512 Learning Map: Part 1

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:___________Ms. Kuiper___________________________Grade: ___________6______________ TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.5.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Students will learn about suffixes, root words, and prefixes through teacher modeling, small group, and whole group work. Students will learn about morphology, and how to decode words. *Highlight the main idea/knowledge (what)           *Underline the skills/verbs (how) Big Questions What is a root word? How can we find root words with prefixes and suffixes? Does adding prefixes and suffixes change the meaning of the root word? Knowledge (Concepts to be understood and applied) Students will learn what a root word is. Students will learn about prefixes and suffixes. Students will understand how to identify different parts of a word. Skills Students will learn how to identify a root word. Students will know what suffixes and prefixes are. Students will be able to independently identify different parts of a word. Student Learning Goal: State your Goal for the students to share Students will gain knowledge of prefixes, suffixes, and root words, and will learn how to identify different parts of a word. After this lesson, students will be able to use morphology, letter-sound correspondence, and syllabication patterns to decode new words. Students will now be aware of different tools that can be used to understand new vocabulary. Student Social-Emotional Goal (LEARNER): For this activity, students will be working in small groups and come together as a whole group. This activity gives students the opportunity to talk amongst each other, and build social communication skills. Students are able to contribute ideas, and must also listen to what other classmates say. This activity builds social connections between students, and improves small/whole group essential skills. Barriers to learning (LEARNER): ELL and special education students might struggle with vocabulary. Students who are behind grade level performance might struggle with this activity. Students who are shy and don’t speak much to the rest of the students will have to exit their comfort zone. Common Misconceptions (LEARNER & TARGET): It may be harder for ELL students to understand this assignment. Students who are not fluent in English may struggle with presenting information in small/whole groups.

Part 2: My Class My Classroom Composite: (TEACHER & LEARNER):   Whole group Mrs. Kuiper’s class is a 6th grade class at Pinion Mesa Middle School. The class is composed of 20 students: 16 boys and 4 girls. Several students have learning disabilities, and students are also ELL. The students enjoy working in group settings, and are highly motivated by extrinsic rewards. Students get distracted easily, and benefit from lessons with action and short intervals, with breaks in between.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) Focus Student #1: Special Needs There are several students in the class who have a variety of different learning disabilities. For students with ADD or ADHD, I will give students the opportunity to take small rest breaks in between activities. Focus Student #2: English Language learner ELL students will be mixed into groups throughout the classroom. They will be able  to see the words students make, and will benefit from being paired with fluent English speakers. ELL students can write new vocabulary into their word journals, and will gain new knowledge of words they are unfamiliar with.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of Representation (modeling & practice)	1.     I will model what a root word is, and show students how to identify the suffixes and prefixes in the word.  (Visual) 2.   I will talk students through the process of breaking up a word. (Auditory) 3. Students will have the opportunity to work with small groups and create a model of a root word that contains a suffix and prefix (Kinesthetic)
Multiple Means of Engagement	1.      Students will create their own visual representation of a root word with a suffix and prefix, this gives students the opportunity to  express themselves whichever way they see fit. 2. Students will write what they learned in the lesson, each students answers will vary. Lower level students might have learned something different that higher level students. (exit ticket) 3. The exit ticket will serve as motivation for students to pay attention to learn, as this will be how they receive credit for this assignment.
Multiple Means of Expression (practice & assessment)	1. When presenting information to the class, students will be able to showcase their talents. (powerpoint slides, hand-made model, etc.) 2. Exit ticket can display whatever students have learned today, and will vary in each student. 3. Students will work together as a group to answer questions on the Roots worksheet.
Managing the Classroom Environment	I will continuously circulate throughout the room to listen to group conversations, and ensure each student is able to share their knowledge. The timer will serve as a way to transition between activities. I will give each student an opportunity to share what they have learned from this exercise. The winning group with earn 5 bonus points for this activity, and this will help keep each group motivated to win in this activity. Before the lesson begins, I will go over proper group behavior for this activity, and verify that each student is aware of how to behave.

