The Common Core Teaching Standards cover topics such as the development of learning, differentiation, content knowledge, and how we instruct and plan our lessons. All of these standards are key in not only ensuring that our students understand the standards but get the most out of our instruction. When we created our unit we first started with our learning progression which was created by the Common Core Standards. This learning progression is created using “I Can” statements. Each of these “I Can” statements are put in order as one standard will typically build off of the last which is why this is the progression of learning.
With each “I Can” statement a lesson plan is then created and these include how the lesson will be taught which would also include differentiation and any classroom considerations. These lesson plans also include assessments which are used to determine if a student has met that standard and can move on to the next. If students need more help with will be done during guided math. The important part of creating these lesson plans is to be prepared and ready for what will be taught and what is expected for students to do to meet the standard.
Lastly, a reflection is also important for growth in us as teachers. No lesson is perfect but only after you teach it can you really know if something didn’t work and why and also what can be changed so that it will be more successful the next time. We also need to be open to help from others through collaboration not only for us but for our students. We are not alone so reaching out to your team is great to collaborate and find what is the best intervention for a potential struggling student.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Learning Progression
Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #7 Planning for Instruction The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
These standards align with our learning progression because we understand the progression of the unit and what order makes sense so each “I Can” statement builds off of the last. We understand that every student develops at their own pace and will be progressed to the next “I Can” statement when appropriate.
I can define and identify a triangle.
I can define and identify quadrilaterals.
I can define and identify pentagon.
I can define and identify a hexagon.
I can define and identify cubes.
I can show how to draw a triangle.
I can show how to draw a quadrilateral.
I can show how to draw a pentagon.
I can show how to draw a hexagon.
I can show how to draw a cube.
I can demonstrate my understanding of how the same-size squares can make up a rectangle.
I can identify the number of same-size squares in a rectangle.
I can describe what half of an object is.
I can describe what a third of an object is.
I can describe what a fourth of an object is.
I can explain that two halves equals a whole.
I can explain that three thirds equals a whole.
I can explain that four fourths equals a whole.
I can demonstrate how to divide a circle into two halves.
I can demonstrate how to divide a circle into thirds.
I can demonstrate how to divide a circle into fourths.
I can demonstrate how to divide a rectangle into two halves.
I can demonstrate how to divide a rectangle into thirds.
I can demonstrate how to divide a rectangle into fourths.
I can recognize that equal shares of identical wholes do not always have to be the same shape.
Learning Progression
Formative Assessment
Standard #6 Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
I can define and identify a triangle.
Pre-made signs with different shapes spelled out
I can define and identify quadrilaterals.
Pre-made signs with different shapes spelled out
I can define and identify pentagon.
Pre-made signs with different shapes spelled out
I can define and identify a hexagon.
Pre-made signs with different shapes spelled out
I can define and identify cubes.
Pre-made signs with different shapes spelled out
I can show how to draw a triangle.
Whiteboards
I can show how to draw a quadrilateral.
Whiteboards
I can show how to draw a pentagon.
Whiteboards
I can show how to draw a hexagon.
Whiteboards
I can show how to draw a cube.
Whiteboards
I can demonstrate my understanding of how the same-size squares can make up a rectangle.
Teacher observation of activity
I can identify the number of same-size squares in a rectangle.
Teacher observation of activity or exit slip
I can describe what half of an object is.
Entrance Slip
I can describe what a third of an object is.
Exit slip
I can describe what a fourth of an object is.
Exit slip
I can explain that two halves equals a whole.
Teacher Interview (One on One)
I can explain that three thirds equals a whole.
Teacher Interview (One on One)
I can explain that four fourths equals a whole.
Teacher Interview (One on One)
I can demonstrate how to divide a circle into two halves.
Teacher observation of manipulative activity
I can demonstrate how to divide a circle into thirds.
Teacher observation of manipulative activity
I can demonstrate how to divide a circle into fourths.
Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into two halves.
Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into thirds.
Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into fourths.
Teacher observation of manipulative activity
I can recognize that equal shares of identical wholes do not always have to be the same shape.
