Assessment Task - sidneyayakawa.weebly.com€¦ · Web viewWriting Process (Grades K-6) Other: If...

Sidney AyakawaITE 314

10-20-13Writing Lesson Planning Sheet

1. Target teaching dates: 11/27/13

2. Schedule observation date on Terry or Jennifer’s Google calendar. Lesson must be on planning, drafting, revising or editing.

3. Circle the function and form of the writing lessonFunctions Forms

Cause and effect Compare and contrast Creativity Critiquing Description Explanation Information Opinion Personal Persuasion Procedural Sequence Other (specify):

Letter Poetry Essay Story (narrative) Report Technology (specify) Other (specify):

Sentence building

(Gibbons, 1991; Tompkins, 2010)

4. Circle or write in the writing instructional approach to be used in the lessona. Language Experience Approach (preschool-grade 2)b. Interactive Writing (preschool-grade 1)c. Writing Process (Grades K-6)d. Other:

5. If using the writing process what modifications will be made? Teacher candidates should teach at least the planning and drafting stages.

Planning: Students will brainstorm with their AB partners and as a class during discussion time about what their favorite animal is and why.

Drafting: Students will complete the writing activity by filling in their favorite animal and explaining why using their inventive spelling of words

6. What will be the published piece (e.g., print, performance, technology project)? -Print book of each student’s finished product.

Ayakawa, p. 2

Writing Lesson Plan: Who is king of the zoo?

Name: Sidney Ayakawa Grade: Kindergarten

Date: 11/27/13 Content Area: Opinion Writing/Response to Literature

Duration: 60 minutes

Materials needed:Book: “King of the Zoo”Writing Activity

Guiding Questions:What is required in opinion writing?What is my favorite zoo animal?Why is _____ my favorite zoo animal?Enduring understanding:Everyone has their own opinions and reasons supporting them.

Purpose of lessonFor students to understand that opinion writing focuses on their own opinion and the explanation supporting it.

What component/s will be the lesson focus?Explaining why they chose a certain animal as their favorite.

Strategy or skill emphasis Supporting opinions by providing

explanations Distinguishing initial, middle, and

end sounds to write wordsLanguage modalities to be used in this lesson:

Listening- students will listen to the story I read about zoo animals Writing-students will use inventive spelling to write their own opinion and state why;

they will also draw a picture to match their sentence Speaking- volunteers will share their opinion writing with the class

Critical Thinking SkillsACEI 3.3-Critical thinking, problem solving and performance skills.Students will use critical thinking to choose their favorite zoo animal and come up with an explanation to support why it is their favorite.

Student Engagement Techniques and GroupingACEI 3.4-Active Engagement in LearningStudents will discuss in their AB partners what their favorite zoo animal is and why before they begin the writing activity. Volunteers will share their opinion with the class.

ITE 314-406, Fall 2013

Ayakawa, p. 3

DIFFERENTIATION PLAN

ACEI 3.2 Adaptation to diverse students.

Identify type of learner(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

List type of differentiation(learning environment, content,

process, product, performance task)

Instructional approach(Write the instructional

approach/accommodations that will be used for these learners)

ELL process Use the pictures from the book of various zoo animals for

students to refer to. Guided practice of sounding out words

and writing with entire class should help these students, as

well.Accelerated Learners Performance task Ask these students if they would

like to read the sentence prompt on the activity to the class, since

some can read.

1. Standards/Benchmarks/GLOsACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

CCSS.ELA-Literacy.W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

CCSS.ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

ITE 314-406, Fall 2013

http://www.corestandards.org/ELA-Literacy/W/K/1/

Ayakawa, p. 4

2. Assessment Task(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the end of the document.Students will engage in an opinion writing activity. The activity will have students fill in the prompt by stating their favorite zoo animal and why it is their favorite (My favorite zoo animal is the _________ because ____________________________.). My formative assessment will be based on the discussion with their AB partners. I will listen in and ask some students to share out their favorite animal and why to be used as examples. I will be looking for explanations that support why the animal is their favorite. My summative assessment will be based on their activity sheet. The activity sheet will show me if students understand that opinion writing must include a relevant explanation that supports why the animal is their favorite.

