She will compare single initial consonants to corresponding digraphs.  Isabella will also make more letter cards with these digraphs to add to her other alphabet cards. She’ll create new words to add to her word bank in her journal.  Leveled books will be predictable and filled with repetitions.

Lesson: Consonant digraphs – wh, and ch   Activity:  picture card sorting.  She will compare single initial consonants to corresponding digraphs.  Isabella will also make more letter cards with these digraphs to add to her other alphabet cards. She’ll create new words to add to her word bank in her journal.  Isabella will practice rhyming words and looking at spelling patterns.

Lesson:  Beginning consonant blends   Activity:  picture card sorting.  She will compare single initial consonants to corresponding consonant blends.  Isabella will also make more letter cards with these consonant blends to add to her other alphabet cards.  She’ll create new words to add to her word bank in her journal.   She’ll continue to work on with rimes and onsets and creating new words with her letter cards.

Lesson:  Ending consonant blends   Activity:  picture card sorting.  She will compare single ending consonants to corresponding ending consonant blends.  Isabella will also make more letter cards with these consonant blends to add to her other alphabet cards.  She’ll create new words to add to her word bank in her journal.  She’ll continue to work on with rimes and onsets and creating new words with her letter cards.

Lesson: Review consonant digraphs and consonant blends   Activity:  picture card sorting.  Using all her cards, I’ll say a word and Isabella will spell it with her cards.    Isabella will also be given pipe cleaners to practice spelling words.  She will bend them into the proper shape and then reuse them to spell other words.

Monday

Tuesday

Wednesday

Thursday

Friday

Week 4

Lesson: The silent e.       Activity:  Using her letter cards, Isabella will practice adding the silent e to the end of words to see how it changes the pronunciation.  (i.e. changing mat to mate.  Isabella will add these words to the word bank in her journal.

Lesson:  Vowel digraphs – ai, ee, oa, ea     Activity:  Isabella will make letter cards for these digraphs.  She’ll then practice spelling words with them.  I’ll say a word, such as ‘chair’ and she’ll spell it with her cards.  Leveled reading books will include vowel digraphs.

Lesson:  Contrasting short and long vowel patterns.     Activity:  We’ll read the book, Where is the Green Sheep? and sort cards by long and short vowel sounds.   In small groups, the students will practice chorale reading the book Where is the Green Sheep?  Leveled books will emphasize long and short vowel patterns.

Lesson: Working on sight words       Activity:  Isabella will read through her journal and note all the new words she has learned.   Many of these words are sight words.  I’ll read a word and she’ll write it on a small white board.  When, it’s spelled correctly, she’ll erase it and we’ll move on to another word.

Lesson:  Working on sight words and pulling it all together.   Activity:  Isabella will practice her writing skills.  I’ll read a simple sentence and then she’ll write it down.  After she writes it, I’ll ask her what it means?  We’ll start working on understanding a word or sentence once it can be decoded.

 

 

Appropriateness of Lesson for the Student

            The lessons and activities described in this multi-week plan are absolutely appropriate for Isabella.  Each of the lessons specifically addresses a reading issue for Isabella, specifically phonics.  According to the assessment data, Isabella need lots of practice with letters and the sounds they make.  She has the greatest difficulty with consonant sounds, consonant digraphs, consonant blends, the silent e, long vowel digraphs, and diphthongs.  All of these areas are addressed in the weekly plan giving Isabella many opportunities to practice making words with letter cards, practice spelling words that are dictated to her, as well as writing these newly learned words in a reading/writing journal.   

            In addition to specific lessons and activities, Isabella will have lots of opportunities to practice reading in small groups, reading to the teacher, participating in chorale readings as well as silent independent reading.  Every evening, Isabella will bring home a leveled book to read at home with her family.  The next day at school she will read this book to either her table partner (who is reading at an advanced level) or the teacher.  This constant practice will help make reading a habit for Isabella.  “One of the ways students make reading a habit, something that is frequent and vital part of their lives, is to read and read and read.” (Graves, M., Juel, C., & Graves, B., p. 186).  When combined with direct phonics instruction, every book Isabella reads will bring her one step closer to becoming a successful reader.  When the decoding process easier and eventually automatic for Isabella, she can focus her efforts on the ultimate goal of reading, comprehension.

