My Prezi:
https://prezi.com/p/gt34xu6ikqo1/
Saturday, November 25, 2017
Tuesday, November 14, 2017
Wednesday, November 8, 2017
Tuesday, October 31, 2017
Week 8 - Assignment 3:
Candidate’s Name: Tova Weissman
Grade Level: 1
Title of the lesson: Reading Fluency
Length of the lesson: 40 minutes
Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)
Key questions:
● what do you want your students to learn?
● what are the important understandings and core concepts you want students to develop within the learning segment?
I want my students to gain fluency skills by reading various texts with the proper reading skills.
|
Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)
Key questions:
● What do students know, what can they do, what are they learning to do?
● What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
My students know basic phonics skills and can read texts on their grade level.
My students are a very enthusiastic group and love to learn about new concepts.
|
Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].)
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
|
Support literacy development through language (academic language)
● Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment)
● Identify a key learning task from your plans that provide students opportunities to practice using the language function.
● Describe language demands (written or oral) students need to understand and/or use.
Students will read a text with the proper expression and fluency skills and retell it to their peers. They will also summarize the text by making pictures of the events of the story.
|
Learning objectives
|
Formal and informal assessment (including type[s] of assessment and what is being assessed)
● Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.
The teacher will rotate the classroom as the students read the text and retell it in their own words to their peers. The teacher will have each pair of students come up and summarize the other peers text in a few words.
|
Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following:
● understanding of students’ prior academic learning and personal/cultural/community assets
● research and/or theory
● developmental
● appropriateness
Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.
|
Instructional resources and materials used to engage students in learning.
Book: “Where the Wild Things are”
Various books/texts on the classes reading level
White paper
|
Reflection
● Did your instruction support learning for the whole class and the students who need great support or challenge?
Yes - the teacher will give out texts separate to each student on their reading level.
● What changes would you make to support better student learning of the central focus?
I would have the students each come up separately and read me their text to test their fluency and reading comprehension skills.
● Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.
I think that it will be a better and clearer assessment than just walking around the class listening to everyone reading all at once.
|
Dr. Hui-Yin Hsu Spring 2014
Sunday, October 22, 2017
Week 7 - Assignment 5
The child I used to practice the assessments with is in 1st grade. I had him read a passage to test his reading level using a running record.
Print Awareness: The child scored high in this area, he knows the basics of print awareness and was easily able to answer my questions on this topic.
Phonemic Awareness: He struggled to sound out some basic words as he seemed to be a little nervous and anxious. I would therefore suggest that he is reminded to slowly sound out each word that he isn't sure about before rushing to finish reading the text.
Phonics: One area of phonics that I noticed my child struggled with was his long vowels. I would therefore have the child work one on one with a teacher to practice his short and long vowels and not mix up the sounds.
Fluency: I was surprised that when my child was done reading the passage he remembered all the details of what he read. This shows me that although my student didn't read all of his words correctly, he generally has a high fluency level as he recalled the details of the text, and read most of it smoothly and clearly.
Website suggestions:
https://www.turtlediary.com/game/long-vowels.html
http://www.abcya.com/spelling_with_vowels.htm
https://www.education.com/game/long-short-vowel-sort/
Print Awareness: The child scored high in this area, he knows the basics of print awareness and was easily able to answer my questions on this topic.
Phonemic Awareness: He struggled to sound out some basic words as he seemed to be a little nervous and anxious. I would therefore suggest that he is reminded to slowly sound out each word that he isn't sure about before rushing to finish reading the text.
Phonics: One area of phonics that I noticed my child struggled with was his long vowels. I would therefore have the child work one on one with a teacher to practice his short and long vowels and not mix up the sounds.
Fluency: I was surprised that when my child was done reading the passage he remembered all the details of what he read. This shows me that although my student didn't read all of his words correctly, he generally has a high fluency level as he recalled the details of the text, and read most of it smoothly and clearly.
Website suggestions:
https://www.turtlediary.com/game/long-vowels.html
http://www.abcya.com/spelling_with_vowels.htm
https://www.education.com/game/long-short-vowel-sort/
Subscribe to:
Posts (Atom)