3. Activities/Instructional StrategiesACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning(List how you plan to build background knowledge and the sequence of teaching students how to apply the writing process.)

1. Introduction 5 minutes(How will you explain student learning expectations, benchmarks, and purpose of learning these concepts?)

A. Explain: Good morning boys and girls. Today I am going to be teaching you a writing lesson.B. Reinforce: Now before we get started, I want to go over the school rules.C. Retrieve laminated signs of rulesD. Read each rule out loud WITH the classE. Look for all students to be saying rules out loud with youF. Explain: If you do not follow these rules, I will ask you to move your picture down to yellow.

G. Explain: This is your warning.H. Ask: Understand?I. Ask: Who remembers what opinion writing is?J. Listen: Listen for correct or partially correct answers and expand on thoseK. Define: Opinion writing is when you say whether you like something or dislike something and explain WHY you like it or do not.

L. Explain: For example: MY opinion is that, when I was in Kindergarten, I liked recess because I got to see my friends.

M. Ask: What is my opinion? (I like recess)

N. Ask: And what is my reason supporting that opinion? (because I get to see my

ITE 314-406, Fall 2013

Ayakawa, p. 5

friends)

O. Go over rubric with students

P. Read aloud every criteria

Q. Explain: This is what I am going to be looking for in your opinion writing

R. Ask: Can opinions be different? (Yes)

S. Ask: Is anyone’s opinion better than someone else’s? (No)

T. Explain: I am going to assign you AB partners

U. Assign AB partners

V. Explain: Turn to your partner and talk about your opinion on whether you like or recess or not and why.

W. Ask: Who would like to share their opinion with the class?

X. Choose about 3 volunteers to share opinion

Y. Praise: Very good boys and girls. Thank you to those who shared their opinion

2. Building background (20 minutes)

Z. Explain: Today, I am going to start by reading you a story.

AA. Explain: Remember, No one should be talking while I am or else they will be asked to move their picture down.

BB. Ask: Understand?

CC. Read title and illustrator.

DD. Sing “author writes the words” song with studentsEE. Show students “King of the Zoo” book coverFF. Explain: Turn to your same AB partners and talk about what you think the book is going to be about based on the cover

GG. Ask: Who would like to share their opinion on what the book might be about?

HH. Explain: Those are great predictions, now I am going to start reading so we can find out if you were correct.

ITE 314-406, Fall 2013

Ayakawa, p. 6

II. Read King of the Zoo book to studentsJJ. Ask: Did you all like that story?KK. Ask: Was Carlos really the “King of the zoo”? (no)LL. Ask: How did Carlos feel when all of the other animals said that they were king of the zoo, and not him? (mad, sad)MM. Ask: At the end of the story, what happened that made Carlos happy and feel like he was king of the zoo again?NN. Answer: When the little girl told her grandma that Carlos was her favorite.

3. Guided practice (5 minutes)

OO. Explain: Today we are going to form an opinion based on the book we just read.

PP. Explain: You are going to state your opinion what YOUR favorite zoo animal is and explain why.

QQ. Explain: I will go first as an example.RR. Share Example: Here is my opinion: My favorite animal is the giraffe because it is the tallest animal at the zoo.SS. Ask: What is my opinion? (favorite animal is the giraffe)TT. Ask: Did I support my opinion with a reason? (Yes)UU. What was my reason? (Because it is the tallest animal at the zoo)

4. Collaborative Group work (10 minutes)

VV. Use same AB partnersWW. Explain: I want you to share your opinion about which animal is your favorite with your AB partner.XX. Explain: Remember to support your opinion with a reason WHY just like I did.YY. Explain: And don’t forget that this is YOUR opinion. Opinions can be different, but no ones opinion is better than someone else’s.ZZ. Explain: I want you all to use your OWN brains. This is YOUR opinion, not your neighbor’s opinion.AAA. Ask: Understand?BBB. Allocate students 3 minutes to share their opinion with their AB partnersCCC. Listen for Students to share their opinion and make sure students are stating why.DDD. Ask: Who would like to share their opinion about their favorite zoo animal with the class?EEE. Allow about 5 students to share their opinion and their reason why.

