Week 7

https://docs.google.com/a/nyit.edu/document/d/1crO5FLuEX2Bi4_XgM2KuUy_n5JDVHVZCRe-d9Vb-mhQ/edit?usp=sharing

Instructional Strategies:

• Students are told the goal of the lesson
• Students immediately write down reflections so they have ideas ready in front of them
• Students are encouraged to build off each other and work together
• Students are encouraged to take lead of the discussion
• The teacher participates in the discussion
• Students are given a focused question

Technology:

Visual aids in the form of the blackboard

Technology Suggestion: Groups create a smore to display specific students’ opinions and then the group conclusion

Ms. Coufal's Reading Lesson Analysis

Strategy: use pictures to figure out unknown word

Activity: “Pop it”- get used to noticing first sound of word and identifying it.

Teacher respects all languages and says that the “main thing” is to read regardless of the language

Ms. Coufal refers to reading strategies as  “powers” that make them “Super Readers”. This makes students excited about them and feel important.

Reading Time:

Partner reading- she has the students sitting side by side, help each other, teacher can assess meanwhile. Teacher reminds students of strategies they can use but they read on own.

                Independent Reading- Turn back to back

The structural change helps the students with routine and with fulfillment of the task.

Closure- shared reading review

Ms. Coufal’s reading techniques really do make students feel powerful and enjoy, “be pumped” about going to school and learning!

Reading Lesson Plan

This lesson was planned using backwards design.

Reading Lesson Plan

Grade: 1

Aim: Students will read words with long and short vowels interchanged.

Instructional Objectives:

Students will recognize that a word with a silent e at the end has a long vowel sound.

Core Standards:

CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.

CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.

Academic and Content Specific Vocabulary: long vowels, short vowels (students should have learned these words in a previous lesson and gotten lots of practice so they no longer confuse the two)

Method:

Establish Context: Teacher reads the book to the class called "Here Comes Mr. e".

Motivation: Teacher tells students that they are going to learn a rule which will help them read so many more words.

Direct Instruction: teacher explains how when we see the silent e at the end of the word, the short vowel becomes a long vowel and the e is very quiet

Activities to help students discover what they need to learn:

1) Class Activity- teacher picks up a card with a short vowel "a" word on it. She then adds an "e" to the end and the students all call out the new word. Individual students should be called upon to include them if necessary.

2) Independent work- students are given sheets to work on. The sheets have 2 columns. One has short vowel "a" words written in each box. The box across from this one has the same word written with a blank line at the end. Students are expected to draw a picture of the first word and then read and draw the new word. For example, can- cane.

3) Independent Work- Students work on activity sheets in which they find all words with "Mr. e" and circle it. Then they will pair up and read the words to their partners.

Differentiated Instruction: Weaker students will do the classroom activity as a group with a teacher while other members of the class do independent work at their desks.  This group then works on the sheet together and the teacher scaffolds for them. Individual students are called upon for answers.

HOT questions: ask students to predict what will happen with other vowel sounds when the e is added to the end of those words

Ask students to think of words that rhyme. Then ask them what happens when the silent e is added to the end of both of them.

Assessment: Students' work is checked over.

Closure/ Summary Questions:

What is Mr. e?

Where does he go?

What does he do to our vowel?

Do we say his name?

Reinforcement and extending student learning:

            Class Application/follow up- class and independent works

            Enrichment Activities- Ask students to try to create their own cards with Mr. e words.

            Homework- Draw a picture of the short vowel and long vowel words- practice of that day's work.

What topics come next?

            Tomorrow: review concept of Mr. e and practice isolated words

            Day After: work on silent e words with the vowel "i"

Lesson Evaluation: Did the students recognize the silent e in the words? Did they realize the pattern of how the word changed when there was a silent e at the end?

Writing Lesson Plan

This lesson plan was created using backwards design.

Writing Lesson Plan

Grade: 3

Aim:

Students will be able to write a brief story in English and then present it to the class using the visual aids.

Instructional Objectives:

Write out a story which is visually presented to them.

Use written language to connect and present a sequence of events.

Core Standards:

CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace

Academic and Content Specific Vocabulary: sequencing- to put in order and make sense of connections

sequence words- first, second, third, before, after, then etc.

Method:

Establish Context: Class does a sample picture board sequencing activity together. Teacher puts picture squares on the board and controls the students' participation in determining a story.

Motivation: The teacher presents 5 different picture sequence square sets on individual boards.

Activities to help students discover what they need to learn:

1) Independent Work- students receive 5 sheets which have the picture sets on them, and are told to number the picture squares according to their logical order.

2) Paired activity- Students pair up and go through their sheets together, explaining why they chose the sequences they did and how the story would go accordingly.

3) Class activity- teacher calls upon individual students to come up to the front of the classroom and manipulate the tiles that she had prepared to create a logical sequence, explaining the corresponding story.

Differentiated Instruction: For ELLs, the teacher goes through key words which can be found in the pictures and which they will probably need to use in their assignments. The teacher creates the groups for the paired work and puts weaker students with stronger students so they can help each other understand the concept.

HOT questions: The teacher switches the sequence a few times and asks students to interpret the story accordingly.

After the teachers instructions and the instructional activities, students are then instructed to pair up and write out the story according to their interpretations of the picture squares.

Assessment:

Teacher can assess students' proficiency by walking around the classroom and observing the pairs working together.

Teacher marks students' writings.

Teacher assesses students based on their presentations to the class.

Closure/ Summary Questions:

Students present writings to the class.

Reinforcement and extending student learning:

            Class Application/follow up- writing activity

            Enrichment Activities- student receive extra credit for writing another story about one of the picture stories they used.

            Homework- Add in the sequence words to their writings

What topics come next? Next writing unit will be to write a story that happened to you.

            Tomorrow

            Day After

Lesson Evaluation: Were the students able to clearly express their ideas? Were they able to use the cues to think of ideas and then to write them in a clear sequence?

Rubric

Desired learning outcomes: 

students should be able to collect data using various credible cyber resources

students should be able to evaluate data collected to reach conclusions

Acceptable Evidence:

Credible cyber sources which support the hypothesis

Learning Activities: 

Students formulate a scientifically testable question.

Students formulate a hypothesis.

Students conduct research using cyber sources to collect data to support their hypothesis.

Students evaluate their data and use a spreadsheet to organize data.

Students reach a conclusion based on their data.

Students create a lab report which documents their question, hypothesis, research procedure, data analysis and conclusion.

Below is the rubric I created for the technology integrated lesson on water quality: