Based on the Educational Philosophy Survey results, I have a
Progressivism philosophy outlook on
education. The survey results also show I have both a Perrenialism and
Existentialism philosophy view on education. Progressivist focus on active
participation from students, questioning, and experimentation. In addition,
Progressivist believe in shared decision making about curriculum, independent processes,
and academic freedom (Educational Philosophy Survey, 2017). Perrenialist
believe that the ideas of Western Civilization are still applicable and
relevant for every generation. Perrenialist
focus on the development of cultural literacy, intellect, and rational
thought (Educational Philosophy Survey, 2017). Existentialist, focus on
individual choice, freedom, and determination. Educators focus on creating
opportunities for students to be independent and to practice the development of
their own views, goals, and responsibilities (Educational Philosophy Survey,
2017).
Progressivist believe that many situations are
problematic and some of them require experimental
activities to find resolustions (Moiser, 1952). Social reality is a changing reality. Therefore,
Progressivist focus on the development of techniques for problem solving and adaptation to change
(Moiser, 1952). What we know affects who we are (Moore,2000). Issues of knowledge lead to issues
of identity (Moore, 2000). Issues are triggered by actual and current events and circumstances in life
and by social change (Moore, 2000). For that reason, Progressivist believe curriculum should relate
to social change.
activities to find resolustions (Moiser, 1952). Social reality is a changing reality. Therefore,
Progressivist focus on the development of techniques for problem solving and adaptation to change
(Moiser, 1952). What we know affects who we are (Moore,2000). Issues of knowledge lead to issues
of identity (Moore, 2000). Issues are triggered by actual and current events and circumstances in life
and by social change (Moore, 2000). For that reason, Progressivist believe curriculum should relate
to social change.
According to the Code of Ethics for Educators,
professional educators are obligated to help foster virtues such as integrity,
diligence, responsibility, cooperation, loyalty, fidelity, and respect for the
law, for human life, for others, and for self (Association of American
Educators, 2017).
After taking the Educational Philosophy Survey, I
understand why the Progressivism philosophy is compatible to my beliefs and
approaches. I enjoy letting my students experiment and find solutions to
everyday problems. I understand society is changing day by day. I believe
school curriculum needs to change to adapt to social change to a certain point.
According the same survey results, my
educational beliefs are also inclined to the Perrenialism Philosophy. I believe some old ways of teaching continue
to be an effective approach in today's generation and will continue to be
effective tomorrow.
My educational views and beliefs are not just of a
Progressivist and or a Perrenialist approach, but an Existentialist one. I
enjoy giving students the opportunity to be independent and to express
themselves. Encouraging them to develop their own personal views, goals, and
responsibilities, can help shape who they are and will be in society. I agree
to the survey results. When it comes to my educational beliefs, I agree having
a combination of all three philosophies.
References
Association of American
Educators. (2017). Code of Ethics for Educators.
Educational Philosophy
Survey. (2017). Education Philosophy Score Sheet.
Moiser, Richard D.
(1952). Progressivism in Education. Peabody
Journal of Education. 29, 274- 281.
Moore, Rob. (2000). For
Knowledge: Tradition, Progressivism and Progress in Education- Reconstructing the Curriculum Debate. Cambridge Journal of Education. 30, 17-36.
Student Diversity
¡U.S. schools have more transnational students.
¡Non-Whites population in U.S. public schools has exceeded the number of Whites.
Mexican American Students
¡According to the National Center for Education, the Latino population has increased.
¡Although Texas passed a law in 1856, requiring all students to learn English, Spanish is now taught in many schools in the U.S. as a second language.
Native American Students
¡The Peace Commission of 1867, used educational methods to convert Natives to an Anglo American civilization.
¡In 1887 Commissioner J.D.C. Atkins of Indian Affairs order that English be the only language taught in U.S. schools
Languages and School
¡U.S. schools are to teach standard English to all children.
¡Children of immigrants struggle in school because of language.
Schools must provide help to students who struggle with English
Technology in U.S. Schools
¡Technology provides new learning opportunities for students at all times.
¡Everything students need is at a click of a button.
¡As technology increases, applying new and future innovations is a demand in public schools.
Laptops are available to students in many states.
¡Technology in classrooms keeps students engaged and helps students who may be struggling with a certain subject.
References
¡National Conference of State Legislatures. (2018). Technology in Schools. http://www.ncsl.org/research/education/technology-in-schools-digital-devices-textbook-funds-educators635678003.aspx
¡Spring, Joel. (2018). American Education. New York. Taylor and Francis
The
Role of the Teacher
Magdalena
Solis
ITL
600
Becoming
a Teacher
Professor
Jennie Gyford
Abstract
Three articles were presented with three different
perspectives regarding the role of a teacher. The first article was written
with a historical perspective. The second article was written with a
contemporary perspective and the last article was written with an international
perspective. All three articles had some differences yet they all had some
comparisons. All three teachers described in each article shared the same love
for teaching. All three teachers focused on how they can make students'
learning experience a better one.
Historical
Perspective
In Harriet Bishop, Frontier Teacher article written by
Zylpha Morton, Morton tells the story of how Miss Bishop volunteered to teach
in one of the poorest Native villages in Minnesota. Leaving behind the comfort
of her New England home, she knew she had to put her knowledge to good use.
Miss Bishop's classroom was basically falling apart. The classroom was dark,
muddy, and filthy. Little by little she made some changes, making it more comfortable
for her students. While reading this part of the article, I realized,
rearranging a classroom is also an effective way of teaching and learning. The
article also describes how Miss Bishop placed a basin of water for students to
wash their hands and face (Morton, 1947). Miss Bishop believed cleanliness and
neatness was an important part of learning.
Contemporary Perspective
The second article, The Exhausting Life of a First-year
Science Teacher, Mader (2016), focuses on a more contemporary teaching approach
from a first year teacher. Amit Reddy talks about how busy his life is as a
teacher. Reddy mentions he has little time for himself outside of work. He
works extra hours after school and grades papers at home.
A 2014 report, found that only twenty-six science
teachers held a degree in science (Mader, 2016). Reddy says having a degree in
science has made it easier for him to teach his class. Otherwise, he would have
little to zero time outside of work for himself. In his first month of
teaching, Reddy had already established the classroom rules. Reddy also
mentions how he notices a differences between his before and after lunch
classes. His classes before lunch are quieter and more focused than his class
after lunch (Mader, 2016). After lunch, students are more energetic and more
chattier (Mader, 2016). Which makes it a little difficult to keep them engaged
in learning (Mader, 2016).
When Reddy was evaluated, he was rated highly on
everything except for pushing higher over thinking (Mader, 2016). He realized
he was planning his lessons at a lower level so that every student could
understand (Mader, 2016). Thus, he realized he had students who wanted a
challenge (Mader, 2016). Experts say students should be allowed to learn through
questioning and experimenting (Mader, 2016).
International
Perspective
In the, How Finland
Starts the School Year article, Walker (2016), talks about how Finnish
students are academically advanced and how teachers are intimidating due to
their high-performance. The main focus of the article is how Finnish students
learn better in a less stress environment. Walker wanted to establish rules
right away and soon realized that was not going to work. Walker asked several
colleagues for their input when it came for a more effective way of teaching.
Some said they played games, talked about their summer vacations, and exercised
with their students the first few days (Walker, 2016).They do not hand out
homework during the first few days. Other teachers take their students to the
nearest park, where they dance, chat, and play Pokemon (Walker, 2016). Most
teachers said they wanted students to feel more at home before the learning and
work began(Walker, 2016). Walker quickly learned from his colleagues and
decided to just relax and build a relationship with his students (Walker,2016).
Comparison and
Contrast
While all three articles have different perspectives,
they all have one thing in common. All three teachers focused on finding effective
ways for their students to learn. Harriet Bishop was willing to leave the
comfort of her own home to teach children in a Native community. Amit Reddy
found ways to balance his life outside of work. Reddy tried to improve his way
of teaching to make learning more effective. Timothy D. Walker focused on lesson
planning and establishing rules on the first day of school. He quickly realized
starting off school in a more laid back environment worked best with Finnish
students.
Conclusion
Establishing rules but also allowing students to be
stress free is an effective way of teaching. It is important to establish a
strong relationship with students to get to know them. Keeping the classroom
neat and clean is an effective way of learning and it truly makes a difference.
Having content knowledge in the subject matter is very helpful when teaching
students.
References
Mader, J. (2016). The Exhausting Life of a
First-Year Science Teacher. The Atlantic
Daily. Retrieved November
2, 2017, from
https://www.theatlantic.com/education/archive/2016/04/the-exhausting-life-of-a-f first-years science-teacher/478164/
Morton, Z.S. (1947). Harriet Bishop, Frontier
Teacher. Minnesota History, Vol.28.
No. 2,
pp.132-14.
Retrieved from http://www.jstor.org.nuls.idm.oclc.org/stable/20175324
Walker, T.D. (2016). How Finland Starts the School
Year. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2016/08/how-finland-starts-the-school- year/497306
Inspired Teachers
•Teachers are
responsible for shaping the futures of students while possessing important
qualities such as:
•Empathy
•Fairness
•Accessibility
•Expectations
•Communication
•Positivism
•And many more.
Empathy
vEmpathy and
compassion toward all students, especially the younger ones who tend to be a
little more sensitive and vulnerable are
important assets to posses to being an inspiring teacher.
vEmpathy allows
teachers to understand their students on a personal level.
Fairness
vTreat every student
equally
vRespect all students
vBe consistent with
rules and expectations
vBe reasonable
vNot having favorites
Accessibility
vBe available
vBe helpful
vBe supportive
vDo not patronize
vDo not judge
vDo not make students
feel inferior
vKeep a friendly and
warm environment
vRemind students “no
question is a dumb question”
Expectations
vBelieve in your
students
vHave a growth mindset
vEncourage students
never to give up
vNever give up on your
students
vGive more
opportunities for students to succeed and have a sense of accomplishment.
vTransmit confidence
COMMUNICATION
vAllow them to voice
their opinions
vProvide positive
feedback
vBe clear at all times
vHave strong listening
skills
vBe able to Use good
judgment and help students come up with solutions with problems they may have.
vrefer students to the
appropriate school resources.
vGive students
opportunities to contribute
POSITIVISM
vHave a positive
attitude
vGreet students every
day with a smile
vSeparate personal
life from work (feelings, emotions, etc.)
vHave a sense of humor
vPraise more correct
less
vMake classroom
comfortable and beautiful
vmake learning fun for
all students
vTeach with enthusiasm
vDo not allow
bullying, teasing, or put downs.
vUse proper manners at
all times
Cultural
Basket
ITL
604 Learners and Learning 1
Professor
Kip Tellez
Magdalena
Solis
There are many Mexican artifacts I
could have chosen for this assignment but I chose five essential artifacts I
was introduced to from a very young age. Tortillas, menudo, molcajete, pinatas,
and Vaporub are items either used daily, when sick, or on special occasions.
Tortillas are served for breakfast, lunch, and dinner. They are used to make
delicious tacos and quesadillas. Menudo is one of my favorite traditional Mexican
dish. My mother usually makes menudo for special holidays, especially for New
Years. Salsa is also a must have to spice food up. This is only possible when
you use your molcajete. Molcajetes are a Mexican version of blenders. They are
used to grind ingredients to make, salsa, guacamole, and home remedies. Pinatas
are used in all my family's parties. Pinatas are filled with candy and goodies
and everyone can get a chance to hit it, including babies and the elderly. They
are a fun way to end birthday parties, graduations, bachelorette parties, New
Years Eve parties and any other type of party you and your family want to
celebrate. Vaporub is another artifact I chose. According to my mother and
pretty much all Mexican mothers, Vaporub can cure anything you can think of.