STAGE 2: TEACHING

DAILY AGENDA: What will you use to manage daily instruction? What is your Learning Map sequence for Day 1? I will introduce the topic of roots, prefixes, and suffixes to the students. I will demonstrate one word on the whiteboard, and ask students to tell me what other words they see in the word that is written. Then, I will pass out the Word Parts worksheet and Roots worksheet. Students will work together to complete the assignment. Next, I will ask students to create a visual representation of roots, suffixes, and prefixes, which they will present to other students in the class. We will discuss what students have learned today. Students will be asked to write down one thing they learned today, and that will serve as their exit tickets. What materials will you use? ●      Sticky notes for exit tickets ●      Roots, suffixes, and prefixes worksheet ●      Word parts worksheet How will you assess student learning? I will provide multiple examples of root words, suffixes, and prefixes for the students. I will ask a variety of students questions, to gauge comprehension levels. I will rotate throughout the class during group work. I will assess the exit tickets to verify students were paying attention to the lesson.

ITL 510 Oral Language Development

Week 1: Oral Language Development

Jessica Kuiper

Professor Acosta-Teller

ITL 510

2 October 2018

INTRODUCTION

            For this assignment, I observed classes at Vista Verde Elementary School, in the Snowline Joint Unified School District. I first observed Arianna in Mrs. Jacoby’s Kindergarten class in two 30-minute increments, rotating between Mrs. Joslin’s 2^nd grade class, where I observed Jackie. Arianna is a native English speaker in Kindergarten, and Jackie is a 2^nd grade E.L.L. student. First, I will discuss Arianna’s observation, and then I will talk about Jackie’s observation.

ARIANNA’S SETTING AND ENVIRONMENT

            When I entered Mrs. Jacoby’s Kindergarten class, the class was already in their small groups. Arianna’s group consisted of 6 students: 3 boys and 3 girls. Students were working on a small cut out book that they were making themselves. Altogether, the book had 6 pages, and focused on the color green. The students were told to color the pages, both front and back. Arianna was one of the last students to finish this task. When the students were finished with their coloring, they moved to the other side of the table to work on flash cards. The flash cards included sounds, numbers, and sight words. Arianna knew most of her sight words, and knew all of the numbers on the flash cards. I observed Arianna in an academic setting for this section.

ARIANNA’S LISTENING SKILLS

            When observing Arianna in the academic setting, it was apparently that she was not a strong listener. Her eyes wandered to other areas of the room, she began listening to other small group’s conversations, and she had a hard time focusing during the flash cards. She was continuously being redirected by Mrs. Jacoby to sit in her seat, and follow along. I would rate her as below average for her listening skills, because most students were able to focus and pay attention to their own small groups, without being distracted. Arianna was easily distracted, which showed that she needs to self-monitor her listening. When she was paying attention, she showcased her knowledge of material, and answered almost all questions correctly. When the students moved to ‘carpet time’ for whole group instruction, Arianna, again, was easily distracted by other classmates and material in the classroom. Mrs. Jacoby redirected Arianna to sit ‘crisscross with her hands in her lap’ several times throughout the activity.

ARIANNA’S SPEAKING SKILLS

            Arianna was outstanding in her speaking skills. When she talked, she used proper verb tenses, and emotion in her sentences. For example, she told me, “Look at my frog!” I could hear the excitement in her voice, and her sentence had no errors. I would rate Arianna above average in her speaking because she was one of the few students who could be understood each time she talked. Although she talked out of turn often, and too loudly at times, she was easy to understand, and teachers and classmates could hold conversations with her. When doing the sight word flash cards, she was one of the few students who answered each flash card, and a majority of her answers were correct. Arianna is a confident speaker, and did not shy away from challenging words.