I can demonstrate my understanding of how the same-size squares can make up a rectangle.
Teacher brief meet to use manipulatives
I can identify the number of same-size squares in a rectangle.
Teacher brief meet to use manipulatives
I can describe what half of an object is.
Partitioning chart
I can describe what a third of an object is.
Partitioning chart
I can describe what a fourth of an object is.
Partitioning chart
I can explain that two halves equals a whole.
Partitioning chart
I can explain that three thirds equals a whole.
Partitioning chart
I can explain that four fourths equals a whole.
Partitioning chart
I can demonstrate how to divide a circle into two halves.
Partitioning chart
I can demonstrate how to divide a circle into thirds.
Partitioning chart
I can demonstrate how to divide a circle into fourths.
Partitioning chart
I can demonstrate how to divide a rectangle into two halves.
Partitioning chart
I can demonstrate how to divide a rectangle into thirds.
Partitioning chart
I can demonstrate how to divide a rectangle into fourths.
Partitioning chart
I can recognize that equal shares of identical wholes do not always have to be the same shape.
Rectangle graph chart
My Lesson Plan
EDU 373/573 Mini Lesson, Assessments, and Reflection
Before Lesson Considerations
Standard/Learning Objective
I can describe what a fourth of an object is.
Materials
Whiteboard markers
Exit Ticket
Formative Assessment
Exit ticket having students shade in what ¼ of an object is. This will be given to students at their guided math stations.
During Lesson Considerations
Hook Instructional Strategies
Active EngagementLink
Standard #4 Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard #5 Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
**Have everyone join you on the rug and then draw a circle on the board and divide it into 4 pieces. (This will be before the students go into their stations- should take about 5-7 minutes) “Okay everyone what do you notice about what I just drew on the board?”
*Give the students some time to think and then make observations about the circle. Observations I am looking for:
The circle is being divided
The shape is a circle Observations to add elaborating questions to:
There are four sections/ pieces in the circle (What do you notice about each piece?)
Each section is the same (Why do you think they are the same?)
This shape looks like a pizza (Now if it was a pizza what if it was cut like this? I am looking for students to make the connection to pieces with this question)
**Now draw a rectangle divided into fourths next to the circle. “Those were all great observations about this circle. Now, what about this rectangle? Can anyone make connections between what they observed about the circle compared to this rectangle?” *I am looking for students to make the connection that no matter the shape you can divide it up into pieces. “Now think of this rectangle as a candy bar. How many people can get a piece of this candy bar if it is broken up like this?” **When someone says four, have that student come up and take a color of whiteboard marker and shade in a piece then sit back down. “How many pieces are gone now?” When someone says one, ask how many are left “So if one piece out of the four pieces is gone that means that one-fourth of the candy bar is gone and three-fourths is left. Remember when we talked about half and one-third of something, one fourth is just more pieces that you are seeing.” “Now let’s get into our stations for the day.”**Have students get into their correct stations for the day.
Differentiation
Standard #2 Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard #8 Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Students should be working on the standard they are struggling with at their guided math station and the standards they are at an independent level with should be worked on at their IXL, math practice, and math games stations. Students can use manipulatives, or whiteboards during guided math to show their thought process.
ClassroomEnvironment and ManagementConsiderations
Standard #3 Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
There is an SOP in place for students walking to the rug, answering questions, and rotating stations. Since students are working at independent stations on material that they are familiar with, they should not be interrupting the guided math station.
After Lesson Considerations
Evaluation of Student Objective
Exit Ticket asking students to shade one-fourth of an object. This exit ticket will be completed at their guided math station.
Reflection
We will not use this piece in this class.
Reflection
Geometry Grade 2
Geometry is another one of those extremely important building blocks for students to be successful throughout school. Just like any of the other building blocks it needs to be taught with a proper learning progression while making sure that students do not fall behind. Each standard builds off the last and if one is missed or not understood, students will continue to fall behind. It was interesting to see how basic the standards were for kindergarten and 1st grade but how the skills you acquire from those basic standards help with the understanding of harder standards.One of our standards really showed me this idea of the simpler standards being such an important foundation. I can identify the number of same-size squares in a rectangle, was a standard that made me think about area and perimeter. For students to grasp multiplying sides to find the area they need to understand what’s inside the shape. That is why these simple standards are really not as simple as they look.
