Prezi

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thematic Unit

Thematic Unit

Overview: This lesson explores building reading fluency in 3 lessons. The 3 lessons is divided into vocabulary, close reading and phonics. Student will learn vocabulary, phonics, and close reading techniques.  Students will engage in choral reading to improve reading skill , vocabulary, phonics and  reading comprehension.  Students will develop a graphic organizer to help them comprehend reading material for close reading.

 Vocabulary

Student will learn the meaning of words in context. They will learn strategies in finding the meaning of the prefix and suffix of words. Student will learn how to use a thesaurus and find synonyms or antonyms for words. Students will learn finding the meaning of words using context clues.

Phonics

 Students will learn blending sounds into words. Students will learn to listen, practice and create words from their word parts. Students will learn how to segment words that helps them with decoding and spelling of words. Students will engage in choral reading to help with phonics.

Close Reading:

Students will learn close reading strategies to determine the meaning of the text and how the author uses different literary elements to convey the meaning.   Students will annotation techniques to aid in reading comprehension and determining the meaning of words and how its used in its context. Students will also learn how to find context clues to determine the meaning of words.

Vocab lesson


Phonics lesson

Close Reading

ELL CASE STUDY

https://www.dropbox.com/s/c8h33vcbpkr66w4/ELL%20case%20study.docx?dl=0

https://www.dropbox.com/s/rnqs1v0mr4qme14/ELL%20study%20attach.pdf?dl=0

Assignment 2

http://files.eric.ed.gov/fulltext/EJ927377.pdf

Explain how this strategy can be employed in the classroom.

 Implementing graphic organizers in the classroom helps students on all learning levels, organize and brainstorm their ideas when working on an assignment. This strategy can be incorporated as a worksheet as part of a class. Graphic organizer can also be incorporated as a group activity in the classroom by enabling students to share their ideas/thoughts. The Graphic organizer helps to structure  and connect student’s thoughts and even provide a visual thru the incorporation of pictures/illustrations.

 

SAMPLE LESSON

Beacon Lesson Plan Library

A Goldfish is the Best Pet

Cheryl Stanley

Description

A goldfish is the best pet. What facts support this thesis? What facts oppose it? Use graphic organizers to help students select facts which must be considered in order to persuade an audience to agree with a given point of view.

Standards

Florida Sunshine State Standards
LA.B.1.4.1
The student selects and uses appropriate pre-writing strategies, such as brainstorming, graphic organizers, and outlines.

Florida Process Standards
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Materials

- A selection of graphic organizers (Two types are provided in the attached files for this lesson.) Each student will need at least three of these. If you prefer, they can draw their own organizers and save on copying materials.
- An overhead projector, marker board, or chalk board to be used by the class secretary or by the teacher
- Markers, chalk, or pens as needed
- A list of argumentative topics for the students who have difficulty deciding what to write about (nothing heavy or mind boggling at first)
- One copy per student of the rubric you plan to use (A sample is provided in the attached files.)

Preparations

1. Duplicate graphic organizers for students to use.
2. Pre-select a student to be the secretary, preferably one with a legible handwriting.
3. Be sure you have a working overhead projector, or a chalkboard/marker board with plenty of writing surface available and different colored writing utensils.
4. Prepare a list of possible topics; there will always be a few students who can't think of anything to use.

Procedures

1. Begin by asking the class if they have any pets at home. Ask several students to explain why they selected that type of pet.

2. Appoint one student to act as secretary and write the information on the board.

3. After several minutes of brainstorming, ask students if they think a goldfish, or a frog, or some other critter of your choice would make a good pet. This should be an animal that we usually don't think of as a pet. You can use one of the animals they mentioned or use the goldfish. A sample T chart is provided in the attached files.

4. Have the secretary make a list of at least three of the reasons why this animal would be a good pet and a list of at least three reasons why it would not be a good pet. (Color coding the responses helps the visual learners.) These reasons should be facts, not opinions. At this point you may need to explain the difference between facts and opinions.

5. Give each student a sample of the graphic organizers which can be used to record this information (see attached files for examples of T charts and mapping charts). Explain that you will be giving them a similar organizer on which they will record information as a final assessment.

6. Have students record the selected information on the organizer as you or your secretary record it on the board or the overhead.

7. Circulate in the room to be sure each student understands how to use the graphic organizer.

8. When all students have satisfactorily completed this activity, explain that this is an arguable topic. Some people think gold fish are good pets; some people don't even consider them to be pets. The statement Gold fish make the best pets, could be used as a thesis statement in a persuasive essay.

9. Ask students to highlight the supporting fact that they think is the most important and the opposing fact that they think is most important.

10. Give each student another graphic organizer and go through the same brainstorming procedure with another topic that does not require research.

Possible topics:
a. Pens are better than pencils.
b. Students should be required to take a computer class in high school.
c. Elementary students should not be involved in competitive sports.

You can also use a topic from literature. (Grendel was a poor, misunderstood child.)

11. Ask the class to help you formulate an antithesis (statement of the opposite opinion) and prepare a graphic organizer from that information, highlighting the most important supporting fact and the most important opposing fact.

12. Point out that some of the supporting facts for the thesis might be listed as opposing information for the antithesis.

13. Tell students that graphic organizers such as these can be used to prepare to write a persuasive paper or a persuasive speech.

14. Ask students to choose a topic of their own and a graphic organizer on which to record information. Have them go through the same process with the new topic. This could be a homework assignment. (CAUTION: you might want to ask them to steer away from extremely controversial topics, those not suitable for classroom discussions).

15. Show students a sample of the rubric you will use to evaluate their work. (see sample rubric in attached files)

16. Explain what you will be checking for in the different areas to be evaluated.

17. After you evaluate the prewriting, return the papers and assist the students with their revisions.

18. OPTIONAL: If you plan to assign a composition based on this prewriting, give students time in class to revise the prewriting.

19. OPTIONAL: Tell students that the next step will be to use this information to prepare an outline for a persuasive essay, persuasive speech, etc., which will be covered in a separate lesson.

Assessments

Students may be assessed using the sample organizers provided (see attached files).

Information included in the organizer: (criteria)

A. The general topic
B. The author's opinion on the topic (thesis statement)
C. Three facts supporting the thesis with the most important fact highlighted
D. Three facts opposing the thesis
E. The opposition's opinion on the topic (antithesis)
F. Three facts supporting the antithesis with the most important fact highlighted
G. Three facts opposing the antithesis

Extensions

1. Language arts: Move from this prewriting assignment to an outline for a persuasive paper. From there you can proceed to a rough draft and eventually a final copy.

2. This could also be turned into a group assignment. Give two groups opposing viewpoints for which they will do research, prepare a T chart or mapping chart, and debate their findings.

3. Science: This could be the starting point for a persuasive paper on several different topics including environmental issues, the space program, and research topics.

4. Social studies: This is an excellent starting point for debates in the area of politics, government policies, controversial laws, or even economic concerns.

Attached Files

T Chart for Antithesis     File Extension: pdf

T Chart for Thesis     File Extension: pdf

Mapping for Antithesis     File Extension: pdf

Mapping for Thesis     File Extension: pdf

T Chart for A Goldfish Makes the Best Pet     File Extension: pdf

Sample Evaluation Rubric     File Extension: pdf

Return to the Beacon Lesson Plan Library.

http://www.beaconlearningcenter.com/Lessons/5315.htm

ELL Instruction

Here is my link to ELL instruction:

http://screencast.com/t/DERAi4Jy6

RUNNING RECORD

Candidate’s Name: Karenia Mitchell

Grade Level: 6

Title of the lesson: Accuracy, fluency, and comprehension

Length of the lesson: 60 min

 

Central focus of the lesson : Accuracy, fluency, and comprehension of literary text   Key questions: What do you want your students to learn?  Reading fluency , pacing, comprehension and phonemic awareness   What are the important understandings and core concepts you want students to develop within the learning segment?  Reading fluency: appropriate phrasing, expression and pacing

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, and what are they learning to do?  using appropriate phrasing, expression, pacing, reading fluency and phonemic awareness

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].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Support literacy development through language (academic language)   Identify one language function  analyze   Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands :Oral   Vocabulary General academic terms: analyze and explain Content specific vocabulary : plot, setting, theme, character Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse Text structure, conversation, discussion   ·         Learning to comprehend text and read text with fluency

Learning objectives   Student will improve their reading accuracy Student will improve their reading comprehension Student will improve their reading pace and fluency

Formal and informal assessment (including type[s] of assessment and what is being assessed)   Informal assessment: Oral reading, participation and collaboration Formal assessment: running record and miscue analysis to inform teaching effectiveness and student learning outcomes