 

Description/Rationale of Final Assessments

            Isabella’s progress will be assessed both formally and informally everyday.  In the beginning, one of the most important issues will be motivation.  It will be my job to make sure Isabella remains motivated to becoming a successful reader.  “Ensuring student success is the number one thing you can do to get students motivated and keep them motivated.”  (Graves, M., Juel, C., & Graves, B.,  p. 71).  This motivation level will ultimately affect all of her assessments.  If we stick to the intervention plan, I believe Isabella’s reading level will greatly improve.  This improvement will be monitored informally through listening to Isabella’s reading and watching her sort picture cards into different sounds as well as creating new words with letter cards.  If Isabella’s accuracy improves, she’s able to decode words quicker, she begins to understand rimes, onsets and spelling patterns, and she adds new sight words to her vocabulary, we’ll know the intervention is helping.

            In addition, Isabella will retake several of the formal assessments again at the end of the month.  Hopefully, the results of the QRI-5, the Z-Test and the Fry Sight Word Inventory will have greatly improved.  If the scores do not greatly improve, then we’ll know we need to go back to the beginning and start again.  Then, it will need to be determined if the lessons and activities were not sufficient or if the pace was simply too fast.  “Taking the time to review and reteach until a word family is mastered is generally better than marching on with children not fully prepared to study the next word family.  You are seeking to help your children understand the rather abstract and elusive nature of how letters and sounds relate.  This understanding isn’t going to emerge after just one introduction to a word family.  To reach mastery, children need plenty of opportunities to see you model reading words, to engage in their own hands-on sorting of words by sound and spelling patterns, to practice writing words with target patterns, and to read text that contains words exemplifying the spelling patterns.”  (Graves, M., Juel, C., & Graves, B., p. 153).  It is possible the pace of this intervention  may be simply too fast.  If that’s the case and it becomes obvious through informal assessments, observations, and every day activities, we will slow down the pace.  In that case, this intervention may double or triple in time. 

            After completing the formal assessments at the end of the month, we will know which lessons worked and which lessons did not work.  We can then take those results and see what areas we need to teach again and what areas have been mastered.  In any case, if all these areas of concern are addressed, Isabella should definitely emerge a stronger reader who is decoding the texts she is reading and ready to move on to concentrating on comprehending the texts she is reading.  

 

References 

Graves, M., Juel, C., & Graves, B. (2007).  Teaching Reading in the 21st Century.  Boston, MA:  Pearson. 

Information Provided by the Qualitative Reading Inventory -5.  Retrieved from:  http://ptgmediapearsoncmg.com/images/9780137019236/downloads/97801370199236ch3.pdf 

Markusic, M., (2009, Aug. 16).   Understanding the Peabody Picture Vocabulary Test.  Retrieved from:  http://www.brighthub.com/educaton/special/articles/13495.aspx 

McKenna, M., & Stahl, K. (2009).  Assessment for Reading Instruction. New York, NY:  Guilford. 

EDU 6613: Standards-Based Assessment Final CBA

Final Paper for EDU 6613

Standards Based Assessment

By:  Tammy Luce

August 5, 2010

This work attests to my proficiency in Standard “S”: “Formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social and physical development of the learner.” It also attests to my proficiency in Standard “A-5”:  “Assessment:  Assesses student’s mastery of curriculum and modifies instruction to maximize learning.”

 

My Philosophy of Assessment

Why do we assess students?  “We assess to gather evidence of student learning that will inform instructional decisions in ways that maximize that learning.” (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., 2007, p. 14).  In short, we assess to know how well we’ve taught our students.  This is true for both assessment of learning and assessment for learning.  The ultimate goal of both types of assessment is to make our teaching and learning stronger.