Standard #9 Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard #10 Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Collaboration is done for the student’s benefit if they are struggling and there may be an underlying issue that is causing the delay. IEP’s will be done in this instance with the help of collaboration with your team after all in-class interventions have been tried. Only with the help of outside resources can students get what they need.
Standard #2 Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
My annotated bibliographies were aligned very well with this standard because all of my bibliographies were about differences and how we can embrace all of our students and their differences. These books not only normalize diversity but allow students to see diversity in school as a topic actually being talked about. These books also embrace differences in general such as hair color or weight. All of these differences may typically be ignored and many students face the consequences of diversity and differences not being discussed and embraced.
My artifact is the inter-professional simulation in which we collaborated with occupational therapists as well as caseworkers from their respective classes at UNE. This was done to simulate an IEP in which we would first collaborate with our cohorts to find the best options for a struggling student and then discuss this with the parents.
Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
As the teacher, we take responsibility for our student’s academic success. When students are struggling and require an IEP meeting we need to bring forth the data and what efforts we have made, and want to make to get that student back on track. With the inter-professional simulation, we needed to collaborate with a social worker and occupational therapist student to get their input as to what they would do in their respective jobs to help a struggling student. This is to prepare us for our real IEP meeting when we become teachers. This standard talks about leadership which will typically come from the teacher being the one to try and get an IEP meeting. Then the standard talks about collaboration which comes from us talking with cohorts in the school to get our students the resources that they may need.
My artifact is the Language/Reading Timeline in which I did mine on reading development from infancy to age 6-7. With this timeline I walked through what children should be doing at their age, or atleast what the child is expected to do at that age when it comes to reading.
Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
My artifact goes with this standard because my timeline talked about the development of reading in a child. The standard talks about knowing our students and how they learn in all aspects. My timeline talked more about their actual development but knowing that I can better support them and ensure that their reading is progressing. If they are not progressing I am able to assess at that time to see if a higher intervention is needed.
Providing students with a clear agenda so they can check off tasks as the day goes on and they have a clear expectation of the day.
Assessments for Phonemic Awareness: The Dynamic Indicators of Basic Early Learning Skills and AIMSweb are large tests that assess segmenting as the key skills targeted.
Texas Primary Reading Inventory assesses blending whereas PALS assess both blending and segmenting tasks
An example of a more targeted test would be the Next First Sound Flunecy(FSF) assessment which is used to identify issues with the initial sound of words
Progress Monitoring for Beginning Word-Reading Skills:
Letter-Sound Correspondence- Asking students to identify the letter sounds that they have learned after about 4 or 5 have been taught to the student. We are looking for 100% accuracy with this assessment.
Reading Pseudowords: This assessment looks at students’ ability to pronounce nonsense words with their sounding out abilities.
Reading High-Frequency Regular and Exception Words: This assessment works with students to test their ability to read high-frequency words and some exception words.
To test a student’s fluency a few different components need to be monitored. Fluency is composed of accuracy, rate, and expression. To see where the student is overall a 1-minute reading assessment is given 3 times (or three different passages are read by the student) and during this time the teacher marks any errors that the student made and when the minute is over a bracket is written down as to how far the student got in the story. With the words per minute of these three stories, the teacher can then find the median of WPM and see where the student is at and where they should be according to the grade level. The student can then be put into the proper tier according to this score.
Lacking skills are specific skills that students may be struggling with which could be overall affecting there fluency. These specific skills need to be targeted to help students succeed.
When are these tests given?
■ “The AIMSweb ORF assessments are given at the beginning, middle, and end of first through eighth grade; the DIBELS Next ORF assessments are given midyear and end of the year in first grade and three times a year from second through sixth grade.