Instructional procedure:   Modeling:   ·         Teacher will model  a think-aloud strategy, teacher will model using a different text dividing the text  from a passage from the book, teacher will divide text into three- to four-word chunks or phrases, placing slash marks where the reader should pause to improve reading   ·         Teacher will model using doodle buddy on the ipad which allows the teacher to be             able to enlarge and project the images in sequence so that students could see a               complete image of their perceptions of the story   Guided Oral Reading:   ·         Chunking: Read aloud strategy, teacher reads text in segments with students to aid in reading and understanding. ·          Student will illustrate a descriptive passage from the book, The Time Machine selected from the teacher that they can associate images with the words. The student will used doodle Buddy on the iPad to draw an illustration to match the visual images they created when reading their assigned portion of text.   ·         Repetitive Oral Reading: a passage will be selected of 50 words long. The student will read the selection aloud several times with the teacher providing guiding feedback focusing on different elements of fluency each time the text is read   ·         Think Aloud: students will read a passage from the book, to check for understanding teacher will invite the student to explain what they just read     Independent Practice:   ·          Student will read a passage from the text, 50 words and 1 to 2 sentences explaining the gist of the story.     Silent Sustained Reading: (10min) :   ·         The goal of this activity is to give the student an opportunity to engage in pleasurable, sustained reading. It is important the student select what they will read because choice increases their motivation and ability to focus. The book will be selected using the Five Finger Test: 1. Turn to a random page in the book, 2. Read the words on that page, 3. Count the number of words they do not understand, if there are five or more words then the book is too challenging, if there are between 2-3 words then the book would be a better fit.

Instructional resources and materials used to engage students in learning.   ·         The Time Machine by H.G. Wells ·         Doodle Buddy

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? What changes would you make to support better student learning of the central focus? Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

 

 

 

 

Running Record Form – EDLI635

 

Student’s Name: Quinton Mitchell_____________                Grade: __6_____        Date: ______11/14/15_________

 

Title:_____The Time Machine___________Difficulty Level of Text:____7^th grade__

Author:____H.G. Wells______________________________________      

Running Words: _147____     Accuracy Rate:__97%___         Self Correction Rate: __0___

                       

Comprehension:

                       

Page #	Text: The Time Machine by H.G. Wells		E	SC		M	S	V
	in SO I came back. For a long time I must have^ been   insensible upon the machine. The blinking succession of the days and nights was resumed, the sun got golden again, the sky blue. I breathed with greater freedom. The fluctuating contours of the land ebbed and flowed. The hands spun backward upon the dials. At last I saw again the dim shadows                                             Decant of houses, the evidences of decadent humanity. These, too, changed and passed, and others came. Presently, when the million dial was at zero, I slackened speed. I began to recognize our own Pretty petty and familiar architecture, the thousands hand ran back to the starting-point, the night and day flapped slower and slower. Then the old walls of the laboratory came round me. Very gently, now, I slowed the mechanism down.		1           1     1					V           V     v
	Totals:

 

H.G. Wells (1866–1946).  The Time Machine.  1898.

Chapter XII.

 

‘SO I came back. For a long time I must have been insensible upon the machine. The blinking succession of the days and nights was resumed, the sun got golden again, the sky blue. I breathed with greater freedom. The fluctuating contours of the land ebbed and flowed. The hands spun backward upon the dials. At last I saw again the dim shadows of houses, the evidences of decadent humanity. These, too, changed and passed, and others came. Presently, when the million dial was at zero, I slackened speed. I began to recognize our own petty and familiar architecture, the thousands hand ran back to the starting-point, the night and day flapped slower and slower. Then the old walls of the laboratory came round me. Very gently, now, I slowed the mechanism down.

1

                                                   Reflection entry

      The running record assessment is a great assessment tool for reading fluency and accuracy.  Conducting a running record assessment was an interesting experience as it helped me to determine the reading level and reading fluency of the student. In addition, the running record assessment provided feedback about the fluency, reading level and reading accuracy of the reader.  Conducting a running record assessment was an insightful experience as it provides useful data on reading skills of the student. Having the skill to conduct a running record assessment provides the opportunity to construct mini lessons to improve struggling areas of the reader. The assessment also provides insight to address reading strategies or skills the reader needs to in order to improve reading fluency. The experience using the running record assessment provided me with the knowledge needed to improve the students’ oral reading and identifying error patterns in reading that need to be addressed. The running record assessment I think is also beneficial in identifying students with serious reading issues that may require an Individual Educational Plan.

     Overall, I felt excited to conduct a running record on an actual student; I think this reflects on the learning they have obtained from school.  The results of a running record assessment acts as a tool for providing feedback on a student’s reading progress. Using the running record proves to be very helpful in determinig the reading fluency of the student and also the reading level. I think this t  tool is beneficial in maintaining a student’s appropriate reading level. In addition, performing a running record assessment establishes a great base line to improving a student’s reading fluency and helps to inform the instructor what areas that need more focus to improve the reading ability of the student. After learning the technique of taking a running record assessment I would implement this tool in my classroom to become aware of what students need or don’t need additional reading instruction.