Vaporub is a also a must have in my home. All five artifacts represent a part
of who I am as a Mexican-American.
Reference
My
mother, Grandmother, Great Grandmother, and ancestors.
------------------------------------------------------------------------------------------------------------------------
Parent Involvement
----------------------------------------------------------------------------------------------------------
Social
Learning Theory: Mini Case Study
ITL
606 – Learners and Learning II
Dr.
Loren Naffziger
Magdalena
Solis
Social
Learning Theory: Mini Case Study
Albert Bandura's Social Learning Theory, behavioral model
of development, focuses on the environmental influences on learning (BTPS
Testing, 2017). Social interactions and modeling behavior influences learners.
Children learn by observing others and model that same behavior after
observation (BTPS Testing, 2017). In other words, Bandura's Social Learning
Theory focuses on the value of learning through observation (Slavin, 2015, p.
112). Behaviors, attitudes, and emotional reactions are observed and modeled
(BTPS Testing, 2017). Children imitate behaviors (Slavin, 2015, p. 112). In
Bandura's "Bobo doll experiment," well behaved preschool children
observe an adult repeatedly punch, kick, throw, and knock down an inflated doll
(Slavin, 2015, p. 113). One by one, the preschool children imitated the
aggressive behavior which was demonstrated by the adult (BTPS Testing, 2017).
Not only did they punch, kick, throw, and knock down the doll, but they used
other aggressive and violent ways to hurt the doll. One child is seen using a
hammer, another is seen using a gun (Everywhere Psychology, 2012). Bendura's
theory focuses on the signs of behavior and internal mental processes, thought
on action, and effects of action on thought (Slavin, 2015, p. 112). Bandura's
theory has four phases: the attentional, retention, reproduction, and
motivational phase (Slavin, 2015, p.
112). Learners first pay attention to the model (Slavin, 2015, p. 112).
Teachers then model behavior they want their students to imitate and allow them
to practice (Slavin, 2015, p. 112). In the reproduction phase, students try to
imitate the same behavior modeled by their teachers. Students are assessed
during this phase (Slavin, 2015, p. 112). Students in the motivational phase
want to please the teacher and are looking for teachers to praise their effort
to match their teacher's behavior or model (Slavin, 2015, p. 112).
Understanding Annie
Annie would rather go to P.E. or work on art than to
write. Physical education and art teachers usually model a lesson for students
to imitate. Annie's language Arts teacher is probably not modeling his lessons
for Annie to imitate. Therefore, Annie is expressing her frustration by
exhibiting a sullen and quiet behavior. In addition, she has verbally expressed
to Mr. Baer, she is struggling with writing and would rather do P.E. or art. Students
with low self-efficacy avoid difficult tasks and believe that academic success
comes from pure luck and are unlikely to work hard (Slavin, 2015, p.252).
Low Self-Efficacy
Based on Annie's comment, it is safe to say Annie has a
low internal locus of control. Locus of control is also known as self-efficacy
and is important in explaining a student's school performance (Slavin, 2015, p.
252). Annie is most likely not receiving
positive feedback or praise on her academic performance and or tasks.
Building Confidence in Annie
Modeling writing material in from of the class before
instructing Annie and her peers could help Annie build the confidence she need
to complete a writing task. Annie has clearly expressed how she prefers P.E.
and art over writing, anytime. Presenting Annie and her peers with writing
examples and styles could help Annie be successful. Providing Annie with
additional support before and or after school could help her build knowledge in
Language Arts. Giving Annie options to use technology as a learning tool to
help her with her writing is also an alternative to bring success in Language
Arts.
Influencing Annie's Self-Regulation
As Annie's teacher, I would give her positive feedback
and praise for trying her best in imitating my model. Motivating Annie to write
would be my number one priority. I could start by giving classroom writing
warm-ups. I could also suggest and encourage Annie to write her thoughts and
feelings down on a personal journal. Keeping a writing journal could help Annie
improve her writing skills. As her teacher, I could pair her up with another
student who has stronger writing skills who could her and motivate her on a
peer level. Annie could feel more comfortable writing with a partner. Annie
could also set goals and as her teacher I could encourage her to achieve them.
Annie's goal could be writing a complete five sentence paragraph before moving
onto the next activity. If Annie can answer the warm-up topic earlier she can
quietly read a book or draw on a piece of paper. I would give her constant
feedback to show her she is making good progress toward her goal.
Annie's Atypical Behavior
Annie is displaying atypical behavior during Language
Arts. Annie could possibly have some type of learning disability or is simply
in need of extra support in writing. Students do not typically display signs of
struggle when they feel confident in performing a specific tasks. On the
contrary, students display such behaviors when they are struggling to perform a
task. Fifth grade students' writing abilities contain knowledge and skills in
how to write formal essays. Therefore, it is atypical for a fifth grader to
say, "I just can't do this writing stuff".
Communication with Parents
Communicating with Annie's parents is important for her
academic success. Mr. Baer needs to inform her parents of her struggle in his
class, especially with writing. Mr. Baer
can inform her parents of classroom and school news. The main goal is to team
up with her parents to help Annie succeed in Mr. Baer's class. Explaining to
Annie's parents what strategies or modifications Mr. Baer will apply to help
Annie with writing is important to mention in their dialogue. Mr. Baer should
contact Annie's parents not only to inform them of her struggles but to inform
them of her accomplishments. Parent involvement could motivate Annie to have
a positive attitude about Language Arts
and school in general. Mr. Baer could ask Annie's parents if they would want
Annie to come in a few minutes before school or after school for additional
support. Also, Mr. Baer could ask parents if they have access to technology
tools such as computers, iPads, or tablets Annie could use at home.
Additional Services
Annie could benefit from one-on-one tutoring. Mr. Baer
could set a few minutes before or after school to provide additional support
the subject matter. Annie could benefit from the use of technology tools with
writing skills apps. Mr. Baer could give Annie extra praise during class to
help boost her confidence while improving the area in which she is struggling
the most. Annie could also be assessed to see what her level of writing is at
her age. This will determine if she needs to have additional support from a
Resource Specialist Teacher.
References
BTPS Testing. (2017). CSET
Multiple Subjects. NY, NY: Houghton Mifflin Harcourt.
Everywhere
Psychology. (2012, Aug. 28). Bandura's
Bobo Doll Experiment [Video File]. Retrieved from https://youtu.be/dmBqwWlJg8U
----------------------------------------------------------------------------------------------------------------------
Classroom
Management
ITL
606 – Learners and Learning II
Dr.
Loren Naffziger
Magdalena
Solis
Classroom
Management
Dear Parent or Guardian,
Welcome to Third Grade! I am looking forward to a great
year! First off, I would like to take the opportunity to introduce myself. My
name is Ms. Solis and I will be your child's teacher. As we begin this new
school year, I am looking forward to working with your child with great
expectations. I realize getting your
child off to a good start is important. Therefore, I am providing you with
information to help you along the way. I would like to offer some reminders,
rules, and classroom routines that will help you and your child to accomplish a
successful start. Please read through the attached information. If you have any
questions, please do not hesitate to ask.
As high expectations are held for student conduct and
performance while emphasizing individualized instructional plans, students are
required to conform to school and classroom rules. An excellent climate for
learning in the classroom, demands mutual respect among students and adults.
The maintenance of good discipline, high expectations, and mutual respect
results from a high quality of instruction and learning at school.
There are 4 types approaches to classroom
management. The Behavioral approach
focuses on having clear expectations for appropriate classroom behavior,
reinforcing appropriate behavior and redirecting inappropriate behavior. A
Cognitive approach focuses on incorporating counseling approaches to classroom
management. Students identify and assess their own behavior through reasoning.
Teachers who use a Humanist approach, encourage students to manage their own
learning environment. Lastly, teachers
who use a Social Psychological approach to classroom management, focus on the
instruction and social skills which help manage a learning environment.
As your child's teacher, I will apply a Behavioral and
Humanist approach in my classroom. These two approaches, are designed to help
students make good choices and practice appropriate and positive behavior. Students
feelings influence the way they learn. Applying a Humanist approach in my
teaching, will allow students to be responsible for making decisions about
their learning and behavior. I want to make sure your child has the type of
educational environment that will maximize his/her learning potential. In order
to provide your child with this opportunity, it is important that a discipline
plan is followed at all times. In our classroom, we have the following rules:
1. Listening to the
teacher and others in class vs. talking out.
Students are to listen to the teacher and peers when they
are speaking without interrupting.
Students are to wait their turn and must wait until they are called upon.
2. Transitions during
the day, entering/exiting the classroom, changing subjects, moving from one
location to another for instructional purposes, hall behavior, and playground behavior.
Keeping in mind that classes are in session, students are
expected to transition from class to
class and enter and exit classrooms quietly. Students are to walk in the hall
ways. Students are to use
playground equipment in a safe manner.
3. Possessions of
required materials and supplies, such as books assigned to students and
materials they should have in their possession (pens, pencils, paper, binders
and/or folders).
All student are expected to come to school prepared and
ready to learn. Students must bring all
materials to class.
4. Classroom supplies
such as in a storage cabinet, resource books on shelves in the classroom, etc.
Students are expected to return all supplies back to
storage cabinets or shelves before moving
to next station and before exiting the class. Students are expected to help maintaining a neat and organized
classroom.
5. Use of the restroom.
Students are encouraged to use the restroom before
entering the classroom. Once class is in
session, students are to raise their hand to ask for permission to use
restroom. Students are
to sign out on the restroom log and take restroom pass. There will only be one
female restroom pass and one male
restroom pass. Students caught playing in the restroom will have to wait until recess or lunch to use the
restroom.
6. Talking to others in
classroom, noise level.
Students are to use inside voices at all times. Students
who constantly talk to others in the class
and are being disruptive will be moved to a different seat.
7. Eating/drinking
during class time.
Students will be given a set time to be able to finish
their school breakfast before the start of
the day. Once that time is over, students are expected to put all food away.
Students will be allowed to bring
water bottles to class.
8. The teacher's desk
and personal items.
Students are to respect the teacher's desk and personal
items by not touching or taking items
from desk unless asked by the teacher.
9. Attending to
directions.
Students are expected to follow all classroom and school
rules. Students are to listen and follow
directions.
10. Boundaries: when
and how others approach you or behave around you.
Students are expected to respect the teacher and peers'
personal space. When the teacher is
talking to another adult or student, students are to be respectful and wait
their turn to address the teacher.
Students must raise their hands if they need to ask a question or speak to the teacher. Students are to be
respectful to one another.
11. Absences.
Attendance is important to ensure academic success.
Students are expected to come to class
every day. Students who are tardy are to check in with the front office before coming to class. A pass will be
provided in the front office.
12. Failure to complete
assignments.
Students are expected to complete and submit all
assignments given by the teacher. All assignments
are given on Mondays and are to be submitted Fridays or Mondays. If students need additional
help, Ms. Solis is available Monday through Fridays during lunch time and after school. Students will be
informed if my hours of availability will change.
Late assignments will be accepted if submitted no later than 4 days past the assignment deadline with no penalty.