As an elementary teacher, there will be many uses for assessments of learning such as unit tests and projects for report card grades.  However, I’m more interested in the assessments for learning, because when used properly, this can guide and improve our instruction.  “Assessments for learning happen while learning is still underway.  These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success.(Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S.,  p. 31).  This is our goal as teachers and I plan to use assessments for learning to help empower my students to own their learning.

Clear targets are essential to strong assessments.  “If we don’t begin with clear statements of the intended learning, we won’t end with sound assessments.” (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., p. 54).  In other words, we need to know our final destination before we can create a roadmap to get there.  “Intentional teaching, where all instruction and classroom activities are aimed at specified learning targets, (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., pg. 56) is the most effective way to meet our learning targets.  When students meet the learning targets, they should perform well on the corresponding assessments.  This is successful teaching when a teacher establishes clear targets, communicates them to the students and then structures the curriculum to meet these established targets. 

There are many different forms or types of assessments.  Although the four basic categories of assessment are appropriate to use in different situations, my goal is to choose methods that require students to reflect on their learning.  For this reason, I’ll use more than selected response and short answer assessments.  According to Bloom’s Taxonomy, most of these types of questions rely upon remembering or basic recall.  “By testing students in traditional ways, we might find out what they remember about what we think they should remember, but we do not get to the truth, meaning, purpose, or utility.” (Ellis, A., 2001, p. xv).  I’d like my students to stretch their minds and prove to me they understand or can apply what they’ve learned to different situations.  Therefore, I plan to use personal communication, performance assessments and extended written responses as much as possible.  

As a teacher, eliminating potential biases towards students is one of my main duties.  I must remember there is not only one correct way to learn.  “Children first come to school full of life and eager to learn.  Most have a loving disposition.  They are receptive to almost everything teachers introduce.  They especially enjoy stories, music, and rhythmic activities.”   (Charles, C.M., p. 22).   It’s my job to keep these children engaged and evaluate their abilities as objectively as I can. 

One of the last steps in assessment is absolutely one of the most important, and it’s communication.  It’s my job to create a warm and caring atmosphere for all students in my classroom.  I must work to establish positive rapports with my students and their parents or guardians.  Together, we’ll make learning and assessment fun, informative, and encouraging.  “This is actually a very practical thing.  A caring atmosphere is simply a better place in which to work and learn.” (Ellis, A., p. xii).  Assessment shouldn’t be intimidating.  Through curriculum nights, conferences, weekly newsletters and report cards, I’ll communicate academic progress to both my students and their families.  Our class website will also be a place where families can follow what we’ve been studying as well as view photos of our class.  I believe we’re all in this together and I want to give kids every chance to succeed.  Through constant communication with my students and their families, I’ll help my students own their learning process.

Assessments are a critical part of education.  When it’s done well, students thrive by learning their strengths as well as areas they need to improve.  It’s definitely more than a letter grade or percentage score.  “We live in a day of standards, accountability, and formal measures of academic success.  They seem to be here to stay.  But I wish to suggest that assessment should be something more truthful and fulfilling than these external measures are for most students and their teachers.  It ought to be enjoyable (yes, I mean that), it ought to improve the social/moral conditions we teach and learn in, and of course it ought to provide some concrete means for raising achievement.” (Ellis, A., p. xv).  Assessments done well make everyone a little better; our students, their families and ourselves.   This is the ultimate job of a teacher, and one I’ll take very seriously.  And if I do my job right, my students will discover their strengths and learn to fly. 

References

Charles, C.M., (2008).  Building Classroom Discipline.  Boston, MA:  Pearson Education.

Ellis, A. (2001).  Teaching, Learning and Assessment Together:  The Reflective Classroom.  Larchmont, NY: Eye on Education. 

OSPI.  (2010).  Superintendent of Public Instruction.  Retrieved July 25, 2010 from http://www.k12.wa.us

Rubistar.  ( 2010).  4 Teachers.org.  Retrieved July 25, 2010 from http://rubistar.4teachers.org 

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2007).  Classroom Assessment for Student Learning:  Doing it right-using it well.  Upper Saddle River, NJ: Pearson Education. 