■ The TPRI screening assessment does not have an oral reading fluency measure, but the TPRI oral reading fluency inventory assessment is commonly given to all students and can be used as a screening measure at the end of first grade and at the beginning and end of the year in second and third grade. Screening word identification lists are used to place students in inventory passages determined by the highest level at which the student can read the word list with 90% accuracy. Because passages range from “less challenging” to “more challenging,” and are not equivalent in difficulty, TRPI fluency equating tables have been developed so teachers can determine whether students are improving over time.
■ The PALS measures passage accuracy beginning in the fall of first through third grades. Fluency is optional. Students first read word lists; the highest level at which they are able to read 15 or more words determines which passage they read, and those results are used. Passages are read orally and scored for accuracy using a running record.” (Bursuck, Damer, page 193)
References:
Sousa, David A. HOW THE BRAIN LEARNS TO READ. SAGE Publications Ltd., 2014.
William D. Bursuck, Mary Damer. Teaching Reading to Students Who Are At Risk or Have Disabilities. Pearson, 2015.
Description: After hearing the teacher say a whole word, students identify the first sound in a word.
2. Blending: Onset-Rime
Description: After hearing the teacher slowly say the onset [the beginning sound(s) that precedes the vowel in a syllable] and the rime [the rest of the syllable that contains the vowel and all that follows it], students say the whole word.
3. Segmenting: Onset-Rime
Description: After hearing the teacher say the whole word, students say the onset and the rime.
4. Blending: Individual Sounds
Description: After hearing the teacher slowly say the individual sounds in the word, students say the whole word.
5. Segmenting: Individual Sounds
Description: After hearing the teacher say the whole word, students say the individual sounds in the word.”
(Bursuck, Damer, Page 42)
Ways to teach Segmenting and Blending *At Tier 1*
Signaling for Segmenting OR Blending- This may help students who have trouble memorizing the words but pick up on visual ques easier.
Increase Student Responding and Attention- This is a good way to ensure that all students are engaged with the idea that they need to listen to participate. This is also a good example of teacher talk because the amount we speak is limited so it should be worth wild.
Require Answering in Unison- This is also another good way for students to have the expectation of being envolved and distractions are limited due to the amount they need to respond.
Increase Support for New Learning- This is a great way to provide scaffolding. This also follows the My Turn, Together, Your Turn which is a tool teachers use when teaching. This is a great method so students can first see you do it then do it together which gives them a stronger knowledge of the material to try it on their own.
*Tier 2* Intervention for Segmenting and Blending is provided for students who still struggle even after the tier 1 intervention. At tier 2 students would work in smaller groups with the teacher. This is to have a more focused approach to the material that they may be struggling with.
If students are still not reaching goals set then a tier 3 intervention may be needed. In a tier 3 intervention students work one on one to work on targeted material.
Ways to Teach Oral Reading Fluency and Expressive Reading:
Repeated Readings: The basic procedure, taped reading, partner reading, Page races, duet or shared reading
Expressive Reading: Echo reading, choral reading, think about your reading, reading in chunks, scalloping the text, readers theater, and teaching intonation
“As students move into reading third- and fourth-grade-level text, a larger percentage of your instruction will shift toward teaching students to comprehend increasingly difficult text.” (Bursuck, Damer, Page 239)
Teaching Vocabulary:
There are three types of words to teach students; important words, useful words, and difficult words. These words are chosen when planning lessons where new words may come up. An example of this would be a lesson with a book that has new vocab words in it. After the words are chosen the decision needs to be made whether these words will be taught before, during, or after the lesson.
It is good to model examples when it comes to vocab words compared to just a spoken definition.
When developing vocab questions some good practices could be:
Using names of students in the questions
End the question with a chance for students to practice the word they just learned.
Make sure the word in the question is the word used from the story (for example if the word is used as past tense, make sure it is that way in the question)
Developing phonemic awareness in students is more likely to happen when three important parts are introduced to students. These are, one being sure to monitor a student’s progress to ensure that students are progressing as they should be.
The second part is ensuring that the instruction is intense but having students in small groups so more individualized instruction can be given. We don’t want the instruction to be easy because students will never grow but if the instruction is too hard and they do not have us to guide them in smaller groups then they will become frustrated with the material.