After the 4 days, late assignments will have a grading
penalty. Extra credit will also be available to students.
13. Fair and respectful
treatment of students and families.
All students. teachers, staff, and families will be
treated fairly and with respect.
14. Respect and
acceptance of differences vs. intolerance and harassment in class and in
school.
This school and classroom have a Zero Tolerance for
Bullying. Students are treat each other
will respect.
15. Medication and
other health issues.
Parents are to inform the health clerk and teacher of
student health issues. All medicine will
be stored in the health clerk office. Students are to take their medication in
the presence of the health clerk.
Preparation. (2018).
National University retrieved April, 29,2018.
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
Field
Experience
ITL 608- Design and Process of Teaching
Professor John Gunderson
Magdalena Solis
Teacher
Interview Questions
1) What
are your teaching practices and beliefs?
I guide students to become
independent. I use the Gradual Release Model.
2) How
do your teaching practices and beliefs influence your planning?
Student engagement. I make
sure students will be engaged. If it is boring, you will lose them. Their state
of mind and basic needs must be met. This is mentioned in Maslow.
3) What
student characteristics do you consider and address in your planning?
I consider students who need
more support. And something they can all do.
4) What
teacher characteristics do you consider in your planning?
Being observant with what's
going on in the classroom and constant questioning for assessment. Using Whole
Brain Thinking for example, using technology and getting them involved.
5) Which
standards are addressed in the plan? What are the goals/objectives of the plan?
It depends on what you are
teaching. If I am teaching them how to write a paragraph, I want them to master
writing the paragraph and work independently.
6) What
aspects of teaching are important for integrating into a daily, weekly or
monthly instructional plan?
I use different type of assessments.
I get them engaged as much as possible and get them to participate.
7) How
do you organize and manage the instruction?
I manage the minutes I spend
in class and use time wisely. If they get bored, it becomes a behavior and
discipline problem.
8) What
activities do you use to meet specific learning goals and objectives?
I have to plan out thinking
maps for writing. I use thinking maps and I give it to them in parts. I show
concepts in steps. If they still don't get it, I use small groups.
9) How
do the activities address the standards and a variety of students’ needs?
For writing, you provide
graphic organizers that support different levels, modeling, do with them, and
independently.
10) What are the appropriate target(s) for each
learner based on the
CA-Common Core/Content Area Standards and/or IEP goals and objectives?
Get them to grade level.
11) How do you plan for assessment, instruction, and
classroom management?
I pre-asses, use backward
planning. Backward planning is what I want them to know. I lay out a calendar
and lesson planner. I make sure I am using my minutes wisely. Make sure
activities are engaging. I use positive reinforcement like Classdojo. I use IB
profiles. IB profiles are examples of behaviors you want them to do. I try to
deescalate an issue.
12) What do
you know about your learners. And how
do you use this information to plan instruction?
You know their reading
levels. You know how they are socially and emotionally and you know their
academic performance. I use materials and things they are interested in to get
them motivated.
13) What kind
of assessment techniques do you use?
What are student outcomes?
I use random questioning,
tickets out the door, (Do this problem for me), conferencing and guided reading
groups.
14) What are
the communication and collaboration patterns in your class?
Teach them to be respectful
and how they are suppose to act. I also use front load rules and how to follow
procedures.
15) Briefly describe multiple ways in which
diversity is exhibited in your classroom.
Cultural and socio-economic.
16) How do you
differentiate instruction based on Universal Design for Learning principles?
Built different support and
scaffolding. When writing, offer sentence structure. Use posters with pictures
and words. Use anchor charts.
17) How do you
evaluate students' performance?
I use reading test, both
computer and individual. I use writing samples, prompts, and rubrics to grade
students.
18) How often
do you change your models of teaching (Personal, Social, Information
Processing, &Behavioral) to meet the
needs of all your students?
When needed and when not
working.
19) What model
of teaching have you found to be more effective in your students' learning?
The Gradual Release model.
This model focuses on responsibility, interactive, and student involvement.
Technology is important too.
20) Do you
consider yourself to be an expert teacher? Why or Why not?
No. I am a life-long
learning teacher. I continue to learn because things always change.
21) How much
time do you spend planning?
It depends. When I first
started, I use to spend 3 hours a day but now I spend an hour a day and usually
I plan in the morning. Planning depends on the person.
22) What
recommendations would you give a first year teacher?
Listen to senior teachers,
be open-minded to work with different people, copy from others what you like.
It is good to get criticism. I am shy and I am not sure if I am a good teacher
but I give my best. Find a good grade level that fits you.
23) Looking
back at your first year or 2 of teaching, what is one thing you could have
changed, applied, or removed to make teaching and learning easier for you and
your students?
I was so shy and I did not
share much about me to my students. Don't be scared to share about you.
Relationship building with students is important.
24) What are
your forms of communication with parents? And how important is it to
communicate with them?
Parent communication is very
important. The more, the better. You don't have to call every day. Technology.
Email is getting outdated, so I use other forms of technology to communicate
with the parents. I also send out letters home.
25) Who or
what inspired you to become a teacher? And why 3rd grade?
I was going to be a doctor
but I wasn't doing well in biology so I changed my mind. I chose teaching
because I was already a tutor and was good at it. I started teaching at a
middle school but moved here to this school because I wanted to be a part of
the Dual Immersion Community. I have been teaching for fifteen years now.
Teacher Interview
Questions Summary
Based on the teacher responses,
Universal Design for Learning principles are implemented in her teaching
methods and strategies to help meet the needs of all her students. The teacher
uses materials which are relevant to her students' interests to keep them
engaged. The teacher uses different approaches seen within the Learning Map to
motivate students and keep them focused. She uses classroom management
strategies seen in the Learning Map. One example of a classroom management
strategy is using every minute wisely. Losing focus and interest gives students
room to misbehave. She also uses positive reinforcement for classroom
management.
The teacher uses the Gradual
Release model. The Gradual Release model allows teachers to gradually do less
of the work and students gradually assume responsibility for their learning
(ASCD, 2018). In other words, the
Gradual Release model focuses on guiding students to become independent. The
teacher applies UDL principles in her instruction. She considers students who
need extra support by creating lessons plans and assignments that all can do.
She uses scaffolding, word and picture posters, and anchor charts in her
classroom. All of these approaches are seen in UDL principles. Constantly observing her students helps her
know what is going on in her classroom.
She assesses her students by
constant and random questioning, tickets out the door, guided reading groups,
backward planning, and conferencing. Asking students to complete a problem
allows the teacher to assess and evaluate what the students know and where they
need the extra support in. The teacher gives computerized and paper reading
tests to evaluate students' performance. She provides her students with writing
prompts and samples. In addition, she uses rubrics to grade students.
Diversity is exhibited in her
classroom through cultural and socio-economic factors. For a writing activity,
the teacher plans out a thinking map. She presents students with information in
parts by modeling, doing with them, and allowing them to work
independently. Small group activities
are used when students do not understand the material or concept after she has
modeled and gone over it with them. The target is to get her students to grade
level for academic success. The teacher
also teaches her students to be respectful, how to behave, and follow
procedures.
After
teaching for fifteen years, the teacher does not consider herself to be an
expert teacher. According to her, she is continuously learning and is aware of
change. When she began teaching, planning her lessons would take three hours a
day. Now, she plans an hour a day. Communication with parents is very
important. The more the teacher communicates with the parents, the better the
outcome. Using different forms of technology helps teachers communicate with
their students' parents. She considers herself to be shy and gives her all to
become a great teacher to her students. She recommends first year teachers to
build a relationship with students. Teachers should not be afraid to share
about themselves. Sharing about themselves builds those teacher-student relationships.
The teacher also recommends first year teachers to find a grade level based on
the teacher's personality and one that fits them.
Class Observation
Day 1:
During my class
observation, Senora Ambriz, a 3rd grade teacher, who teaches only in Spanish,
reminded her first group of students of her expectations before walking in to
class. Students were instructed to grab their computers, get into their
assigned groups, log in to www.Kidsa-z.com, and begin reading aloud. Groups
consisted of two or three students. As soon as I walked in, I noticed her
classroom to be messy, dirty, and plain.
Senora Ambriz gave them
the option to take turns reading one paragraph or one page each but everyone in
the group had to read. It took her about five minutes reminding student what
group they belonged to. She even had a reading group chart displayed on the
classroom Promethean board for everyone to see. Senora Ambriz continuously
reminded a couple students who were walking around the class, to sit with their
groups. During this transition, two students became upset. One student did not
want to sit in the back where her group was sitting and the second student was
upset because she did not want to be a part of her group. Both students were in
the same group. Senora Ambriz walked over to this group and tried to motivate
them. One student seemed to comply but the second student had no interest in
participating. Some students had their own computer, others had to share. The
first eight minutes was loud but then the noise level drastically went down and
everyone seemed to be focus and on task. Senora Ambriz reminded students they
had ten minutes left before moving on to the next activity. While the students
were reading, I noticed Senora Ambriz on her computer. She was giving points on
Classdojo, displayed on the Promethean board for everyone to see, to students
who were actively reading participating in their groups.
I walked around, observing and listening to
each group. As I stood by the students, I noticed the students trying their
very best to read their books in Spanish. It almost seemed as if they were
trying to impress me. When I walked to the first student who had become upset,
she sat up straight and began reading. Again, I felt she like everyone else,
was trying to impress me with her Spanish fluency. I was impressed. She is
Caucasian and her Spanish was perfect. I praised her and she smiled. Senora
Ambriz walked over to the second student, who at this point was still not
complying. This student had her head down the entire time. After Senora Ambriz
spoke to her the second time around, still upset, got up five minutes later and
grabbed her computer. After the first 20
minutes, Senora Ambriz used an attention getter, "Clase, Clase",
"Mande, Mande". "Please log out, put your computers back, and
come sit on the carpet." I was
impressed on how smooth and swift the students transitioned from reading to sitting
on the carpet. I think it took them less than two minutes to transition.
The first thing Senora
Ambriz mentioned once they came together was not to make anyone feel bad or say
things such as, " I don't want to sit with him or her". Senora Ambriz
then asked, " Are you always going to sit with your friends?" Almost
everyone responded with a "No!". She then went on to acknowledging
those students she heard reading aloud. "I want you to read and pronounce
words correctly. We are going to practice how to pronounce words that we are
all struggling with". Senora Ambriz had a big piece of chart paper with
several words. One student was in
charge of giving out participation points on Classdojo. Classdojo also selected
students at random and every time it selected a student, all students would say
the name out loud. They seemed excited to see who Classdojo would select. At
this point, the second student was still sitting in the back with her head
down. I noticed she would smile every time her peers would become excited.
Classdojo had randomly selected her but the teacher let everyone else know that
student was not participating at the moment. I could tell the students enjoyed
the activity. Senora Ambriz would say, "Ok we have time for one
more", but the students kept asking for two more. Senora Ambriz would
pronounced a word from the chart and students would repeat after her. She then
had the students watch a short video which matched objects with the words and
students would repeat.
After the video, students were instructed to
go back to their seats and had students work independently. Students had to
write the same words from the chart and draw a picture illustrating what the
word meant. They were allowed to use their computers to help them look for
pictures and listen to pronunciations.
Senora Ambriz had to step out for a meeting. When the substitute came
in, students became loud and distracted. One student tried to tell everyone to
quiet down, do their work, and listen to the substitute. I had to step in at one point because most of
them were not listening. I reminded students they would lose Classdojo points
in they were not doing as the teacher asked. I walked around praising students
who were working quietly while the substitute gave Classdojo points.
Day 2:
Students came in and
performed the same routine. They read with their groups using their computers.
Some students were sitting on comfortable chairs, rolling chairs, or regular
chairs. Two students were arguing with each other because they were not all on the
same book. Senora Ambriz removed all computers but one. This group had to read
from the same computer. While students were reading, Senora Ambriz, began
writing students names on a chart. The chart was a visual reminder for her and
her students of who has turned in permission slips and who has not.
While students were
reading, I looked around her classroom and noticed she had graphic organizer
and anchor charts all around the walls. Some charts served to remind students
on how to be a good listener and how to be a good independent worker. She also had
a daily agenda written on the white board. The daily agenda was modified due to
testing. After reading, students were instructed to put everything back and sit
down on the carpet.
She explained to her students how most of them
were reading the book but not writing down important facts about their animals.
Senora Ambriz, modeled the behavior she wanted her students to master by
selecting an animal of her choice. They all had a copy of the same book. She had
students take turns reading a page, while everyone else followed along. After
reading a page, she would ask her students questions or summarized what was
read while another student would record the facts on a large sheet for everyone
to see. She also asked students if they knew what some of the words meant. She
compared the animal from the book to another with similar characteristics and
habitat.
The teacher explained to the students, she
wanted them to learn how to point out the important facts and write them down.
She had students touch their eyes, hair, nose, ears, feet and bottom to help
them relate to the facts they collected of the animal of her choice. This
helped them understand and focus on important facts and characteristics of
their animals. When she asked her students to touch their bottoms, they all
laughed, including the teacher and myself. It was quiet a funny moment. During
the short video of the animal Senora Ambriz had chosen for her model, Senora
Ambriz would say, "Remember we read about that?". Senora Ambriz had
to pause the video due to lunch time. Students were instructed to collect one
piece of trash before walking out the door. She then walked her class to the
cafeteria.
Day 3:
My third day of
observation began after lunch time. Senora Ambriz had her second group of
students. She mentioned how this group was louder, more energetic, and had more
behavioral and discipline challenges. She instructed the students to come in
quietly and grab their book bags and begin reading. Classdojo is displayed on
the Promethean board. Teacher constantly reminds the students of no talking.
Another teacher comes in to provide extra support to a few students who are
struggling with their Spanish. The students are loud for the first seven to
eight minutes. The students quiet down
as soon as Senora Ambriz plays soothing and relaxing instrumental music in the
background. Senora Ambriz walked around the class, gently tapping shoulders of
students who were on task and told them they were allowed to grab their computers
and log into Razkids. Students became very loud during this transition.
Students worked independently on their computers while Senora Ambriz worked on
her Permission Slip Field Trip chart. She would take breaks from working on the
chart and walked around making sure students were on the appropriate website.
She would go back to working on her chart but would look up to make sure
students were on task. She would constantly remind students of her
expectations.
The Razkids website is a fun site where students
get to select books from their reading level. She would remind students the
book had to be in Spanish. She also sat next to a student who was constantly
moving around the class and read with him. I overheard her asking him how he
was feeling that day. I could not hear his response but after having shared his
feelings, Senora Ambriz was able to get to read. After 30 minutes, students
were instructed to sit on the carpet. She went over who had turned in their
permission slips and who still needed to turn them in. She then instructed them
to go back to their seats, grab their notebooks and computers and continue
working with their animal facts. She reminded them they needed five or more
facts.
I would hear some of her students talk to her
in English but she would tell them to repeat what they said in Spanish. She
would ask students what animal were they working on and when they would respond
in English she would then ask them to repeat in Spanish. I also noticed one or
two students translating what the teacher said in Spanish to English for the
few students who struggle with Spanish. Senora Ambriz once again, sat with a
small group of students who needed extra support. Students would walk around
the classroom and ask their peers what animal they had chosen to work on. Some
students had already started small presentations on Google Slides. Senora
Ambriz mentioned to me she did not require students to use Google Slides but
some students wanted to, so she allowed it. I was able to walk around and view
some of their Google Slide presentations and they looked great.
Universal
Design for Learning principles were incorporated into her lesson. She used
visuals such as a big piece of chart paper, a book, and a short video. I was
not able to get to see how her students worked together or if they worked
independently or how she assessed and managed the class after the modeled
activity because it was time for lunch. I definitely, was able to see how she
incorporated UDL in her lesson for students who are visual, auditory, and
kinesthetic learners. Senora Ambriz, introduced her lesson plan and materials
in sections. She modeled the lesson and gradually allowed her students to work
independently.
She mentioned she uses
the Gradual Release Model where the teacher gradually does less of the work and
students gradually assume responsibility for their own learning (ASCD,
2018). Senora Ambriz informally assesses her students with random
and constant questioning. Class management strategies in her classroom, were
seen and heard. She constantly reminded students what a good listener is when
students were being disruptive during the reading. I noticed she sat students
with challenging behaviors in the front of the class and close to her desk. She
would briefly walk around to make sure everyone was on task when they were
using their computers for a different activity. Senora Ambriz, plans her
lessons but takes extra time to explain to her students when they are not fully
understanding the lesson's objective.
Post
Interview Questions and Summary
Questions:
1. How do you plan your lessons?
2. How do you collaborate with other colleagues?
3. What do you focus on when planning together?
4. What sources do you use and which ones do you
use more than others?
5. What planning strategies work better for your
students?
6. How do you incorporate UDL in your planning
and instruction?
Summary:
At
the beginning of the year teachers must have a general pacing guide that will
guide them to the bigger topics they must teach. For instance, teachers
use the IB thematic units, but they also aligned common core standards and language
arts adoptions with the themes. Teachers map out the year. After
that, when it comes to teaching a unit, teachers find what the final products
will be in writing. In addition, teachers find out what major projects they
will take out of the unit. This year teachers, meet weekly for about 2 hours to plan
out writing,
projects, and field trips. When planning, Senora Ambriz looks at the grammar and spelling she wants to include in the unit. When planning weekly lessons teachers have minutes allotted to the different subjects. For example: 60 mins for math, 90 mins. for language arts. Teachers then spread out the activities throughout the day and or week.
projects, and field trips. When planning, Senora Ambriz looks at the grammar and spelling she wants to include in the unit. When planning weekly lessons teachers have minutes allotted to the different subjects. For example: 60 mins for math, 90 mins. for language arts. Teachers then spread out the activities throughout the day and or week.
Reference
ASCD. (2018). Learning or Not Learning, In
School. Alexandria, VA. Retrieved from http://www.ascd.org/publications/books/113006/chapters/Learning,-or-Not-Learning,-in- School.aspx
To view Group Lesson Plan scroll down
To view Lesson Plan scroll down
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Toolbox Assignment
ITL 510 Language-Literacy: Foundations
National University
Magdalena Solis
The toolbox I created will help this group of students learn basic phonemic awareness skills. Students will have the option to listen to instructional videos, songs, and play games in relation to phonemic awareness. The resources I chose are fun and engaging. As a teacher, one must preview and even perform each tasks to make sure they are fun, engaging, and academically viable. The games and videos found in the toolbox are easy to follow and stimulate the brain. These resources are there for all students in this age group. Whether students struggle with phonemic awareness or not, is a great tool for them to learn and review. English Language Learners like Jorge and Orlando, could benefit from the resources provided in the toolbox. The most important thing is to keep students engaged and motivated to learn.
Classrooms now in days are incorporating technology as a learning tool. More and more school districts are using high tech tools in classrooms. Teachers are using technology a variety of resources to communicate with parents. Teachers also provide parents to learning resources students are using in class. This toolbox and other resources will be available to all who want to learn and improve their phonemic awareness skills. Resources will also be available for parents to view.
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Oral Language Development
ITL 510 Language-Literacy: Foundations
National University
Magdalena Solis
Abstract
I will be summarizing two observations I made for this assignment. The first observation I made was on a native English-language kindergarten female student. I will be focusing on her listening, speaking, and language skills. The second student I observed is an English-language second grade female student. I will be focusing on her comprehension, fluency, vocabulary, pronunciation, and her grammar skills. In addition to the summary, I will share my thoughts on what I observed.
PART A: Native English-Speaker
Madison, a native English-speaker kindergarten student, is a sweet and kind student. While observing Madison during snack time and playtime, I noticed several things about her. She interacts well with others but does not talk much. When she wants to ask me question or tell me something, she starts off with “excuse me”. She says please and thank you every single time.
Setting and Environment
One of the after school parents, had recently donated quite a few fun and cool Lego pieces. Before I allowed my students to use the new set of Legos, I reminded them the rules and expectations. I knew that if I did not remind them of the expectations, I would have some students fighting over the new Legos. Therefore, I used a couple students for role-play. One scenario involved two students fighting over the same Lego. I demonstrated on what to do if that were to happen. The second scenario, involved two students who agreed to share the Lego without any problems. In the last scenario, I demonstrated when one student is willing to share and the second student is not. In this last scenario, I used Madison to help with the roleplaying. I chose her intentionally since I was observing her for this assignment. I did not give her instructions as to what to say or do, hoping she would respond as I wanted her to, and as I wanted other students to see. All I instructed her to do was to reach for the Lego with me at the same time. She nodded in agreement. So, when we both reached for the same Lego, I began to pretend-fight over Lego.
I was truly touched by her kindness, after hearing her resolve the Lego scenario on her own without me stepping in. I then praised her in front of her peers for showing kindness. I noticed how creative she is. I watched how she carefully would choose her Lego pieces and place them where she wanted them to go. After a while, she got up and came towards me. She said, “Look Ms. Solis, I’m making an “aoplane”. I then said “You’re making an a-i-r-p-l-a-n-e”? I praised her again for her creativity and asked her what part of the “airplane” are you working on?” At this point, I was making sure she could hear the “r” in airplane. She said it was part of the “aoplane” cabin. It truly looked like an airplane cabin. I then proceeded with asking her if she could tell me what color Legos she was using. She named two out of the four correctly. She said, “Theae’s buown, and silva.” I said “Yes but there are two other ones, can you name those two colors?” She pointed to the gold and said “Silva”. She then pointed to the orange and said, “this is a silva too.” I said, “Well, this here is sorta yellow, but it’s more of a gold color, and this other one is orange.” Madison smiled and said, “Oh that’s wight, that’s owange and that’s yellow or gold.” I then asked her, “Could you tell me what shapes you used to build your a-i-r-p-l-a-n-e cabin?” She pointed to claw like Legos and said, “These aw like shawpies or pointies and these aw squaes. These hea aw helmets, the ones the pilot uses but wight now he’s sleeping so that’s why I put them wight hea.” I chuckled. Once again, I was impressed because the helmets were well secured.
Madison has no trouble following directions. She was fully engaged during play-time. I heard her ask the student next to her, if she wanted to play with her. When I asked her, “Who’s idea was it to build an a-i-r-p-l-a-n-e, she said “my pawtna and I. We both decided to build a cabin fo ou aoplane.” I also noticed how focused she was during play-time. I thought maybe she was too focused, but I heard someone say they were missing a piece, and Madison said, “hea, you can use this one”. I also heard Madison very politely ask a male student if he could help her remove one of the Legos from her airplane because she was struggling to do it on her own.