 

 Famous Person of Washington Biography
Fourth grade Social Studies CBA

·         The purpose of this Biography assignment is for students to “understand and analyze how individuals caused change in Washington State History.” (OSPI website).   This all relates to the required Social Studies GLE 4.2.1.   

·         There are seven different components to this CBA. 

o        First, the student will pick a famous person, from either the past or present, who has had a major impact in the state of Washington. 

o        Second, the student will research this person’s life.  This research must include a minimum of 3 sources and must include: 1 online source, 1 book, and 1 encyclopedia.  (An online encyclopedia is acceptable).

o        Third, the student will take this information and write a poem about him/her.  Please see the attached Famous Person from Washington poem sheet.

o        Fourth, the student will write a biography about this famous person from Washington.  The report will be a minimum of 5 paragraphs.  Each paragraph will consist of at least 5 sentences.  Within this biography, the student will include the reasons why this person is famous and important to Washington State.  The last paragraph will detail why the student chose this person for their biography.  When working on this biography, the student will try to keep their famous person a secret from their classmates.  When the biography is read in class during the oral presentation, the rest of the class will guess the name of the famous person.  This adds to the excitement of the project.

o        Fifth, the student will make a drawing of the famous person from Washington.  The drawing will be a portrait from the shoulders up.  Included in the picture will be three pictures/symbols that represent the person.  They may be drawn around the border of the portrait.   Please see the attached portrait form.

o        Sixth, the student will organize all their research and projects into one folder to be turned in together.  The portrait will be glued to the front cover.  When you open the folder, the research and planning charts will be on the left side.  The right side will include the biography and the poem. 

o        Seventh, the student will dress up as the person they chose to research and read their report to the class.  At the conclusion of the presentation, classmates will guess the name of the famous person from Washington.  

·         Students will have 1 month to work on this project. 

·         Parents/guardians will be invited to come into class for the oral presentations.

 

Famous Person of Washington
Implementation Guidelines for
 the Teacher and Student

 

Guidelines for the Teacher:

1.        This 4^th grade Social studies CBA is a culmination project for Washington State History. 

2.       The teacher will explain all aspects of the assignment per the Famous Person of Washington Biography Sheet.  Each student will be given a packet of information to include all the required materials as well as a folder for the final project.

3.       This entire project will take approximately one month to complete.

4.       As students determine who they’d like to research and write about, they will check in with the teacher for final approval before beginning the project.

5.       Students will be given time in class every day to work on this project.   The teacher will help ensure students are progressing at the appropriate speed.

6.       The teacher will check in with both the students and parents to ensure an appropriate costume has been created for the biography presentation. 

7.       Toward the completion of the project, the teacher will assign students presentation times and invite parents/guardians to class to view the presentations.  The class will be divided into two groups with an intermission.  Parents will be invited to whichever half includes their child.

 

Guidelines for the Student:

1.       Students will be given a packet with all the required information and materials as well as a folder for the final project.  Students will keep this information in a specified place at school where they’ll have access to it every day.  

2.       Students will determine the famous person they’d like to research and write about.

3.       During class time, students will be given time to work on their biographies and they’ll follow the graphic organizer chart one bubble at a time.

4.       Students will complete all components of the project to the best of their abilities.

5.       If students need help, they’ll ask the teacher for assistance.

6.       Students will ensure they’ve created a costume at home for their presentation.

7.       Students will be respectful towards fellow students and their projects to include listening politely to the final presentations.

 

Famous People of Washington Project
Graphic Organizer

Use this graphic organizer below to get you started and keep you moving on track.  Begin with the top circle and “Choose a famous person of interest in Washington state.”  Follow the bubbles around the circle in a clock-wise motion to the next step.  The questions in the middle are simply ideas to get you thinking of who you want to choose.  Have fun working your way through the bubbles.

 

 

When choosing a famous person of Washington to write about, here are some possible questions to get you thinking and started in the right direction… Who am I most interested in?  Who has made the greatest impact in Washington State?   Who is changing lives within our state?  Who is a legend within our state?

