ELL Case Study Link:
https://docs.google.com/document/d/1Eyg4S_snIF-AXdMnlC_PzANsX2FK5G1r42_KcWqmYhs/edit?usp=sharing
Sunday, May 6, 2018
Monday, April 23, 2018
Wk-12 Assignment #2 Technological Tools/ Technology Intergarted Lesson Plan
Summary: Technological tool
As a student at NYIT, I have learned the importance of integrating
technology into my Literacy instruction. Moreover, when I’m creating a lesson
plan, I think of what kind of technology I will use in the plan. Additionally, I
know that integrating technology into a lesson enhances students learning and
increases student engagement. The tools I would like to try in my classroom
are, VoiceThread and UDL Bookbuilders. These tools enhance student learning. I know
that new literacy skills are essential for our students current and future
success. I’m looking forward to using the technologies I’ve learned about in my
future classroom.
Technology integrated Lesson:
Candidate’s Name: Julie Bernard
Grade Level: 2
Title of the lesson: Acrostic Poems
Length of the lesson: 2 sessions Day one:1 hour Day 2: 45 minutes
Central focus of the lesson: Students will create audio and video recording of acrostic poems.
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Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)
Student know how to use the internet to conduct research. Students know how to download and upload file attachments and photos. Students are learning how to write acrostic poems.
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Common Core State Standards :
Create audio recordings of stories or poems; and drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
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Support literacy development through language (academic language)
Vocabulary
Sentence Level
Discourse
Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?
Considering range of understanding, struggling students will be given an acrostic poem worksheet. Students will have instructions read to them. Students will watch an acrostic poem video.
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Learning objectives
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Formal and informal assessment (including type[s] of assessment and what is being assessed)
Informal assessment:
Students will present their poems to the class. Students will complete an acrostic poem worksheet.
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Instructional procedure:
Intro: 10 minutes
Model/Guided Practice 10
Collaborative practice: 25 minutes
Independent practice: 25 minutes
Day 2: 45 minutes
Accommodations and modifications: Ells/Struggling readers
Adaptations for this lesson included, Visual and Audio support for our ELLs and struggles readers.
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Instructional resources and materials used to engage students in learning.
Digital cameras
voiceThread
Computers
Acrostic worksheet: https://drive.google.com/file/d/1_sUiyKigggUR554gdJ8hQFVA5llT6cCj/view?usp=sharing
Interview questions
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Reflection:
I feel this lesson meet the needs of all students. This lesson offered support as well as challenges. This lesson is supported by the Gradual Release of Responsibility instructional framework.
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Monday, April 16, 2018
Wk-11 Assignment # 3
Three mini lessons using graphic organizers:
https://docs.google.com/document/d/12T_0onP3DnlqoFxd8_aH6JN5GcwDWpmtij2mFUbOfCY/edit
https://docs.google.com/document/d/1RkfW_uRMdjDyPD1cNRRTummYkosZcnf1s3WW-G8LZkg/edit?usp=sharing
https://docs.google.com/document/d/1mXFwdeSa6IZcG0q2RD6h3ZNwsEy5_6if4UxlyXq4AC4/edit?usp=sharing
https://docs.google.com/document/d/12T_0onP3DnlqoFxd8_aH6JN5GcwDWpmtij2mFUbOfCY/edit
https://docs.google.com/document/d/1RkfW_uRMdjDyPD1cNRRTummYkosZcnf1s3WW-G8LZkg/edit?usp=sharing
https://docs.google.com/document/d/1mXFwdeSa6IZcG0q2RD6h3ZNwsEy5_6if4UxlyXq4AC4/edit?usp=sharing
Monday, April 9, 2018
Wednesday, April 4, 2018
Keystone Project: Two QRI5 Assessment Reports
QRI5 #1
I administered the QRI5 to Jayla. Jayla is a second grader
who attends P.S. 66 in Brooklyn N.Y.
Jayla was excited about participating in the assessment.
Once I explained the process to Jayla, she said“that’s it?”. I said “yes” with a smile. I started Jayla with the second-grade word list. Jayla scored 90%
accuracy. Next, I selected the level two passage The Family’s First Trip.
Miscues:
Number of total
miscues (total accuracy) 305-2= 303
303/305 =99%
Number of meaning
changing miscues = 1
Jayla’s miscue results
places here on the independent reading level
Rate: 305x60 -18300/240 second-76
WCPM: 305-2 error x 60
=18180/240 seconds=75
Retelling score: 7/24
Jayla recalled less than half of the text details.
Questions: 6/7 Jayla
questioning score is at the Instructional level.
Jayla is reading at the 2-grade reading level. Jayla’s strength
is her ability to recognize words correctly and almost effortlessly. However,
while reading she used the present tense for “read” in the text instead of the
past tense. The area where Jayla needs support is recalling details from the text.
I have designed instruction to support
Jayla’s needs based on this assessment.
Reflection:
It was a joy administering the QRI5 to Jayla. Jayla, wanted
to show me what a good reader she was; and I was grateful for her participation.
Additionally, the enthusiasm Jayla showed towards reading was encouraging.
Moreover, with continued support, Jayla will continue to develop her reading
skills. Jayla seems to be on target for meeting the end of the year reading
goals for 2 grade readers.