I let some time go by and I decided to call her name from across the room, to see if she would respond, and she did. Although Madison is unable to correctly pronounce the letter r, she speaks clearly enough for others to understand. I noticed when I would be busy talking to other students and my colleagues, Madison would politely wait until I was done, before she would start speaking. At one point, when I was speaking to one of her peers, she waited but then turned around and approached my other colleague to ask for permission to use the restroom. Again, she politely said, “Excuse me, may I use the restroom please?” My colleague and I both made that “aww” sound and mentioned how sweet she is.
During snack time, Madison got up from her seat, and when I asked her why she was getting up without permission, she quickly sat back down and raised her hand to ask to get up. When she approached me, she expressed to me that another student was sitting to close to her and it made her feel too squish. She then asked if she could sit somewhere else to which I said okay. When it was time to clean up, I told every student to pick up 10 pieces of trash. Madison got up and started to pick up trash. She then came to me to show me she had picked up her 10 pieces of trash.
As an incentive for students who go above-and-beyond, my colleagues and I give out prizes. We had plenty of Halloween prizes for the week. After the role-playing demonstration, I not only praised Madison for showing kindness, I let her choose a prize. When she picked out fake vampire teeth from the prize box, I, in my Dracula voice said, “ I’d like to dreenk your blaaaad, muahahaha”! She looked at me. Laughed and said I was funny.
Conclusion
Madison was one of 26 students in my group. These students range from kinder to first grade. These students are in the after school program. Madison’s listening skills are above average. Madison’s speaking skills are average. She uses correct grammar but has not mastered to articulate or pronounce the letter r in her speech. Madison speaks clear and is able to hold a conversation with others. She has not quite mastered shapes and colors.
Suri, is an English-Language Learner. She is in the 2nd grade. Two months ago, she moved to the U.S. She speaks fluent Spanish. Since her arrival to this country, she has quickly learned several English words, four that I know of. While observing Suri during snack time and playtime, I noticed several things about her. Since she does not know the English language, she struggles to communicate with those around her. The school is dual immersion and despite the fact that half of the students speak Spanish, she hardly speaks to her peers. Suri feels comfortable approaching my colleagues and me because we are Spanish speakers.
Setting and Environment
I made my observation on Suri during check-in, snack and play time. During check-in time, Suri approached me and showed me what she had made in class for the Day of the Dead. It was a colorful cut-out skull. I had noticed her artistic skills when she first started school. She would sit all by herself and draw. I praised her for such a beautiful and colorful skull that day. I then asked her to hang up her backpack and check-in with my colleague. I normally speak to her in Spanish, but the day of the observation and right after I asked her to check-in, I made a sudden decision to speak to her in English only. I thought, if I expose her to the English language, she could learn at a faster pace. In addition to making that decision, I requested my colleagues to do the same. They agreed.
Comprehension
Before snack, I remind students of our daily agenda, and rules and expectations. In addition, I go over anything that needs to be addressed. For example, if restrooms or lunch table area were left a mess from the previous day. When I spoke to the students before snack, most were quiet and listening. Suri and a couple other students, had personal items in their hands. Therefore, they were not distracted and not listening. I then said “If you have anything in your hands right now, please put it in your backpack.” I could see those students get up to put away their personal items. Suri on the other hand, looked confused. I then said, “Suri, please put that (pointing at the slime) and put it inside your backpack please (pointing at the backpack area).” Suri got up and did just that. I then thanked her for following directions.
During snack time, Suri, approached me to ask for permission to use the restroom. She spoke to me in Spanish but I quickly said “I’m sorry Suri, I do not understand.” She looked confused because she knows I speak Spanish. She asked me a second time. I then said, “Suri I don’t understand what you are trying to tell me, could you try to tell me in English please.” She looked at me, looked towards the restrooms, paused for a few seconds and said, “Bathroom?” I said, “Yes Suri, you can use the restroom, thank you for asking for permission.” During play time, she asked if she could help clean the restroom for a prize. She asked, “Basura, bathroom?” I asked, “You want to help clean the restrooms? Is that what you are trying to ask me?” Suri took a long pause and said, “Yes.” After cleaning the restroom, she asked for her prize. I then, using my hands, said, “Suri, I (while patting myself), appreciate you (while pointing at her), for helping us clean the girls’ restroom (while pointing to the restroom). Thank you (while pointing at her). You (pointing at her) can grab a prize (I pointed to the prize box).” She quickly went off to go grab a prize.
Fluency
When the students were eating their snack, I watched as the students sitting next to Suri kept pushing each other. I could see Suri being pushed off the edge of the table. I could see she was not happy but was not saying anything to the boys. I quickly went over and asked what was going on? Why they were pushing each other. I said, “You guys are pushing Suri and she is close to being pushed off the table.” Suri just listened and looked.
Vocabulary, Pronunciation, and Grammar
Suri has learned to say a few words in English. For example, she uses “bathroom” to let me know she needs to use the restroom. During play-time, she was sitting down and drawing. After a few minutes, she came over handed me a piece of paper with a very beautiful drawing and said, “For you.” I said, “Thank you Suri, this is such a b-e-a-u-t-i-f-u-l drawing.” She smiled and sat back down. To be honest, I have not heard her say other words in English besides, bathroom, for, you, and yes. When Suri said “bathroom”, “for you”, and “yes”, you could definitely hear her strong accent.
Conclusion
Suri is an English-language learner who struggles to communicate effectively with those around her. Despite the fact that half the students speak Spanish and most of the school employees are Latinos, she does not say much. She feels comfortable approaching those who are Spanish speakers like myself. She has a very limited English vocabulary but has an extensive Spanish vocabulary. When she first started school, she could not comprehend a single word in English. After two months of attending, I could tell her comprehension skills have slightly improved. In order for her to understand what I am trying to say, I have to use my hands while I speak to her. I point to items, objects, areas, and people around her, including herself and myself. Suri has much to learn. Slowly but surely she is doing so.
Reflection
Teaching students like Madison to articulate letter sounds is highly important. Very few kindergartners can articulate the r sound correctly but struggle to articulate other letters such as /y/. Instead of saying “yellow”, they say “lellow”. Teaching English language learners like Suri, is not easy but not impossible. Teaching an English language student a whole new language is like teaching a toddler to speak and write. Using gestures and pictures could help teachers teach ELL students. Modeling is also a great strategy to use in class. Not only does modeling help native English speakers but ELL students too.
Observing Madison and Suri was a great learning experience. I learned quite a few things about them. How they interact in social and academic environments or situations. How much they know the English language and where they struggle in. Overall, as teacher, you are able to identify the type of individuals your students are. Their likes and dislikes. Teachers are able to identify what academic and social areas each student struggle and master in.
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Learning Map Assignment
ITL 510 Language-Literacy: Foundations
National University
Magdalena Solis
Learning Map: Planning Application
GRADE LEVEL: 1
COMMON CORE STANDARD: Phonological Awareness CCSS.ELA-Literacy.RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Stage
|
Engagement
|
Representation
|
Action and Expression
|
Planning
|
Learner: With a diverse group of students, creating a collaborative learning environment improves student engagement. Maintaining student engagement is key for effective learning. Student-teacher and peer to peer engagement builds meaningful connections in classroom environment. Grouping strategies/rotations help with instruction and improves language-literacy skills for all learners with or without learning/physical disabilities.
|
Learner: Incorporating and applying multiple means of representation (UDL) during instruction will allow all learners perceive and comprehend information presented to them. Due to the wide range of cultural and learning diversity, using different representation tools, such as visual aids, auditory and kinesthetic tools, students could use whichever learning style they may feel comfortable with.
|
Learner: Students will be able to express themselves visually, kinesthetically, and orally during group rotations. Students will work with individual white boards, computers, and pocket charts to work on their single-syllable blending sound words. There will also be a teacher led group to help with instruction, modeling and scaffolding.
|
Planning
|
Target:
COMMON CORE STANDARD: CCSS.ELA-LITERACY.RF.1.2
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
SOCIAL EMOTIONAL STANDARD: Group collaboration and engagement encourages and improves student participation, social skills, leadership and other group roles, and independent learning.
|
Target:
COMMON CORE STANDARD: CCSS.ELA-LITERACY.RF.1.2
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
SOCIAL EMOTIONAL STANDARD: Students will have the opportunity to experience different learning styles in order to discover which style they feel most comfortable for their own personalized learning.
|
Target:
COMMON CORE STANDARD: CCSS.ELA-LITERACY.RF.1.2
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
SOCIAL EMOTIONAL STANDARD: Multiple means of active expression in class will continue to play an important role in student learning. Freedom of expression encourages peer to peer and student/teacher communication and encourages full participation in class.
|
Planning
|
ASSESSMENT:
During group rotations teacher will informally assess students. This is done by walking around the classroom, listening and encouraging thinking skills.
INSTRUCTION: Following introduction and modeling of lesson, students will have a few minutes to engage in personal experience or known knowledge of topic. Students will have the opportunity to work independently before grouping up.
MANAGEMENT: Students are encouraged to actively engage in group discussions and teacher led questions during introduction of the phonemic awareness lesson of the day.
|
ASSESSMENT:
Informal assessment will take place during group rotations. Teacher will be able to identify areas in where students might have difficulty in. Teacher will also be able to identify learning styles of each student.
INSTRUCTION: The teacher will use multiple means of representation to introduce lesson/topic of the day. Teacher will inform students they will be able to use different means of representation during rotation time. All means used during introduction/modeling will be available for all students.
MANAGEMENT: Each rotation will focus on visual, auditory and kinesthetic skills. Each rotation will take 20 minutes to complete. Not all students will finish each task but will have the opportunity to go back and complete during mellow minutes during the day.
|
ASSESSMENT: Informal and formal assessment will take place during group rotations. The teacher will be able to make observations and assessments during teacher led small groups and rotations. Teachers are able to identify skills students have mastered and skills they need to improve.
INSTRUCTION: Students will have the opportunity to express their creative and thinking skills with their peers and with the teacher. They will have the opportunity to share known knowledge of topic.
MANAGEMENT: Students will be expected to stay with their group and rotate accordingly. Students will also be expected to show respect of others expressions during group discussions at rotations.
|
Reflection:
Application of Universal Design for Learning is found from beginning to end of lesson or unit. Universal Design for Learning provides a diverse group of students the opportunity to identify and comprehend information given to them during instruction. Presenting multiple means of representation during instruction is beneficial to all students. Students are able to choose a learning style they feel most comfortable using, but, also, getting a sense of what other learning styles have to offer. Students are to be encouraged to express themselves freely yet, appropriately.
------------------------------------------------------------------------------------------
The Read Aloud
ITL 510 Language-Literacy: Foundations
National University
Magdalena Solis
PART B
Book title: Raven. A Trickster Tale from the Pacific Northwest, by Gerald McDermott.
When I read the title, my students were just staring at me not saying much but repeating the author’s name. I could see their eyes on me. They were really listening. I was definitely getting responses from them every time I would ask questions to see if they were listening and paying attention to the story.
I enjoy acting and getting into character when I read to them. I think this is one of my strengths. This keeps them engaged and it makes reading and listening fun for them. My weakness for this assignment was that I did not fully prepared. As you might see at the end of the video, I thought I was finished reading, but it turned out there was one more page I needed to read. I should have read the book to myself before reading to the students. As a kid, I struggled with reading and I feel like I still do.