Name: ________________________________                                Date: ___________________

Follow the outline below to create a poem for your Famous Person of Washington.  For the first three lines, make sure you include 3 reasons why this person is important.  For the last lines, please describe his/her greatest accomplishment.  Don’t include the name of your famous person on this poem.  Remember, we’re trying to guess who it is as a class. 

 

 Famous Person of Washington Poem

 

 

I _________________________________________________,

 

__________________________________________________,

 

And ______________________________________________,

 

But the most important thing I did is _______________

 

_______________________________________________________

 

 

 

 

 

 

Name: ____________________________________                 Date: __________________________

In the box below, draw a picture of your famous person from Washington.  Make sure it’s a portrait and   draw the person from the shoulders up.   In the border around the picture, please draw 3 pictures that represent the person.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name:  ____________________________________                                Date:  _________________________

Final Famous People of Washington Checklist

Please attach this form to the inside cover of your folder with the final project.  Make sure you’ve completed all the points below.  When they’re checked off, pat yourself on the back.  Congratulations, you’ve finished the project.  I’m looking forward to your presentation!

 

Did I remember to…

1.      Include at least three references in my biography:  1 online reference, 1 book and 1 encyclopedia?  _____________ 

2.      Write a poem about this famous person using the Famous Person of Washington Poem form?  _____________

 

 

3.      Write a five paragraph biography about this person? ____________

 

 

4.      Complete a portrait drawing about this person?  _______________

 

 

5.      Compile my research, poem and biography into one folder? ____________

 

 

6.      Find my costume to dress up as this person to read my biography to the class?  _______

 

 

7.      Practice reading my biography and poem for the oral presentation? __________

 

 

8.      Congratulate myself for a job well done?  _______________

 

 

Famous Person of Washington
Assessment Communication

 

          Students will be given the attached rubrics for scoring at the beginning of the assignment and will be given two final grades at the completion of the project.  The first grade will be a cumulative grade for all the written materials and the second grade will be a grade for the verbal presentation.  These two grades will be averaged together for one overall grade for the CBA.   Special consideration will be made for those students requiring modifications or accommodations on an individual basis.  

 

 

 

 

 

 

 

 

 

 

 

 

 

Famous Person of Washington Biography Rubric

 

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Sources are not accurately documented.
Mechanics	Almost no spelling, grammatical or punctuation errors.	Very few grammatical, spelling or punctuation errors.	Several grammatical spelling, or punctuation errors.	So many grammatical, spelling, or punctuation errors that the biography is hard to read.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides a few supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Overall Quality	Biography is very well written and is interesting and fun to read. Project shows lots of effort.	Biography is well written and flows nicely. Project shows time and effort.	Biography is written and completed. Project shows very little time and effort.	Biography is not well written and is difficult to read and understand. Project shows minimal amount of effort.

 

 

Famous Person of Washington Oral Presentation Rubric

 

CATEGORY	4	3	2	1
Costume	Student is wearing a costume that accurately portrays the famous person of Washington, which enhances the presentation.	Student is wearing a costume that slightly portrays the famous person of Washington, which adds to the presentation.	Student is wearing a costume that doesn’t relate to the famous person of Washington.	Student isn’t wearing a costume at all.
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained	Can clearly explain several reasons why person was/is influential in Washington state.	Can clearly explain a few reasons why person was/is influential in Washington state.	Can clearly explain one reason person was/is influential in Washington state.	Cannot explain any reason why person was/is influential in Washington state.
Required Elements	Student included all information than was required.	Student included most information that was required.	Student included some information that was required.	Student included less information than was required.

 

 

 

 

 

Final Paper for EDU 6613

 

Standards Based Assessment

 

By:  Tammy Luce

 

August 5, 2010

 

 

 

 

 

 

 

 

 

 

 

 

 

This work attests to my proficiency in Standard “S”: “Formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social and physical development of the learner.” It also attests to my proficiency in Standard “A-5”:  “Assessment:  Assesses student’s mastery of curriculum and modifies instruction to maximize learning.”