The third and final aspect of this instruction is to make sure your instruction is explicitly aiming for the phonemic awareness skill and strengthing that with instruction.
Five Components of Evidence-Based Reading Instruction-
Phonemic Awareness Instruction
Systemic Phonics Instruction
Fluency Instruction
Vocabulary Instruction
Comprehension Instruction
ELL Students:
To help ELL students with expression you can try a few different activities such as:
Up and Down Scale: This is the have students practice with different pitches by using a scale from 1-5 and have them say words at different pitches.
Turn Up The Volume: First, you show a student how to say a word or sound, then take a breath and say it louder, then take another breath and say it even louder, and finally take another breath and yell it out. This could also work well for the whole class when everyone needs a break to release some energy.
Variety is the Spice of Life: “Have your students memorize a sentence or short poem before changing how they recite it. First, ask them to change one thing about their oral presentation. For example:
a. First read the poem slowly before reading it quickly.
b. First read the poem quietly before reading it loudly.
c. First read the poem in a high pitch before reading it in a low pitch.
Once students can change one dynamic, have them change two. For example, ask them to read slowly and quietly before reading quickly and loudly. Try some other combinations.
Finally, ask students to change three dynamics. Ask them to read the poem quickly, quietly, and with a low pitch. Ask them to read it quickly, loudly, and with a high pitch.” (Bursuck, Damer, page 233)
Idioms that ELL students will never use should be avoided and rather ones that the student may encounter more often should be broken down and taught. If students first language has a similar idiom, connecting the two may help the student understand it better (273)
When ELL students are reading narrative and expository text they may have trouble understanding the book if they do not have the background that is needed from the book. For example, a holiday that is celebrated in the US may not be understood or may be confusing due to that holiday not existing for that student typically.
Signal words can also be challenging for ELL students so explicit instruction of signal words and their function allows ELL students to use them as a strategy.
“Teachers can use thinkalouds to demonstrate how signal words provide clues for understanding, ask students to locate specific signal words in text, describe how the words provide clues to the meaning of a passage, and construct writing activities that require students to use specified signal words.” (328)
“Some of the most important include the following:
Use graphic organizers with all new text.
Present key information about lesson content through visual cues, pictures, and gestures several times.
Model how to summarize the text, or have another student do it, before providing practice.
Emphasize vocabulary instruction and strategies discussed in Chapter 6 whenever you teach comprehension.
Use interactive read-alouds that provide many opportunities to participate in structured discussions of the text.” (Bursuck, Damer, Page 329)
References:
Sousa, David A. HOW THE BRAIN LEARNS TO READ. SAGE Publications Ltd., 2014.
William D. Bursuck, Mary Damer. Teaching Reading to Students Who Are At Risk or Have Disabilities. Pearson, 2015.
90% of a child’s brain development happens before the age of 5.
Factors that impact brain development are genetics, environmental stimulation, nutrition, steroids (hormones can cause death of neurons), and teratogens (foreign substances such as viruses and drugs).
“Phonemic awareness is one of the critical foundational skills for learning to read, but children who are at risk are much less likely to develop phonemic awareness skills naturally.” (Bursuck, Damer, Page 42)
“Despite its importance to early reading, student acquisition of phonemic awareness skills alone does not guarantee reading achievement. The effectiveness of phonemic awareness instruction is significantly enhanced if, at some point during the instruction, children are helped to apply their newly acquired phonological awareness skills directly to simple reading and spelling tasks” (Bursuck, Damer, Page 74)
Five-Phase Model:
Phase 1: Pre-alphabetic phase
Phase 2: Partial-alphabetic phase
Phase 3: Full-alphabetic phase
Phase 4: Consolidated-alphabetic phase
Phase 5: Automatic phase
Reading Regular Words: A three-part process
Part 1: Sounding Out Orally- This should be the first thing that students try when they are stuck on a word and they typically do this out loud so the teacher can make corrections if need be.