I will definitely prepare myself next time. I not only will read the book beforehand, but create specific questions which will help students identify sequencing, important characters main idea, climax, plot, and etc. I learned that reading to students will not always get the response you want. For example, when you ask a question and pick on someone who has their hand up, you might think he or she will respond to your specific question, but you instead you get a, “Can I use the restroom?” or “So and so was being mean to me during lunch time” or, “my tooth is wiggly.”
As a future teacher, I am aware I will never stop learning and that is all right with me.
ITL 512
Language-Literacy: Strategies
Expanded Toolbox for
all Learners
--------------------------------------------------------------------------------------------
ITL 512
Language-Literacy: Strategies
Learning Map Part 1
STAGE 1: PLANNING
|
|||||||||||||
YOUR TARGET:
Standard, Goals & Outcomes
Teacher:____Ms.Solis__________________________Grade:
_____1______
TARGET: Unpack Your Standard
Part 1: My Standards, Goals and
Outcomes
|
|||||||||||||
Part 2: My Class
My Classroom Composite: (TEACHER &
LEARNER): Whole group
Introduce material using UDL approaches to help
meet the needs of all students. Model behavior. Allow students to engage in
whole group discussions while sharing what they already know of words/topic
from lesson. Provide examples of words using synonyms. Ask students to give
examples of word meaning using synonyms not used by the teacher.
|
|||||||||||||
Accommodations/Adaptations/Intervention
(Teacher, Learner, Instruction, Management)
|
(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)
Multiple Means of Representation
(modeling & practice)
|
1. Visuals: videos, pictures, objects, drawings,
writing content on the white board for everyone to see, and using graphic
organizers.
2. Auditory: videos, computer/learning apps,
recordings of materials
3. Kinesthetic: Sensory tools and objects.
|
Multiple Means of Engagement
|
1. Have students write on white board or chart.
2. Allow students to ask and answer questions.
3. Have students search for examples on computer
or outside of classroom. (i.e. scavenger hunt)
|
Multiple Means of Expression
(practice & assessment)
|
1. Allow students to draw illustration of word
meaning.
2. Allow/ encourage students to engage in group
discussions.
3. Allow students to use multimedia tools to
define words. They can include pictures or videos.
|
Managing the Classroom Environment
|
Students will be allowed to express themselves
freely but appropriately.
|
STAGE 2: TEACHING
DAILY AGENDA: What will you use to manage daily instruction?
What is your Learning Map
sequence for Day 1? Group lesson/introduction. Model and provide examples.
Ask questions. Allow students to answer and ask questions. (20 mins)
What materials will you use? I
will use white board, big chart, practice worksheets, blank sheets for
drawing, computers, books, pencils, crayons, and sticky notes for student to
use.
How will you assess student
learning? Students will be encouraged to write down words they do not know
and stick on book page. This will help me know what words they are struggling
with and what words I need to focus on. Asking questions during group
discussions or during independent learning time will help me assess student
learning.
|
----------------------------------------------------------------------------------------------------
ITL 512 Language-Literacy: Strategies
Mini Lesson Video: https://youtu.be/dSLLGF0EpJg
Lesson
Plan
Subject/Topics:
Comprehension
Objective:
Students will able to demonstrate comprehension by asking and answering
questions and retelling key details in the story.
Common
Core Standards:
· CCSS.ELA-Literacy.RL.1.2: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Materials:
· Book
· Writing
Chart
· Marker
Teach
and Active Engagement:
Time Active Engagement
Teach: Modeling
5 min.
|
Students will
listen and follow instructions. Introduction of lesson.
|
Introduce book.
Ask: What do you
think this book will be about? And
allow students to answer question.
|
2 min.
|
Students will sound
out words on vocabulary chart.
|
We will read
vocabulary words as a group. I will help pronounce words if unknown to
students.
|
5 min.
|
Talk about the
pictures on each page.
|
Do a picture walk
of book.
|
3 min.
|
Ask students to
point to vocabulary words from chart found in the book.
|
Point out to
vocabulary words students may have skipped.
|
8 min.
|
Students will
listen to read aloud and answer questions.
|
Read book aloud and
ask questions during and after story.
|
3 min.
|
Pair students up.
Students will share a time when they found an insect outside. They will share
what type of insect they found and tell who was with them when they found
insect.
|
Listen to students
during partner discussions.
|
----------------------------------------------------------------------------------------------------------
ITL 512 Language-Literacy: Strategies
Learning Map Reflection
After
watching my video, I realized I could have done some things differently. I did
a picture walk with the students but I felt it was too long. After listening to
Mrs. Jenkins’ feedback, she mentioned I could just focus on some pages and not
the entire book. I should have let the students answer freely without having
the raise their hands. Mrs. Jenkins also mentioned that sometimes it is best to
let the students answer questions freely. She said that not all students are
going to raise their hands but that they will always have something good to say
in response to my questions. After watching the video, I realized I did not do
much with my vocabulary words. I should have told my students to give me thumbs
up whenever they would hear a vocabulary word as I read to them. I could have
brought in toy bee so they could pass around as I read to them. After asking
how many students have been stung by a bee before, I got all these responses
but I really did not know how to transition from asking that question to starting
the book. It felt slightly awkward. I need to work on finding ways to
transition smoothly from one step to the next. Overall, I think I did okay for
my first comprehension mini lesson.
Teacher
Feedback Video Link: https://youtu.be/Su16BFAdiE4
Teacher Information:
·
Rosemary Jenkins
·
Teaching since 1970
·
Currently teaching 1st
grade
·
Has taught from Kindergarten through
5th grade
·
Has been teaching at Mount Vernon
Elementary for 22 years.
·
Is a strong believer in, Literacy
first.
Teacher:
_______Magdalena Solis______________________
Grade:
_______K-2__________________________________
STAGE 3:
ANALYZING/REFLECTING
|
What evidence of student
learning have you collected?
Students were
actively participating and engaged.
How will you analyze this
evidence?
Taking note of how
many students answered questions correctly will help me analyze evidence of
student learning.
What instructional
decisions can you make as a result of your analysis of the evidence?
I will continue to apply the same strategy
throughout other reading lessons.
|
STAGE 4: APPLYING
|
My Personal Reflection:
What new information did I get about
my students in relation to their learning preferences?
I noticed how the
students enjoyed the picture walk and making predictions. Also, making
personal connections with the story was a plus.
How will I use this information to
plan my future instruction?
I will look for
books that will interests my students and possibly have personal connections
to them.
How effective were my practices? What
will I keep, what will I improve and what will I discard?
I was able to keep
my students actively engaged and participating. I will keep the picture walk
strategy but will not go through the entire book. I will also let them speak
freely instead of having them raise their hands. At the end, I will let them
make personal connections and share with a partner.
What new understanding do I have about
my own teaching practices?
I feel like I have
so much to learn but I feel confident in knowing the basics. I was able to
apply the little I have learned from my previous class observations.
What have I learned about myself as a
teacher?
I know it is not
easy work but I believe I am on the right track. I want to make learning fun
and exciting for my students. I hope to make learning memorable for all my
students.
As
a professional learner, where do I need to continue to grow and strive for?
There are tons and
tons of learning strategies that are available to all teachers. To be able to
find effective strategies for your group of students could be challenging,
but once you find the right ones, learning has no limits. I need to make sure all my students’ needs
are met. This is what I must strive for.
|
-------------------------------------------------------------------------------------------------------------
ITL 514 Language-Literacy: Assessment
Professor Dr. Sever
-----------------------------------------------------------------------------------------------
Reading Vocabulary Assignment
|
Domain 1
|
|
Domain
2
|
|
Domain
3
|
|
Domain
4
|
|
Domain 5
|
|
Not
Sure
|
|
Already There
|
|
Alphabetic principle- each letter
in the alphabet or group of letters such as ch-th-sh, has its own distinct
sound
|
|
Anecdotal records-
a written account of events/behaviors observed by the teacher
|
|
Assessment-
evaluation/analysis/measure of student academic progress or lack of.
|
|
Auditory
discrimination
|
|
Basal reading program- student
work and other materials used for reading development
|
|
Base word- base words are words
that can have a prefix or suffix or both.
|
|
Benchmarks-learning
objectives/expectations?
|
|
Big Books- big books
|
|
Blend-to sound out and put sounds
together to make a word
|
|
Blending-combining letter sounds
to make a word.
|
|
Case study-in-depth analysis of
student/group of students/or event
|
|
Closed syllable-a word/syllable
ending with a consonant
|
|
Comprehension- understanding the
meaning of each word when reading.
|
|
Concepts about print-reading
rules: reading left to right
|
|
Consonant blend-group of
consonants that make a distinct sound
|
|
Consonant digraph- group of
consonants such as ch-sh-th that make a distinct sound.
|
|
Consonant
substitution
|
|
Conventional
spelling
|
|
Cueing systems-cues in context
which help readers decode words, such as pictures.
|
|
CVC-consonant-vowel-consonant
|
|
CVCe-short
vowel-consonant-vowel-consonant
|
|
Decodable text- readers are able
to decode text from previous knowledge of topic.
|
|
Decoding-strategies used by
readers to be able to recognize and read.
|
|
Diagnosis-results/labeling of
illness/disorder/disability, after clear observation
|
|
Diagnostic
teaching
|
|
Diagnostic test-test that
determines strengths and weaknesses
|
|
Differentiation
|
|
Digraph-two or more letters put together
to make a specific/distinct sound
|
|
Diphthong-two vowel letters that produce a
gliding sound
|
|
Directionality- reading and writing from left to
right
|
|
Dolch words
|
|
Dyslexia-often hereditary; a
medical condition/reading disability
|
|
Elkonin
boxes
|
|
ELL- English Language Learner
|
|
Emergent literacy- seen in the
early stages of childhood-development of understanding that there is meaning
behind ever letter/word.
|
|
Encoding-converting ideas into
print/shapes?
|
|
Environmental
print
|
|
Explicit instruction-process of
instruction; modeling, individual work/teacher monitoring, and opportunity to
share ideas/results
|
|
Expository text
|
|
Final silent E- words with a
silent E, changes its short vowel into a long vowel
|
|
Fluency-clear spoken expressions
during reading and or writing
|
|
Fluent reader-reader who reads at
grade level or higher, and can comprehend what he or she is reading.
|
|
Formal assessment-test that
measure how well a student has mastered a skill.
|
|
Frustration reading level- reading
material too difficult for a student. Reading at 89 percent and lower.
|
|
Genre- classification of literacy
such as novels, short stories, biographies, etc.
|
|
Graded
word list
|
|
Grapheme- smallest part of written
language which represents a phoneme
|
|
Grapheme-phoneme correspondence
|
|
Graphic novels-books with many
pictures?
|
|
Graphophonic
cues
|
|
Guided practice- after teachers
models behavior, students practice, before independent work.
|
|
Guided reading- reading in small
groups?
|
|
Hard
C
|
|
High frequency word- sight
words/words used more frequently
|
|
High frequency words- sight
words/words used more frequently
|
|
Implicit
instruction
|
|
Independent practice- practice of
modeled behavior, before beginning actual assignment
|
|
Independent reading level-readers
reading at reading level or higher, with fluency and minimal errors
|
|
Inferential comprehension skills
|
|
Inflectional
endings- endings
added to words to change order within a sentence
|
|
Informal assessment-daily
evaluation of student progress or lack of
|
|
Initial blend-introduction of
blends?
|
|
Initial
position – medial position – final position
|
|
Instructional reading level-reader
with knowledge of topic but needs further assistance from teacher?