ARIANNA’S CONVERSATION SKILLS

            For this section, I observed Arianna on the playground at recess. She and her group of 3 friends were on the swing set having conversations. Again, Arianna’s voice stood out above her friends because she had a louder voice. They were singing Drake’s popular song, “In My Feelings.” Arianna said each word correctly, and in rhythm with the beat of the song. While on the playground, Arianna sang happy birthday to another one of her friends, and asked her friend how old she was. During recess, Arianna spoke with multiple students, and was able to carry on conversations with each student she talked to. Arianna is very outgoing student, which evident in her ability to talk with any student on the playground. I would give Arianna an above average rating for this category.

REFLECTION

            Arianna’s observation taught me much information about Kindergarten learners. In the class, I could tell there were several stages of learners in the class. Some students were easy to understand, and could speak without many errors. Others mixed up past and present verb tenses, and were harder to understand. Through this observation, I could see the areas Arianna needs to work on. Most importantly, she needs to work on her listening skills, and learning to talk at appropriate times. This observation was helpful in being able to dedicate time to listen to an individual student talk, and determine ways in which they can improve their listening, speaking, or language skills. In this observation, I have improved at being able to identify strengths and weaknesses in students, and this will be a helpful skill to have in my own classroom.

JACKIE’S OBSERVATION SETTING

            I observed Jackie, a 2^nd grader in Mrs. Joslin’s class. The class had recently added 11 more students to the class, and had become a 1^st/2^nd grade combination class. When I came into the class, the students were copying down ‘-igh’ words from the board, and then told to write each word 3 more times, highlighting the ‘-igh’ in each word. Jackie was one of the slowest students of copying down the list, and one of the last students to finish. The class consisted of 31 students, with more males than females in the class. For this activity, the students were participating as a whole group. When I observed the class again, they were circled on the carpet in whole group instruction again. The class was reading, “Words Are Not For Hurting.” After Mrs. Joslin was done reading, she asked each student to share an important lesson they learned from the book. I observed Jackie in an academic setting both times I observed the class.

JACKIE’S COMPREHENSION

            After observing Jackie, I could tell she struggled with understanding directions from Mrs. Joslin. Jackie often copied information down from her table partners, and was always one of the last students to complete the task. Eventually she would complete the tasks, but she needed more direct instruction before she was able to understand what was being asked of her. I’ve scored her a 3 in this category on the SOLOM matrix because she struggles with comprehending directions.

JACKIE’S FLUENCY AND VOCABULARY

            Jackie did not speak often when I was observing the class. She only spoke up when she was asked a question, and did not communicate with others in the classroom. I do not know if she is just shy, or if she was embarrassed to speak incorrectly. I overheard her say to the teacher, “let me see more closer, please.” This is an awkward phrased sentence, and at 2^nd grade, Jackie should be able to speak more fluently. I’ve scored Jackie a 2 in this category, because I feel she needs more direct instruction with speaking English. She needs to learn verb tenses, and how to self monitor her sentences. Before speaking out load, she should ask herself if her sentence makes sense, and if not, she should evaluate how to improve her sentence quality. In vocabulary, I scored Jackie a 3, since she did not hold many conversations with others in the class. She would mumble silently to herself more than she would talk about loud, which might prove she is not proficient in English, and is embarrassed to say something wrong. When I did hear her talk, she used the wrong verb tenses, and it was often difficult to understand what she was trying to say.

JACKIE’S PRONUNCIATION AND GRAMMAR

            For this area I’ve given Jackie a 3 for pronunciation and a 2 for grammar. Though she didn’t talk much, I could tell she struggling with understanding assignments and communication with Mrs. Joslin. It is important for Jackie to get help with this area of her speaking because if she doesn’t pronounce words correctly, she will continue to fall behind her classmates. There will be a language barrier between what she says and what she means, and what she is able to understand. For her grammar, I’ve given her a 2 because she continued to reverse words in her sentences. When asked what her take away from “Words Are Not Meant For Hurting,” her reply was, “ the teacher says things not to do it.” Her words were out of order, and the true meaning behind her sentence is not clear. Jackie needs more direct instruction in pronunciation and grammar in order to become fluent in English.