My Philosophy of Assessment

 

Why do we assess students?  “We assess to gather evidence of student learning that will inform instructional decisions in ways that maximize that learning.” (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., 2007, p. 14).  In short, we assess to know how well we’ve taught our students.  This is true for both assessment of learning and assessment for learning.  The ultimate goal of both types of assessment is to make our teaching and learning stronger.

As an elementary teacher, there will be many uses for assessments of learning such as unit tests and projects for report card grades.  However, I’m more interested in the assessments for learning, because when used properly, this can guide and improve our instruction.  “Assessments for learning happen while learning is still underway.  These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success.(Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S.,  p. 31).  This is our goal as teachers and I plan to use assessments for learning to help empower my students to own their learning.

Clear targets are essential to strong assessments.  “If we don’t begin with clear statements of the intended learning, we won’t end with sound assessments.” (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., p. 54).  In other words, we need to know our final destination before we can create a roadmap to get there.  “Intentional teaching, where all instruction and classroom activities are aimed at specified learning targets, (Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., pg. 56) is the most effective way to meet our learning targets.  When students meet the learning targets, they should perform well on the corresponding assessments.  This is successful teaching when a teacher establishes clear targets, communicates them to the students and then structures the curriculum to meet these established targets. 

There are many different forms or types of assessments.  Although the four basic categories of assessment are appropriate to use in different situations, my goal is to choose methods that require students to reflect on their learning.  For this reason, I’ll use more than selected response and short answer assessments.  According to Bloom’s Taxonomy, most of these types of questions rely upon remembering or basic recall.  “By testing students in traditional ways, we might find out what they remember about what we think they should remember, but we do not get to the truth, meaning, purpose, or utility.” (Ellis, A., 2001, p. xv).  I’d like my students to stretch their minds and prove to me they understand or can apply what they’ve learned to different situations.  Therefore, I plan to use personal communication, performance assessments and extended written responses as much as possible.  

As a teacher, eliminating potential biases towards students is one of my main duties.  I must remember there is not only one correct way to learn.  “Children first come to school full of life and eager to learn.  Most have a loving disposition.  They are receptive to almost everything teachers introduce.  They especially enjoy stories, music, and rhythmic activities.”   (Charles, C.M., p. 22).   It’s my job to keep these children engaged and evaluate their abilities as objectively as I can. 

One of the last steps in assessment is absolutely one of the most important, and it’s communication.  It’s my job to create a warm and caring atmosphere for all students in my classroom.  I must work to establish positive rapports with my students and their parents or guardians.  Together, we’ll make learning and assessment fun, informative, and encouraging.  “This is actually a very practical thing.  A caring atmosphere is simply a better place in which to work and learn.” (Ellis, A., p. xii).  Assessment shouldn’t be intimidating.  Through curriculum nights, conferences, weekly newsletters and report cards, I’ll communicate academic progress to both my students and their families.  Our class website will also be a place where families can follow what we’ve been studying as well as view photos of our class.  I believe we’re all in this together and I want to give kids every chance to succeed.  Through constant communication with my students and their families, I’ll help my students own their learning process.

Assessments are a critical part of education.  When it’s done well, students thrive by learning their strengths as well as areas they need to improve.  It’s definitely more than a letter grade or percentage score.  “We live in a day of standards, accountability, and formal measures of academic success.  They seem to be here to stay.  But I wish to suggest that assessment should be something more truthful and fulfilling than these external measures are for most students and their teachers.  It ought to be enjoyable (yes, I mean that), it ought to improve the social/moral conditions we teach and learn in, and of course it ought to provide some concrete means for raising achievement.” (Ellis, A., p. xv).  Assessments done well make everyone a little better; our students, their families and ourselves.   This is the ultimate job of a teacher, and one I’ll take very seriously.  And if I do my job right, my students will discover their strengths and learn to fly.

 

 

 

 

 

 

References

 

Charles, C.M., (2008).  Building Classroom Discipline.  Boston, MA:  Pearson Education.