|
|
Invented spelling- combination of letters
that make no sense
|
|
IRI (Informal Reading Inventory)
|
|
IRI
Word Lists
|
|
Irregular
sight words
|
|
Letter-sound correspondence-
relationship between letter and sound
|
|
Listening comprehension level
|
|
Literal comprehension skills
|
|
Literature circle-
groups of 4-6 students discussing a piece of literature
|
|
Long vowel- vowel pronounced as if
you were saying the letter by itself.
|
|
Metacognition- thinking about
thinking
|
|
Mini-lesson- short lesson
|
|
Miscue
analysis
|
|
Morpheme- the smallest unit of meaning
|
|
Nonsense
words
|
|
Observations- the process of
observing
|
|
Onsets & Rimes- onsets are
initial letter of word and rimes are what follows
|
|
Open syllable- when vowels are at
end of a syllable making it a long vowel sound
|
|
Orthography- spelling
|
|
Phoneme- smallest unit of speech
|
|
Phoneme-graphene correspondence
|
|
Phonemic awareness- awareness of
phoneme sounds
|
|
Phonics- correspondence of sound
to print
|
|
Phonological awareness- ability to
identifying sounds to be able to read and write
|
|
Predictable text-
repetitive language patterns which makes it easy to read and remember
|
|
prefixes – suffixes – affixes- a
set or combinations of letters plugged in before or after base word
|
|
Preprimer
|
|
Primer
|
|
Print-rich environment
|
|
Prior knowledge- previous
knowledge of topic
|
|
Proficient reader
|
|
Proofreading- going through
material before turning in final product.
|
|
Quickwrite
|
|
R-controlled
vowel- vowels in which the vowel sound
is affected by the r
|
|
Reader’s
Theater
|
|
Recreational
reading
|
|
Rhyme- similar ending sounds in
words
|
|
Rime- a vowel followed by a
consonant?
|
|
Root words- base words
|
|
Running records- assessment of
students’ reading progress which can identify patterns?
|
|
Saccade
|
|
Schemata
|
|
Segmentation- separation of
letters
|
|
Semantic
cue
|
|
Short vowel- vowels pronounced in
short form?
|
|
sight words- high frequency words
|
|
Soft C- soft c words are followed
by e-i-y vowels
|
|
Soft
G/Hard G
|
|
Structural
analysis-
identifying word parts such as compounds, affixes, roots, and syllables
|
|
Syllable- a unit in a word
|
|
Syntactic
cue
|
|
Syntax- rules/structure of
sentences
|
|
Systematic
instruction
|
|
The
Names Test-
assessment of students decoding skills
|
|
The
Nifty Thrifty Fifty-
50 words that are familiar to most intermediate students
|
|
Vowel- a, e, i, o, u
|
|
Vowel digraph- combination of two
vowels
|
|
Web- graphic organizer?
|
|
Word
analysis
|
|
Word
families-
phonograms or words that share the same rime
|
|
Word
sorts- a basic word study routine in
which students group words into categories
|
|
Word
study- a learner-centered, conceptual
approach to instruction in phonics, spelling, word recognition, and
vocabulary based on the developmental model
|
|
Word wall- a list of words visible
to every student
|
|
Yopp-Singer Assessment – phoneme segmenting test in which students are ask to
break words apart
|
Where
to Find Definitions
I would use a dictionary to define the highlighted words. I
could use a RICA test preparation books under Terms and Concepts and the
internet, to define unknown words. Not only could I use a dictionary, a RICA
test preparation guide and the internet, I could use school textbooks to define
all words on the vocabulary list, including words I already know. One can get the definition of inflectional endings in textbook Words
Their Way, page 250. Vocabulary words like, r-controlled
vowels, predictable text, word families, word sort, diphthong, directionality,
and word study and, are found within
the same textbook under Glossary, pages 414-418. The word structural
analysis is found, on page 257 of Phonics They Use. Grapheme’s definition
is found on page 233 of How the Brain Learns to Read. Anecdotal records’
definition is found on page 296 of Methods for Effective Teaching. Literature
circles is found under the glossary, within the same textbook.
References
· Bear,
D., Invernizzi, M, Templeton, S., & Johnston, F. (2016). Words Their Way,
Word Study for Phonics, Vocabulary, and Spelling Instruction. 6th ed. Boston:
Pearson.
· Burden,
P. & Byrd, D. (2016). Methods for Effective Teaching. 7th ed. Boston:
Pearson.
· Cunningham,
P. (2017). Phonics They Use. 7th ed. Boston: Pearson.
· Sousa,
D. (2014). How the Brain Learns to Read. 2nd ed. Thousand Oaks, CA: Corwin.
-------------------------------------------------------------------------------------------------------------------
ITL 514
Individual Assessment, Analysis, & Planning Project
Assessment Assignment – Section One
ASSESSMENT & ANALYSIS
COVER SHEET
Student’s First
Name __Noemi_________________
Parent/Guardian
Name __Mrs. R____________________
School ____Mount Vernon Elementary_________________________
Principal _Rosaura Fountain_______________ contact (619)-825-5613_
Teacher
_______________________contact _(619)-825-5613______
Attach permission slip (See Course Resources)
----------------------------------------------------------------------------------
Assessment Assignment – Section One
ASSESSMENT & ANALYSIS
Student First
Name: ______Noemi________________
DOB: ____----______
Grade: _______2nd____________ Chronological Age:__7yrs old___________
I.
BACKGROUND
HISTORY - Learner
Factors to investigate:
o Siblings
o Family size
o Are there any
medical or emotional health issues that might impact the child’s reading?
o Is English the
child’s first language? What is the
family’s first language?
o School history:
how many schools has the child attended?
o Are there any
behavior problems?
o Have there been
any previous interventions?
II.
ASSESSMENTS
TO BE ADMINISTERED
See Course Resources for samples of all assessments.
1.
Interest and attitude survey
2.
Phonemic awareness
Phonological test: Yopp Singer, IAPA
3.
Phonics – decoding – San Diego Quick, or Names test
4.
Spelling – Required: Use the appropriate Spelling Inventory
from Appendix A in the “Words Their Way” textbook
5.
Fluency – You can use one of the passages of the Informal
Reading Inventory (IRI) in order to obtain a fluency score/range
6.
Comprehension – Use an IRI with a comprehension rubric (list
of questions) to assess comprehension.
This will provide you with a series of miscues to analyze from the
running record portion of the assessment and also information regarding the
child’s ability to comprehend what was just read. If you do not have a formal IRI (see Course
Resources for a list of IRIs), then have the child retell the passage in their
own words once they have finished reading it.
(Do not allow them to look at the passage after they have read it once.)
7.
Writing – get sample
of their own creation or dictate something to them.
Fill in the
following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this
reading area assessed.
-------------------------------------------------------
|
Area
|
Name of
Assessment Given
|
Explain what is
being assessed and why this assessment is needed for this child
|
|
Interest &
motivation
|
Completion
Statements & Reading Attitude Survey
|
Interests and
motivation needed to see if student is exposed to reading and writing.
|
|
1.Phonemic
awareness
|
|
|
|
2.Phonics
|
|
|
|
3.Spelling
|
|
|
|
4.Vocabulary
|
|
|
|
5.Fluency
|
Florida
Assessments for Instruction in Reading
|
To see how well
the student knows how to read. To identify strengths and weaknesses.
|
|
6.Comprehension
|
Florida Assessments
for Instruction in Reading
|
To see if the
student has comprehend skills.
|
|
7.Writing
|
Write All the
Words You Know & Writing Inventories(Sample of My Writing)
|
To identify
what word patterns student knows and
struggles with.
|
III.
ASSESSMENT
RESULTS
List the data which resulted from
the assessment. Identify what this means
for the child.
|
Area
|
Data
|
What do these
results mean academically?
|
|
Interest &
motivation
|
Reading
Attitude Survey: Scored 37/71 in Recreational
Reading. Scored 34/71 in Academic Reading.
Completion
Statements Interest Inventory: 3/11
answers=Reading
Student wants to learn more about writing (student
spelled: riting)
|
·
Student enjoys reading
·
Student enjoys answering
comprehension questions
·
Student enjoys learning from books
·
Student enjoys taking reading test
·
Student wants to learn more about
writing (student spelled: riting)
·
Student misspelled a few silent
letter words
·
Student does NOT like to read out loud in class
·
Student does NOT like using a dictionary
|
|
1.Phonemic
awareness
|
|
|
|
2.Phonics
|
|
|
|
3.Spelling
|
|
|
|
4.Vocabulary
|
|
|
|
5.Fluency
|
WCPM: 84
# Errors: 1(omission)
# SC: 2
#Repeats: 4
|
Student reads at grade level. Makes self-corrections as
she reads.
|
|
6.Comprehension
|
Answered Question Correctly
|
Student is able to comprehend what she is reading
|
|
7.Writing
|
Student knows most sight words.
Misspelled many silent letter word patterns including in
the Completion Statement Interest Inventory sheet.
|
Student knows
most sight words. For Example: on,
and, I, want, to, is, we, the, where, time, a, know, what, it, or
Other Words
Spelled Correctly: understanding, student, books,
hand, feet, draw/drawing, bear, room, save, bed, fan, table, Cancun, pizza,
keys, hat, drive, paper, fun, unicorns, epic, frog, toad, nurse, learn
Student
misspelled a few silent letter words. For example: Chair-Char, painting-panting,
strawberry-straberry, write-rite, reading-reding, writing-riting,
sometimes-sometimes, failed-fald
Student
misspelled suffix words ending in –ed: nailed-naildand
failed-fald
Student did not
capitalized first letter of friend’s name:
Ruby-ruby
Other
misspelled words: funny-fuuny, thought-thouhgt, because-becuas, Savion-Savio,
struggling-struguling
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IV.
ASSESSMENT
ANALYSIS
Identify the child’s strengths and areas of need, justifying
your statements by citing the data (from the Assessment Results) on which you
are basing your statements.
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Area
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Strengths,
based on . . .
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Areas of Need –
Challenges, based on. . .
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Interest & motivation
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Reading, based on student interest response.
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Reading aloud, based on student interest response.
Writing, based on Completion Statements responses. There
were some misspelled words and student indicated she wanted to learn more
about writing. Student is aware she needs improvement in her writing.
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1.Phonemic
awareness
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2.Phonics
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3.Spelling
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4.Vocabulary
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5.Fluency
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Student reads at grade level based on number of words she read
correctly in the Oral Reading Fluency Assessment also known as the Florida
Assessments for Instruction in Reading.
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Student reads a little too fast, omitting a word during
reading, reading different words but self-correcting and repeating one or
more words in the passage.
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6.Comprehension
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Answered comprehension question correctly.
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Needed to ask further comprehension questions to find
where she may need help in.
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7. Writing
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Knows most sight words
and other words.
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Needs to focus on silent
letter word patterns and suffixes based on the many misspelled words.
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V.
PROPOSED GOALS
Write goals for each of the
child’s areas of need.
The
goals should link to the Common Core State Standards whenever possible.
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A. Goals required for the following 2 areas:
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Common Core
standard
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·
Interest & motivation
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·
Comprehension
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CCSS.ELA-Literacy.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
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Include goals
for the following if they are areas of need
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·
Phonemic
awareness
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·
Phonics
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·
Spelling
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·
Vocabulary
|
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·
Fluency
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CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
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·
Writing
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CCSS.ELA-Literacy.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
VI. Reflection
Reflect on all
the assessments you administered. Review
your own video-recording of your assessments.
