Week 9 lesson

 Candidate’s Name:  Karenia Mitchell

Grade Level: 5

Title of the lesson: Comprehension- Van Gogh Café

Length of the lesson: 1 day at 45 min

 

Central focus of the lesson   Key questions: What do you want your students to learn?    Literary elements: theme, setting, plot, characters   What are the important understandings and core concepts you want students to develop within the learning segment?   Reading comprehension, literary elements and word recognition

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? Think aloud strategies, understanding text , vocabulary and concept development What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?   Activate background knowledge with think alouds to help with understanding with reading.

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)   Ø  CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes Ø  CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text Ø  CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

Support literacy development through language (academic language)   Identify one language function : Describe Describe their thoughts as they read to understand the text including the plot, theme, setting and character     Describe language demands Written and Oral.   Vocabulary General academic terms: explain Content specific vocabulary plot, theme, setting, character Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse  conversation, discussion, decoding

Learning objectives   Students will identify setting, plot, characters, and theme Student will demonstrate fluency during oral reading by showing expression and acknowledging punctuation Students will determine the central lesson, or big idea of a text, and support their conclusions with examples from the text of the Van Gogh Café

Formal and informal assessment (including type[s] of assessment and what is being assessed)   Formal assessment: Guided reading with running record Informal assessment: participation and collaboration, class discussions

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: Ø  Introduction ·                                   The lesson begins by the teacher having a discussion by asking students                                  about the book, The Van Gogh Café.  The teacher will talk about the                                 background of  the story  ·           Ø  Modeling: Teacher will demonstrate reading skills by drawing inferences,                          conclusions, or generalizations, supporting them with textual evidence and                          prior knowledge. Teacher will do the demonstration by reading a                               passage from  the book, The Van Gogh Café     Ø  Guided Practice   Students will identify and analyze fiction, and explain literary elements used by the author. To strengthen comprehension, teacher will help students learn to main ideas and concepts presented in the book, The Van Gogh Cafe identifying and assessing evidence that supports those ideas.  Students will underline/circle any vocabulary they do not know. Teacher will aid students in the meaning of words exploring prefixes and suffixes     Ø  Think- Pair – Share  Students will brainstorm the function and effect of common literary devices such as imagery and symbolism. Students will discuss the characters of the book and their role in the story. Then students will share their discussions with the class.   Ø  Independent Practice:                         Students will work alone on prefix and suffix vocab worksheets and  use                          graphic organizers to organize their thoughts of the story regarding the plot,                          setting, theme and character.                         For a project to keep students engaged students have the following                          options:Read and  write learners write a book report,Visual learners create a                         graphic organizer of the story.Auditory learners give an oral report and                          Kinesthetic learners can make a creation  illustrating the story                 Ø  Differential Instruction Conduct read aloud and one and one mini lesson Read a passage of text and answer related questions Create a PowerPoint presentation summarizing the lesson Allow auditory learners to listen to audio books. Kinesthetic  complete an interactive assignment online.i.e brain pop

Instructional resources and materials used to engage students in learning.  Use brainpop.com (technology) website to reinforce the skills.

 

Week 7 chart

https://drive.google.com/open?id=0ByJhmytC9sGJNENDRUt4WTNFTXc

Week 7

• What texts and materials do teachers have in their classrooms that support students' development of fluent reading? The texts and materials teachers have in their classroom to support students development of fluent reading include having a classroom library categorized by genre and worksheets

• How do they select vocabulary to teach in all areas of your curriculum? In accordance to the lesson being taught.

• How much time do they allocate to word study? 5- 10 minutes per week

• What word study routines do they teach and encourage their students to use? They utilize multiple word routines that include the following: breaking apart words, word clues and sounding out words.

 

• How do they differentiate instruction and tasks based on their students' needs? Instruction is differentiated by assigning tasks to students in accordance to their ability level. For example, in reading easier texts are assigned to weaker readers and more difficult texts are assigned to stronger readers.

 

1.     How can you ensure that your struggling readers have access to texts they can easily read? Having an array of books with a balance of a ability levels.

 

2. How can you foster a learning environment in which students have many opportunities to practice reading? Maintaining a classroom library and incorporating reading activities

3. Describe ways in which you can model fluent reading in your classroom throughout the day. Do read alouds, and side by side activities

 

1.     Explain the three levels of words and how you can use word levels to decide which words

Look, bed, run :familiar words

Hurricane, democracy, freeway: need to teach

Legislature, words from chemistry and biology: technical words

 

2. How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction? Tear apart words, when students have difficulty with the meaning of the words.

3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom? Word clues and group sessions of learning prefixes of words.

 

week 6

Candidate’s Name: Karenia Mitchell

Grade Level: 3

Title of the lesson: Phonics , reading comprehension and word recognition

Length of the lesson:  2 days @ 1 hour each

 

Central focus of the lesson: To improve reading fluency, phonics and reading comprehension   Key questions: what do you want your students to learn? Phonics, word recognition, reading comprehension

Knowledge of students to inform teaching   Phonemic awareness, letter sounds, the alphabet, sounds of letters, vowel sounds, reading fluency

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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.   CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.   CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Support literacy development through language (academic language)   Identify one language function :interpret 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.   Vocabulary General academic terms:  explain, interpret

Learning objectives     Student will learn to decode efficiently and quickly Students will be able to recognize and correctly identify words  Students will recognize the sounds of letters and words

Formal and informal assessment (including type[s] of assessment and what is being assessed)    To ensure that students have mastered the objective of this lesson, they will be asked to complete a worksheet   Informal assessment : students will be evaluated on their participation and collaboration with their peers during the THINK-PAIR-SHARE exercise

Instructional procedure: Instructional strategies and learning tasks     Strategic Lesson Plan: Engage students in a read aloud and a  brief discussion of the book, MERCY WATSON TO THE RESCUE     Have students work in a think-pair- share discussion in pairs of 4  Have students read independently and while students are reading, offer support if needed and making note of those students struggling with the material Once students have finished reading the text, together as a class  to engage them in a discussion about the book To extend the activity, students will engage in a choral theater script based on the book to improve reading fluency thru repetition. Speed Drill: Allow students two minutes to underline the target syllable or spelling pattern. For example, if the skill is words ending in consonant +le, have students underline ble, cle, and ple in any words containing these common patterns. If the skill is to recognize vowel teams, have them underline those letters. When finished, have students use their speed-drill sheet to read the marked words. Help students pronounce the common syllables or spelling patterns           Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Modifications:  For students that are struggling the lesson they would be engaged in a word web mini lesson  and guided reading and taking a running record as each student to reads to  know the focus of their difficulty.

Instructional resources and materials used to engage students in learning.   MERCY WATSON TO THE RESCUE e-book on TumbleBookLibrary SmartBoard or other interactive white board

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? yes What changes would you make to support better student learning of the central focus? No change Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. n/a