Part 2: Sounding Out Words Subvocally- This step is after students have become comfortable and more accurate sounding out words out loud. With this step, students are taught to sound words out in their heads.
Part 3: Reading Words by Sight- Students at this step should have a better ability to recognize words and say them fluently. Students should be able to say the words without pausing to sound them out.
Selecting decodable texts for students means finding a book in which 70% of the text is words that can be sounded out with a small portion of previously taught high-frequency words.
Syllable Types
Closed Syllable- “Syllables that have one short vowel and end in a consonant. (VC, CVC, CCVC, CVCC). Ex: sat, past, trunk, happen” (Bursuck, Damer, Page 147)
Open Syllable- “Syllables that have one long vowel sound that is spelled with a single-vowel letter and occur at the end of the syllable. (CV, V, CCV, CCCV) Ex: no, spry, repeat” (Bursuck, Damer, Page 147)
Vowel Combination Syllables- “Syllables that have a vowel digraph or diphthong, also known as vowel teams or clusters. These double vowels include vowel teams such as ai, ou, ew, ea. (CVVC, CCVVC, CVVCC) Ex: beater, Monday, looking.” (Bursuck, Damer, Page 147)
R-Controlled Syllables- “Syllables that have a vowel combination such as ar, or, er, ir, or ur. The vowel is neither long nor short, but controlled by the r that follows it. Ex: first, burden, garbage” (Bursuck, Damer, Page 147)
Vowel-consonant-e Syllables- “Syllables with a vowel followed by a consonant followed by a silent e. (VCe, CVCe, CCVCe). Ex: cope, deplane, graduate” (Bursuck, Damer, Page 147)
Consonant-le Syllables- “Syllables containing a consonant, followed by an l, followed by a silent e. Ex: Cradle, muddle, double ‘(Bursuck, Damer, Page 147)
Context clues should be taught to students as a strategy to use when working independently.
“Another strategy teaches students to figure out new words using morphemes. Morphemes can be whole words such as spell, or they may be word parts such as the prefix re- or the suffix – less. To demonstrate how morphemes can be used to figure out the meaning of new vocabulary words, let’s look at the word careless, which consists of two morphemes: care and less. If students know that less means without, they know that careless means doing something without care or without being careful.” (Bursuck, Damer, page 259)
Vocabulary Words:
Gist- Preserves a mental summary of the event described in what the individual just read without the exact words
Plasticity- The ability to adapt to significant changes in its environment.
Semantics- A word meaning
Syntax- Grammer and the order of words
Phonology- The sounds of language
Voiced Sounds- Sounds that are produced using the vocal cords (you can feel them in your throat with your fingers)
Unvoiced Sounds- Sounds that do not require the vocal cords but rather your tongue (you will not feel any vibrations in your throat)
Stop Sounds- The air is completely blocked before it is expelled either because the lips come together as with /p/ or because the tongue touches the upper mouth as when saying /d/.
Continuous Sounds- The airflow does not stop as the sound is pronounced like with the sound /s/.
Segmenting- Ability to break apart spoken words into their individual phonemes
Blending- The ability to say a spoken word when its individual phonemes are spoken
Alphabetic Principle- “The recognition that there are systematic and predictable relationships between written letters and spoken sounds” (80)
Synthetic Phonics- Letter-sound associations
Analytic Phonics- Whole word focus
Exception Words- Words that can not be conventionally sounded out.
Decodable Books- Books in which 70% of the text is composed of words that can be sounded out and a small portion of previously taught high-frequency words
Letter Combinations- When two or more adjacent letters make one distinct sound. Ex: The ch in church, the oi on boil, and the ee in meet
Digraphs- Two successive letter articulated as a single phoneme. ch in chop, and th in this
Diphthongs- Vowel blends in which the first sound seems to glide into the second sound. Ex: ou in mouse, and oi in boil
Reading Fluency- The ability to read accurately, quickly, and with expression.
Context Clues- Using prior knowledge of words to decode other words.
Matthew Effect- Students who read more develop a wider range of vocab words and background knowledge while students who do not get this struggle with reading and find it frustrating.