In your paper, reflect on your process for administering the
assessments. What was effective in your
process? In what areas do you need to
improve? Why? How?
What portion of the analysis was difficult? What resources might you need to help you in
this process next time you administer these types of assessments.
Reflection
This was my first experience in administering assessments on
a student and I was nervous, especially, knowing I had to video record myself.
I edited the video and delete parts of it. I spent most of the time, just
sitting there and waiting for Noemi to finish each task. I administered five
assessment and it took a little over 23 minutes. I deleted about ten minutes of
silence. Knowing if Noemi is exposed to reading during and after school hours,
was important to me to see what her reading strengths and weaknesses are. She
had fluency and comprehension strengths and weaknesses but overall, she did
great.
I
am aware I need more practice in administering assessments. I am not sure if
teachers experience a lot of waiting in silence time, because for me, the
silence felt awkward. I kept wondering if there was something I needed to say
to Noemi or just let her complete the tasks on her own. The part of the
analysis where I had the most difficulty in was determining if the writing
assessments was considered part of the vocabulary assessments. I just was not
sure whether to incorporate vocabulary analysis using the results from a
writing assessment. I will continue to use resources such as the ones found on
YouTube and textbooks. I will also ask teachers for sample assessment sheets
and pointers. Overall, I felt the assessments went smoothly.
Kindergarten: Math Lesson
Project-Based Learning Plan
National University
MAGDALENA SOLIS
MARCH 31, 2019
I
Project-Based Learning
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|||
Teacher Name:
Ms. Solis
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Grade Level:
Kindergarten
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Project Title:
Let’s Build a
Park!
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Classroom Composite: Brief summary of whole group and 3
learners (ELL,IEP, SEL) describe their assetts and needs. I have 18
students; 10 females and 8 males. Most of my students are hands-on learners.
More than half of my class enjoy working in small groups. A handful of
students, prefer working alone. Most
of my students are average learners. I have three advanced students. I have
six students who are struggling and are below average. Three of my six struggling students have
certain needs; One student with social-emotional needs, one English Language
learner, and a student with an IEP. These three students need additional
support. Certain accommodations are made for these students. Visuals,
constant modeling, graphic organizers, and sensory tools are available for
these students; All students benefit from these tools.
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Content Standards Addressed:
Count to 100 by
ones and by tens.
Model shapes in
the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
Cross-Curriculum Connections:
Physical Education Standard 2:
Standard 1 Students
demonstrate the motor skills and movement patterns needed to perform a
variety of physical activities. Kindergarten students learn about and
interpret their environment by moving through space, often to a rhythmic
beat. This movement includes moving side-to-side, forward-and-back, and
upward-and-down using a variety of pathways (e.g., curved, straight, zigzag),
and in relation to objects (e.g., over, under). Students practice locomotor
movements, including walking, running, hopping, skipping, jumping, leaping,
galloping, and sliding, to move in general space at both fast and slow
speeds. Students also practice nonlocomotor movements (i.e., movements around
their own axis), including bending, curling, stretching, swaying, swinging,
turning, and twisting to move in personal space. Kindergarten students are
also beginning to manipulate (e.g., strike, toss, kick, bounce) a wide
variety of objects, including lightweight balls, beanbags, and balloons.
Social Studies Standard
K.4:
What is our neighborhood like? Teachers guide students’
investigations of their surroundings with questions about familiar features
of the environment, where they can be found, and how maps can be used to
locate them. Students demonstrate spatial concepts and skills by using a
variety of materials such as large building blocks, wood, tools, toys, and
other recycled objects to construct neighborhood structures. Such group
activities become important beginnings of map work for young students.
Students are encouraged to build neighborhoods and landscapes and to
incorporate such structures as fire stations, airports, houses, banks,
hospitals, supermarkets, harbors, and transportation lines.
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STAGE 1: PLANNING:
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How many of you love going to the park? What
do parks have that make people like yourselves, want to go to the park?What
are some fun things you see people doing at the park? What things or areas do
parks must have? Now,
If you could design your own neighborhood park, what
would it look like? (Please include areas/things a park must have)
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Project Summary:
(what students will do, learn and accomplish by the end of the project)
How will you
assess the evidence that students have met the standards?
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Students will describe what
areas/objects a park must have, what amenities they would love to see, and
what type of exercises or activities they see people doing at the park.
Students will give examples such as, people/children walking, jogging,
running, playing basketball or baseball, going down the slide, climbing
monkey bars, playing soccer, playing catch, having a picnic on
tables/grass etc.
Students will
then get into groups of three, sketch what their neighborhood park looks
like, what their neighborhood park must have and add other amenities that
they would love to see (No more than 10 amenities). Once students have
finalized their sketched map, students
will have to count and use sets of 100
blocks/legos to build the park perimeter and
park amenities such as, play structure, basketball and tennis court,
water-splash area, restrooms,parking area and baseball field. Students can
use up to 1,000 blocks/legos. For a more challenging task, students can use
more than 1,000 collections. In addition, students will build shapes from
components like sticks and clay balls to add to their neighborhood park. Once
done, students will then walk around to view their peers’ neighborhood parks.
I will then take my students out to the school field/play-structure
to practice locomotor movements that they see people performing at the park.
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21st
Century Skills: (to be taught and
assessed) Based on 4C’s Framework
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Creativity:
Students will
sketch and design/build their park with blocks, legos, and model shapes from
components collected from the school campus and will be able to use clay/playdough
to create smaller objects such as trash cans, drinking fountains, trees,
bushes, etc.
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Critical
Thinking:
Students are to
come up with a list of amenities/objects that their neighborhood park must
have (eg. restrooms, parking area, ramps, trash cans, drinking fountain (no
limit) and what they would love to see in their neighborhood park (no more
than 10).They will have to agree where to place/map each park amenity within
their neighborhood park and figure out where they will place ramps for individuals
with physical disabilities and how many blocks/legos they will use to build
each amenity.
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Collaboration:
Students will
have to discuss and agree on each student’s role within their groups, when
creating their neighborhood park. They must all agree as to which amenities
their neighborhood park will have. One student will be in charge of sketching
amenities/ideas. Each student will have to count 100 collections to build the
amenities that they are assigned to.
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Communication:
Students are to
listen to each other’s ideas and discuss why it is important to have certain
amenities over others. Students need to discuss where they will place each
amenity while making accommodations for individuals with physical
disabilities.
Students will be
able to take pictures of their designed parks and record themselves
describing their roles within their groups, what challenges they faced, what
was the easiest part of the project, what was their favorite part, and
finally describing what their neighborhood parks look like.
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The Hook: How
will you engage the students and spark their interest
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Presenting my
students with the driving questions and showing multiple pictures of what
neighborhood parks look like around the world and pictures of activities that
people engage in at the park will hopefully engage my students and spark
their interest. In addition, I will include pictures/video clip of myself
performing fun locomotor movements at my neighborhood park.
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Resources &
Materials
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Technology:
Students will be
able to use tablets/iPads to take pictures of their collections once they
have counted and organized them into 100.
In addition,
students can create letters and buildings with their counted collections and
take pictures of that too.
For their PjBL
activity, students will use their tablets/iPads to look for ideas of what
park amenities look like around the world to help them with their sketches
and park design. Students will be able to video record a reflection as a
group for their peers to view.
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Learning Outcomes & Targets:
|
I
want students to be able to count and organize collections in sets of 100. I
want them to be able to work in groups and work on their communication,
critical-thinking, and creative skills. In addition, I want students to
engage in physical activities. I want students to be able to listen to each
other’s ideas and be able to agree on what or how their neighborhood parks
will look like. Students will be able to critique their peers’ final
projects. Students are to determine what their neighborhood park must have,
what they would love to have, and how many collections they will need and use
to create their park structures.
|
Instructional Strategies:
This
project will take place over several
|
Let’s
Build a Park! will be a two week project. Students will have about 45 minutes
to work on their projects with three dance breaks in between. Day one, consist of project introduction(driving
questions and visuals), group collaboration (thinking and discussion of
ideas), what parks must have, and teacher/class research of what parks around
the world look like. Students will begin to sketch as a group. Day two,
students will continue sketching and working as a group. Students will begin
counting and organizing collections. They will also take pictures of their
collections. Day three, students will walk around the campus collecting
components to use within their model. Students will then begin creating their
neighborhood parks. Day four and five, students continue working on their
park models. Day six, students, will take pictures of models and video record
themselves as a group discussing challenges they faced, what was the hardest
and easiest part of the project, how many collections they used, each students’
role, and finally describing their neighborhood parks’ must haves and
additional amenities. Day seven, students get to walk around and view and
critique their peers’ neighborhood park models.
|
Checkpoint:
|
I
will continuously walk around the class and ask questions to promote
higher-level thinking and for understanding. In addition, I will provide
feedback. I will refer students to visuals and graphic charts. I will point
out things that they are missing and need to address within their projects
with questions such as “Where must haves have you come up with and where on
your map will you place them? How will people on wheelchairs get around?”
|
STAGE 2: ASSESSMENT
Assessment
Products:
|
Individual:
The student will
explain their role within the group and their understanding of entire
project.
|
Specific Evidence
and Completion:
The student will explain what strategies
he/she is using to count collections. Student will explain what they will use
and how they will build their assigned amenities.
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Group: Informal
Group Assessment
I will be
checking for overall understanding of
project.
|
Specific Evidence
and Completion:
I will check for counting strategies, group collaboration/participation, group
reflection video, and critiquing of peers.
|
|||
Reflection
Methods:
(how will
students capture their thinking across the scope of the project)
|
Individual:
(graphic organizer/journal)
Students will
verbally share their reflections with each other and with me.
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Group/Team:
Students will
video record their reflections.
|
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Whole Class:
Students will be
able to view each groups’ video reflections. Students will be able to share
their thoughts/reflections in front of the class.
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Other:
|
|||
Lesson
Reflection:
●
Based on what you know about your learners and class how does this
lesson support their needs and integrate their assets?
●
What specifically will you do to support students with language
acquisition throughout this lesson?
●
How will you make accommodations so that your student with an IEP can
meet grade level standards?
●
How will your student with social-emotional issues feel supported
throughout the lesson to ensure this is a safe learning environment?
●
In what ways does this lesson meet the principles of UDL (multiple
means of action & expression, representation and engagement)?
Reflection
Most
of my students are Kinesthetic learners and have no problem working in small
groups. They enjoy hands-on activities. Students who are not hands-on, still
enjoy the outdoors. I will provide plenty of visuals for my English language
learner and assign the student in a group with at least one student who is
fluent in both English and Spanish. In addition, I will model what I want my students
to do. I will recommend (assign) a role for my IEP student when groups get
together. I will provide extra support, modeling, and scaffolding to help my
IEP student achieve his/her learning goal. I will provide my IEP student with
extra time to work on his/her assigned amenity/ies. He or she will count
collections with a peer. Students will be reminded to use kind, respectful,
positive, encouraging, and supportive words at all times. This will create a
safe learning environment, not only for my social-emotional student, but for
all students. He or she will have sensory tools to use when feeling frustrated.
Students will have an extra day for all groups to work on their projects. This
project based learning activity encourages group participation, critical-thinking,
creativity, hands-on, visual aids, technology tools, visuals, and modeling
counting strategies and other behaviors; All of these are inclusive to help
support the needs of all students.
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