REFLECTION

            Observing Jackie was helpful for me to compare a fluent and non-fluent English speaker. I could see where Jackie struggles, and I can tell she holds back from talking to the rest of the class because of a language barrier. In order for Jackie to catch up to the rest of her class, she will need more direct instruction of the English language, and must be pushed to speak to the class more regularly. This observation has helped me to evaluate students, and find the strengths and weaknesses in their work. I saw first hand how easy it is for E.L.L. students to fall behind other students, how students are aware of their weaknesses, and how this can affect their learning. In comparison to the Kindergarten class, the 2^nd grade class was quieter, and did not talk as much. This left even less time for Jackie to practice speaking English; the class was more lecture based, and Mrs. Joslin wanted students to sit quietly at their desks, unless they were called on. From an observational standpoint, I could see Jackie was struggling to keep up with the rest of her class, and the gap will only continue to widen unless Jackie is introduced to more methods of learning English.

ITL 510 Padlet

https://padlet.com/jlynkuiper/phonemicawenesstoolbox



This link showcases my phonemic awareness toolbox. It incorporates many resources teachers can use in the classroom: lesson plans, activities, apps, and games.

ITL 608 Signature Assignment

OVERVIEW

            I had the pleasure of observing Mrs. Seeba, a 14-year veteran of Pinon Mesa Middle School. I observed her 6^thgrade language arts class, which was comprised of special education, general education, and ELL students. The agenda for the day was to silently read an accelerated reader book for ten minutes, create new passwords for Study Sync, a website based Language Arts program,  on the computer (as a group), and end the class by whole group reading Maroo of the Winter Caves.

            The students came into class, sat down quietly, and began reading their Accelerated Reader. books. This would be ample time to score student’s reading levels, test students on A.R. book, and any other reading assessments needed. Next, students were asked to log in to Study Sync and create a new password. Students were prompted to use SnowlineMMDDYYYY as the new password. This task took a majority of the class. Complications of this assignment included students not knowing their birthdates, students had worked ahead and created a different password than asked, and students were not as computer savvy as assumed. In the future, pre-assessing student knowledge of technology will be beneficial. Students could be pulled in groups, rather than the entire class, to complete this task. Lastly, students group read Maroo of the Winter Caves. This gave students the opportunity to be exposed to new vocabulary, and showcase their proficiencies in reading. Students called on each other to read the next page of the book; volunteering to read takes pressures off students who struggle with reading (i.e. ELL or special education students.) It’s important for students to feel confident when reading, and free of pressure or reading anxiety. 

            I could see many elements of a learning plan in Mrs. Seeba’s lesson plans. She included several activities: silent reading, hands-on tasks, and oral reading, all of which are beneficial strategies for different types of students. Mrs. Seeba has taken time to get to know her students’ strengths and weaknesses in order to include a variety of strategies in her lesson plan. The instructional strategies, objectives and goals were present as well, she wanted students to be able to successfully use technology, and meet reading objectives of the classroom. Mrs. Seeba had outstanding classroom management; students remained quiet, seated, and stayed on task. This was a direct reflection of Mrs. Seeba’s character and teaching preferences. She frequently assessed students on their comprehension of the assignment and offered help when needed. Throughout the reading of ‘Maroo’ students were asked discussion questions, given a few minutes to talk with other students, and then asked to announce their answers. I was pleased with the observation, and could see careful planning and consideration went into Mrs. Seeba’s lesson plans.

            The following learning plan is a follow up activity to the lesson I observed. I’ve included kinesthetic, visual, and auditory learning elements to create an inclusive learning environment for all students. 

Ms. Kuiper’s Learning Plan

Mrs. Seeba’s 6^thGrade Language Arts Class

Standard: CCSS.ELA-LITERACY.RI.6.7       CCSS.ELA-LITERACY.RL.6.10

Target: Students use StudySync to complete listening and comprehension assignments. Students can read Maroo of the Winter Cavesin a group setting and discuss important ideas from the novel.