Expressive Vocabulary vs. Receptive Vocabulary- When a student hears and understands a word that is receptive vocabulary but when that student is able to hear, understand, and then use the word in the correct context, that is expressive vocabulary.
Semantic Maps- Bubble maps that help students visually map out vocab words and information pertaining to those words.
Keyword Method- Using visuals that represent a vocabulary word to help students better understand what the word means.
Evidence-Based Reading means that a particular instruction means that a particular program or collection of instructional practices has a record of success.
This evidence should be objective, valid, reliable, systematic, and refereed.
ELL Students:
Students who can read the alphabet in their native language will be able to decode better when they transfer that knowledge to English reading.
“English learners who need additional support learning to read can be identified as early as kindergarten through phonemic awareness, graphophonemic knowledge, and rapid naming screening assessments. ” (p 135)
Unfortunately ELL students are mistaken for having a reading delay due to them not knowing English when that may not be the real problem.
“Students can easily miss keys to comprehension when listening to a conversation, such as when a sarcastic sentence is interpreted as a statement of fact. Shades of meaning are lost when word emphasis is not interpreted. ” (p 232)
References:
Sousa, David A. HOW THE BRAIN LEARNS TO READ. SAGE Publications Ltd., 2014.
William D. Bursuck, Mary Damer. Teaching Reading to Students Who Are At Risk or Have Disabilities. Pearson, 2015.
I will use technology to further enhance my student’s ability to learn and grow. I will use technology as a tool and not a replacement for any standards or lesson. Technology can be a useful tool and I want to show my students how much technology can expand their thinking and creativity. While my students use technology they will know how to be good digital citizens while not just respecting the computer itself but the people that they interact with online. Students will know how to be safe on the internet and know where to find good information and what information to avoid. I will be sure to guide my students in the right direction so when they use technology on their own they will feel comfortable with it while knowing what to and what to not avoid. I will be sure to model correct ways to use technology while giving them freedom and access to be creative and show me what they know. My students will know that technology can be a great tool to expand your thinking and help with assignments. Students will know that I accept technology and will be there to guide them and be open to technology. I know that technology is not going away but instead expanding so my students will know that I will learn with them and grow with technology with them. All of this is to make sure each and every one of my students thrives and is successful while using technology in the classroom.
Description: My BitMoji classroom is set up to interact with students while giving them a clear schedule for the day. This classroom was set up as a model for what I would do if I was doing remote learning with students. My classroom has videos for the students to watch and formative assessments for me to check their progress.
Reflection: This classroom aligns with Standard #11 because I designed this classroom to be as interactive as possible and there are plenty of places to see how students are doing and check their progress. I have a Kahoot and Flipgrid to formatively assess them while giving them plenty of space to show me what they know. This is also an awesome platform for parents to see and be able to access to help their children succeed. I have made the whiteboard in the virtual classroom extremely straightforward and clear as to the expectations of the day and agenda of what is to be completed. I think students who access this classroom will feel like their day is organized and that I am being clear about my expectations of them. This classroom also allows me to add fun and interactive games or videos to give them a break. In my classroom I have a video for the students to click if they need a movement break.
Description: This Kahoot was a model of how I would use Kahoot to check my student’s progress. This Kahoot was created to test the knowledge of the Solar System.
Reflection: Standard 11 addresses how teachers need to access learning experiences to engage students and promote learning and Kahoot does that. This is a great, and fun, way to get students involved and excited about a quiz. Go figure that that was ever possible. Finding ways to access students without them thinking that it is an assessment gets rid of the pressure of getting a good grade. With Kahoot, I am able to see where students are at which can help me determine if more teaching is needed or if they are where they need to be. One aspect of Kahoot that I would change for my class is not making the time really short. From experience, if you are pressured to answer the question first or quickly it can cause you to submit the wrong answer or be pressured to just guess instead of thinking about it. My students will also know that winning is not the point of the Kahoot but rather to use what they learned to show me how much they know about the subject. I never want my students to feel like them not winning first place makes them any less smart than the person ahead of them.