Ellis, A. (2001).  Teaching, Learning and Assessment Together:  The Reflective Classroom.  Larchmont, NY: Eye on Education.

OSPI.  (2010).  Superintendent of Public Instruction.  Retrieved July 25, 2010 from http://www.k12.wa.us

Rubistar.  ( 2010).  4 Teachers.org.  Retrieved July 25, 2010 from http://rubistar.4teachers.org

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2007).  Classroom Assessment for Student Learning:  Doing it right-using it well.  Upper Saddle River, NJ: Pearson Education.

Famous Person of Washington Biography
Fourth grade Social Studies CBA

 

• The purpose of this Biography assignment is for students to “understand and analyze how individuals caused change in Washington State History.” (OSPI website).   This all relates to the required Social Studies GLE 4.2.1.  

 

• There are seven different components to this CBA. 
  • First, the student will pick a famous person, from either the past or present, who has had a major impact in the state of Washington. 
  • Second, the student will research this person’s life.  This research must include a minimum of 3 sources and must include: 1 online source, 1 book, and 1 encyclopedia.  (An online encyclopedia is acceptable).
  • Third, the student will take this information and write a poem about him/her.  Please see the attached Famous Person from Washington poem sheet.
  • Fourth, the student will write a biography about this famous person from Washington.  The report will be a minimum of 5 paragraphs.  Each paragraph will consist of at least 5 sentences.  Within this biography, the student will include the reasons why this person is famous and important to Washington State.  The last paragraph will detail why the student chose this person for their biography.  When working on this biography, the student will try to keep their famous person a secret from their classmates.  When the biography is read in class during the oral presentation, the rest of the class will guess the name of the famous person.  This adds to the excitement of the project.
  • Fifth, the student will make a drawing of the famous person from Washington.  The drawing will be a portrait from the shoulders up.  Included in the picture will be three pictures/symbols that represent the person.  They may be drawn around the border of the portrait.   Please see the attached portrait form.
  • Sixth, the student will organize all their research and projects into one folder to be turned in together.  The portrait will be glued to the front cover.  When you open the folder, the research and planning charts will be on the left side.  The right side will include the biography and the poem. 
  • Seventh, the student will dress up as the person they chose to research and read their report to the class.  At the conclusion of the presentation, classmates will guess the name of the famous person from Washington. 

 

• Students will have 1 month to work on this project.

 

• Parents/guardians will be invited to come into class for the oral presentations.

 

Famous Person of Washington
Implementation Guidelines for
 the Teacher and Student

 

Guidelines for the Teacher:

1.  This 4^th grade Social studies CBA is a culmination project for Washington State History. 
2. The teacher will explain all aspects of the assignment per the Famous Person of Washington Biography Sheet.  Each student will be given a packet of information to include all the required materials as well as a folder for the final project.
3. This entire project will take approximately one month to complete.
4. As students determine who they’d like to research and write about, they will check in with the teacher for final approval before beginning the project.
5. Students will be given time in class every day to work on this project.   The teacher will help ensure students are progressing at the appropriate speed.
6. The teacher will check in with both the students and parents to ensure an appropriate costume has been created for the biography presentation. 
7. Toward the completion of the project, the teacher will assign students presentation times and invite parents/guardians to class to view the presentations.  The class will be divided into two groups with an intermission.  Parents will be invited to whichever half includes their child.

 

Guidelines for the Student:

1. Students will be given a packet with all the required information and materials as well as a folder for the final project.  Students will keep this information in a specified place at school where they’ll have access to it every day.  
2. Students will determine the famous person they’d like to research and write about.
3. During class time, students will be given time to work on their biographies and they’ll follow the graphic organizer chart one bubble at a time.
4. Students will complete all components of the project to the best of their abilities.
5. If students need help, they’ll ask the teacher for assistance.
6. Students will ensure they’ve created a costume at home for their presentation.
7. Students will be respectful towards fellow students and their projects to include listening politely to the final presentations.