Questions How can we use StudySync in the classroom? What are the educational benefits of StudySync? How can we use our knowledge of technology in the classroom? Are students understanding Maroo of the Winter Caves? How can I assess their knowledge and comprehension? What tools can be used to check for understanding?

Knowledge How to log into StudySync How to use knowledge of technology to complete assignments How to utilize technology to differentiate instruction for all students. Students read Maroo of the Winter Cavesas a class, and can successfully comprehend information learned.

Skills Students are able to successfully log into StudySync, and can complete assignments online at their own pace. Students can apply the technology skills learned from the previous lesson to future online lessons. Students’ oral reading, comprehension and listening skills are used to read Maroo of the Winter Caves.Frequent checks for understanding and opportunities for student response are given.  Students are able to participate in small and large group discussions.

Student Learning Goal:

            The goal of the assignment is for students to feel comfortable using technology to complete assignments. Students are able to use their ELA knowledge to complete assignments. Students can read in a group setting and understand the material they are reading. Students can build reading fluency, comprehension, and prosody. Students will be given the opportunity to participate in small and large group discussions. 

Social Emotional Goal:

            Students are able to read in a group setting, and can stay on task when using technology to complete assignments. Students are prepared for group reading and gain knowledge of computer use in the classroom. Students are gaining technological knowledge that they can use in educational and extracurricular activities. Students are learning important social skills that they can use beyond the classroom.

Barriers:

            There may be students who do not understand how to use a computer. Students in this school are in a low economic standing, and may not have previous experience using a computer. Students may have forgotten their login information. Students may not have reading fluency, and fall behind during group reading. Students who have learning disabilities and attention deficits may have trouble staying focused and on task.

Common Misconceptions:

Students born in the 2000s are technology savvy. In order to prepare students, Mrs. Seeba should give students multiple opportunities to utilize StudySync and practice using a computer. 

Another misconception is that during group reading, students who are not fluent readers will not benefit from this activity. However, students will be able to hear fluent reading (which they can mirror in their own reading), and will gain knowledge of unknown vocabulary. 

Part 2: Mrs. Seeba’s Class

The class is comprised of 26 students. There are 2 GATE students, 6 ELL students, and 4 Special Education students in the classroom. Other than English, Spanish is the most common spoken language in the classroom. Most students come from a low socioeconomic standing, and the ‘feeder’ schools in the district are small with little technology.

There are more male than female students in the class, which can cause the class to get rowdy. The class is organized in large table groups, 2 students per table, which serves as partner groups (these are who the students work with on a daily basis). Class rules and procedures are posted on the wall, and students are encouraged to answer questions, even if they are unsure of the correct answer.

Accommodations/ Modifications

Student 1 ELL Student The student has low reading comprehension, language barriers may be a factor. Student may need support understanding assignments and initiating tasks. The student might need help logging in, and will need to complete assignments on StudySync at a slower pace and lower level. Study Sync provides an English Learner Development level. More direct instruction will also benefit the ELL student.

Student 2 Special Education Student The student may have ADHD or other learning disability. He/she may lose focus easy, and need to be redirected when necessary. To modify the assignment, the student can work at a slower pace, work can be broken up into smaller tasks, take frequent breaks, and can complete lower level assignments than the rest of the students. The student needs frequent redirection when off task. Student benefits from frequent checks for understanding to keep motivated and on task. It is important to follow supports and accommodations from the student’s IEP or 504 plan.