Jayla's word list:
Jayla's Questions:
Jayla's Concept Questions:
Jayla's Miscues:
Candidate’s Name: Julie Bernard
Grade Level: 2
Title of the lesson: Main ideas and Details
Length of the lesson: 45 minutes
Central focus of the lesson:
Students will be able to identify the main idea and key details in a Passage.
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Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)
Prior Knowledge: Student know how to use a graphic organizer, Student know how to write sentences using convention of Standard English.
Interest: Poems, fairy tales, music
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Common Core State Standards:
Tell a story or recount an experience with appropriate facts and relevant, deCCSS.ELA-Literacy.SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
scriptive details, speaking audibly in coherent sentences.
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Support literacy development through language (academic language)
Vocabulary
Sentence Level
Discourse
Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?
Considering range of understanding, Josh is struggling with identifying main idea and the supporting details. Student will be give a find the main idea worksheet. Student will use a Main idea web to write the main idea of text. Teacher will read the passage that’s attached to the worksheet to the student.
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Learning objectives:
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Formal and informal assessment (including type[s] of assessment and what is being assessed)
Student will be informally assessed with a Summative assess. Student will complete what is the main idea worksheet.
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Instructional procedure:
Intro: 15 minutes
Model/Guided practice: 15 minutes
Independent practice: 20 minutes
Accommodations and modifications:
Student will have the main idea worksheet read to him. Student will be given more time to complete assignment.
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Instructional resources and materials used to engage students in learning.
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Reflection
I feel this lesson supported learning as well as provided the necessary challenges.This lesson is supported by the Gradual Release of Responsibility research based instructional model. The changes I would make to better support student learning, I would use Edpuzzle. With the use of Edpuzzle, the student can watch the video as many times as needed to learn the concept. I enjoyed creating this lesson.
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QRI5 # 2
The second child I administered the QRI5 to was Patrick a 4th
grader. Patrick attends P.S. 66 in Brooklyn N.Y. In addition, Patrick loves
music, and watching YouTube videos. Patrick wants to become a famous Youtuber
one day. Therefore, Patrick watches YouTube one hour a day after completing his
homework assignments. I started Patrick with the 4th grade word
list. Patrick scored 90% accuracy rate, which is the independent level. Next, I
selected Amelia Earhart a fourth-grade
level passage. Patrick’s assessment scores are as followed.
Miscues:
Number of total
miscues (total accuracy) 268- 1 = 267 267/268 = 99%
Number of meaning
change miscues (total acceptability) 0
Patrick is at the
independent level based on his miscues.
Rate: 268 x 60 =16080/180
seconds = 89 wpm
WCPM: (268-1 error) x 60
=16020/ 180 seconds = 89 WCPM
Retelling: 8/18 ideas
were recalled (less than half)
Questions: Patrick was
able to answer 6/7 questions.
Reflection:
Based on Patrick’s assessment, I would say he will be
reading on the 5th grade level by the end on the school year, with
proper support. Patrick’s strength, is his ability to quickly recognize words.
However, I gently asked him to slow down, so that I could catch up while
reading. However, Patrick needs support with comprehension and recalling
information form the text. I have created instruction to meet Patrick’s needs
based on his assessment results. It was a pleasure, to talk with a young man
with so much hope for the future. I’m looking forward to using this assessment
tool with my future students.
Patrick's Word List:
Patrick's Concept Questions:
Patrick's Miscues:
Patrick's Questions
Candidate’s Name: Julie Bernard
Grade Level: 2
Title of the lesson: Thinking-aloud
Length of the lesson: 1 hr
Central focus:
Student will recount on a text in an organized manner, using appropriate facts, descriptive details to support main ideas or themes.
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Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)
Prior Knowledge: Student know how to use thought map, student know how to write sentences using convention of Standard English.
Interest: Poems, music, dance
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Common Core State Standards:
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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Support literacy development through language (academic language)
Student will write key details on thought map and summarize text events.
Vocabulary
Sentence Level
Discourse
Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?
Considering range of understanding, Student is struggling with recalling fact and constructing meaning from what he has read. Student will be given a comprehension worksheet, student will answer text explicit questions. Teacher will read the worksheet and model “Thinking aloud”.
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Learning objectives
1.Student will use think-aloud strategy.
2.Student will vocalize their interaction with the text.
3.Student will recount events in a organized manner.
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Formal and informal assessment (including type[s] of assessment and what is being assessed)
Student will be informally assessed using a summary worksheet.
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Instructional procedure:
Intro: 15 minutes
Model: 10 minutes
Guide practice: 10 minutes
Independent practice: 20 minutes
Accommodations and modifications:
Jayla is a visual learner. This lesson supported student learning with visual support using video as well as visual maps, for recording ideas.
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Instructional resources and materials used to engage students in learning.
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Reflection:
I feel this lesson supported learning as well as provided the necessary challenges. This lesson supports diverse learning styles, providing support for our visual learner through video, and written webs. According Gardner’s theory of Multiple Intelligence, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. The changes I would make to better support student learning, I would use Edpuzzle. With the use of Edpuzzle, the student can watch the video as many times as needed to learn the concept. I enjoyed creating this lesson.
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