 

Famous People of Washington Project
Graphic Organizer

 

Use this graphic organizer below to get you started and keep you moving on track.  Begin with the top circle and “Choose a famous person of interest in Washington state.”  Follow the bubbles around the circle in a clock-wise motion to the next step.  The questions in the middle are simply ideas to get you thinking of who you want to choose.  Have fun working your way through the bubbles.

When choosing a famous person of Washington to write about, here are some possible questions to get you thinking and started in the right direction… Who am I most interested in?  Who has made the greatest impact in Washington State?   Who is changing lives within our state?  Who is a legend within our state?

 

Name: ________________________________                                Date: ___________________

Follow the outline below to create a poem for your Famous Person of Washington.  For the first three lines, make sure you include 3 reasons why this person is important.  For the last lines, please describe his/her greatest accomplishment.  Don’t include the name of your famous person on this poem.  Remember, we’re trying to guess who it is as a class. 

 

 

 Famous Person of Washington Poem

 

 

 

I _________________________________________________,

 

 

 

__________________________________________________,

 

 

 

And ______________________________________________,

 

 

 

But the most important thing I did is _______________

 

 

 

_______________________________________________________

 

 

 

Name: ____________________________________                 Date: __________________________

In the box below, draw a picture of your famous person from Washington.  Make sure it’s a portrait and   draw the person from the shoulders up.   In the border around the picture, please draw 3 pictures that represent the person.   

 

Name:  ____________________________________                                Date:  _________________________

Final Famous People of Washington Checklist

 

Please attach this form to the inside cover of your folder with the final project.  Make sure you’ve completed all the points below.  When they’re checked off, pat yourself on the back.  Congratulations, you’ve finished the project.  I’m looking forward to your presentation!

Did I remember to…

1. Include at least three references in my biography:  1 online reference, 1 book and 1 encyclopedia?  _____________

 

1. Write a poem about this famous person using the Famous Person of Washington Poem form?  _____________

 

1. Write a five paragraph biography about this person? ____________

 

1. Complete a portrait drawing about this person?  _______________

 

1. Compile my research, poem and biography into one folder? ____________

 

1. Find my costume to dress up as this person to read my biography to the class?  _______

 

1. Practice reading my biography and poem for the oral presentation? __________

 

1. Congratulate myself for a job well done?  _______________

 

Famous Person of Washington
Assessment Communication

 

 

 

          Students will be given the attached rubrics for scoring at the beginning of the assignment and will be given two final grades at the completion of the project.  The first grade will be a cumulative grade for all the written materials and the second grade will be a grade for the verbal presentation.  These two grades will be averaged together for one overall grade for the CBA.   Special consideration will be made for those students requiring modifications or accommodations on an individual basis.  

Famous Person of Washington Biography Rubric

 

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Sources are not accurately documented.
Mechanics	Almost no spelling, grammatical or punctuation errors.	Very few grammatical, spelling or punctuation errors.	Several grammatical spelling, or punctuation errors.	So many grammatical, spelling, or punctuation errors that the biography is hard to read.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides a few supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Overall Quality	Biography is very well written and is interesting and fun to read. Project shows lots of effort.	Biography is well written and flows nicely. Project shows time and effort.	Biography is written and completed. Project shows very little time and effort.	Biography is not well written and is difficult to read and understand. Project shows minimal amount of effort.

 

Famous Person of Washington Oral Presentation Rubric

 

CATEGORY	4	3	2	1
Costume	Student is wearing a costume that accurately portrays the famous person of Washington, which enhances the presentation.	Student is wearing a costume that slightly portrays the famous person of Washington, which adds to the presentation.	Student is wearing a costume that doesn’t relate to the famous person of Washington.	Student isn’t wearing a costume at all.
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained	Can clearly explain several reasons why person was/is influential in Washington state.	Can clearly explain a few reasons why person was/is influential in Washington state.	Can clearly explain one reason person was/is influential in Washington state.	Cannot explain any reason why person was/is influential in Washington state.
Required Elements	Student included all information than was required.	Student included most information that was required.	Student included some information that was required.	Student included less information than was required.