UDL 

Multiple Means of Engagement	Kinesthetic, auditory, and visual learners process information differently.  Auditory learners benefit from listening to instructions or the reading of Maroo of the Winter Caves, and retain information better when it is said aloud. Kinesthetic learners benefit from tangible tasks such as note taking and keyboarding on the computer, which helps maintain their focus. Using StudySync will be beneficial to these learners. Visual learners benefit from StudySync, because they can see the individual activity and can work at their own pace. Visual learners were also able to showcase their proficiencies during silent reading.  It is important for teachers to create an inclusive learning environment for students by utilizing multiple strategies ensuring students understand and retain information. The use of exit tickets and quick checks for understanding will be more beneficial.
Representation	Students need to have multiple means of representation of information in order to thrive in the classroom. Visual aids and cues, in depth directions, models, discussions, and multimedia outlets are a few strategies that can be used to ensure information is reaching each student.
Action/Expression	Students need multiple outlets for expression in the classroom.  Giving students the choice to speak verbally or write answers can eliminate public speaking jitters, or grammar/spelling embarrassment. It is important for students to feel comfortable and confident expressing opinions, answers, or questions. As a teacher, remaining flexible and offering multiple forms of communication is key. Creating a learning environment where students feel safe to participate without fear of being ridiculed is imperative. When students create projects, a tic-tac toe or choice board gives students the opportunity to showcase their strongest attributes. These boards allow students to pick and choose, which components they would like to incorporate into their work. PowerPoints, game boards, paper, journal entries, self-made YouTube videos, scrapbooks are all valuable tools students can utilize.

Managing the Classroom:

To ensure each student is engaged and actively participating, I will continuously circulate throughout the classroom. I will frequently check for student understanding, and redirect when necessary. Exit tickets will be used as a quick informal assessment to guide my instruction for future lessons. Missing Exit tickets may indicate that a student does not understand a concept and reteaching is necessary. Positive verbal and non-verbal praise will be used as I circulate through the classroom. Students modeling proper behavior and work habits will be recognized to redirect students who are off-task or non-productive. Students will participate in small and large group discussions, and will be asked several comprehension questions throughout the class period.

Daily Agenda:

            Upon entering the classroom, students will silently read for 10 minutes. This allows me time to conference with students and complete individual assessments such as fluency reading. Students will use the first 30 minutes of class to complete assignments on Study Sync. Students will work at their own pace to complete assignments. I will circulate the room focusing on students who appear to be off task, confused, or struggling. With the oral reading of the class novel, students will showcase their reading fluency skills. Other reading skills that can be addressed are vocabulary comprehension, decoding skills, and listening skills.

The last 25 minutes of class will be used to group read Maroo of the Winter Caves. Students will take turns reading the novel, one paragraph to a page at a time, and choose a different student to continue reading. Throughout the course of reading, students will be asked comprehension questions to check for understanding, and to ensure all students are staying engaged. Students will be given opportunities to discuss and collaborate in small groups. Small groups will be allowed to share out with the class. Students will be able to participate in whole class discussions.

Needed Materials:

Chromebook or other technology device

Study Sync login information 

Maroo of the Winter Cavesbook

Journal to take notes regarding Maroo of the Winter Caves

            

Stage 3: Assessing Student Learning:

            Students who successfully logged into Study Sync demonstrated their listening and technology skills. Students were able to complete online assignments at their own pace, and only a few students needed help when they did not understand a question. Few students needed to be redirected and told to stay on StudySync, instead of other websites. Oral reading of Maroo of the Winter Caveswent well, students stayed focused, and were asked several questions regarding comprehension of the literature. Students were asked a final question which served as an exit ticket for students to be excused from class when the bell rang. Students were given the opportunity to participate in small and whole group discussions, where students could showcase their knowledge of the novel.

Stage 4: Reflecting About Teaching and Learning

            

            In the future, it will be beneficial to check students’ understanding and usage of technology prior to initiating a website based language arts program. When creating new login passwords, it will be better to pull students in small groups instead of working as a whole group to change passwords. This way, students are able to ask questions, and can be assisted faster. When group reading, more frequent comprehension checks will facilitate students’ understanding of material. To help ELL and Special Education students, more designated one on one time will continue to improve their comprehension and foster their educational achievement. 

            As an educator, continuing to create hands-on learning activities for students to complete will be beneficial. Many of the students in this class gain and retain information kinesthetically, so the more activities that require students to work with their hands, the better the lesson. Frequent checks for understanding and informal student assessment to guide my instruction are also necessary components to my learning plan.