5. Independent work (30 minutes)

ITE 314-406, Fall 2013

Ayakawa, p. 7

FFF. Praise: Very good class.GGG. Explain: Now, you are going to complete your own opinion writing.

HHH. Explain: You are going to complete this activity.III. Show students activity sheetJJJ. Explain: You are going to fill in the blanks to complete the sentence at the top.KKK. Read out loud: The sentence at the top says this: My favorite animal is _______because __________________________.LLL. Ask: What animal did I say was my favorite? (giraffe)MMM. Model on whiteboard. DO NOT PASS OUT ACTIVITY YET.NNN. Sound out giraffe with the class and demonstrate inventive spellingOOO. Continue modeling sounding out and writing the rest of the sentencePPP. Ask for a volunteer from table one to give me their opinion to use as another example to the class.QQQ. Model sounding out and spelling their opinion as well.

RRR. Ask students what letter should come next after breaking down the soundsSSS. Thank student for sharing their opinion with the class.TTT. Explain: AFTER you fill in the blanks to write your opinion, I want you to draw your favorite animal in the box below it.

UUU. Explain: Your picture must match your sentence.

VVV. Explain: Now I want everyone to go back to their seats and take out a pencil.

WWW.Pass out activityXXX. Explain: Now get startedYYY. Remind students to write their name and the date at the top of the page.ZZZ. Make sure students are on-task and following the directions correctlyAAAA. Guide students who are struggling toward the right direction

6. Closure: (10 minutes)

a. Ask: Would anyone like to share their work with the class?b. If students does not wish to, ask permission for teacher to share their work with the

classc. Ask students: Did _____ write his opinion?d. Ask: What is ______’s opinion? (That the ____ is their favorite animal)e. Ask: Did _______ give a reason why the ________is their favorite zoo animal? (yes)f. Ask: What was _______’s reason?g. Ask: Does ______’s picture match his opinion writing? (yes)h. Praise: Okay, great job ____. Thank you for sharing.

ITE 314-406, Fall 2013

Ayakawa, p. 8

ITE 314-406, Fall 2013

Ayakawa, p. 9

Writing Rubric TemplateBenchmark 1

(well below)2

(developing proficiency)

3(meets

expectation)

4(exceeds

expectation)

Plan

ning

6+1

trai

t= Id

eas

SL.K.1: I can discuss my opinion on the topic and explain why to my AB partner


- Student does not discuss opinion with AB partner

-Student shares their opinion on the topic, but does not provide a reason to support it

-Student shares their opinion on the topic and provides a relevant reason why

-Student clearly expresses their opinion to their AB partner and provides a detailed and relevant reason to support it

Draft

ing

6+1

trai

t= W

ord

choi

ce, s

ente

nce

fluen

cy

W.K.1: I can write my own opinion on the topic and give a reason to support it


-Student does not attempt to write their opinion

-Student’s writing is completely illegible

-Student does not provide a reason to support their opinion

-Student can write their own opinion on the topic and provide a reason to support it

-Student clearly writes his/her own opinion on the topic and provides a descriptive reason to support it

ITE 314-406, Fall 2013



Ayakawa, p. 10

Draft

ing

cont

.

6+1

trai

t= o

rgan

izatio

n

W.K.1: My drawing matches my writing


-No visible drawing

-Drawing does not relate to opinion writing

-Drawing relates to topic but is incomplete or uncolored

-Drawing clearly relates to opinion writing

-Drawing clearly demonstrates opinion on topic

-Drawing includes details that support the opinion

ITE 314-406, Fall 2013



Ayakawa, p. 11

Reflection Questions

1. Pedagogy-What happened during my lesson (what did the students and I say and do)?

How effective was your lesson design and teaching for each stage of the “writing

process”. Describe your accommodations and the implementation for diverse learners.

Make connections to results from your student writing survey. [If you did not

teach/complete each stage, then explain your rationale and write what you would have

done.]

My lesson went according to my lesson plan. I only taught the planning and

drafting stages of the writing process since I am teaching at the kindergarten level.

Through my student writing survey that I conducted earlier in the semester, I learned

that some of my students do not feel comfortable with writing; that they lacked

confidence in their abilities. I tried to counteract this by modeling each step and having

them interact with their classmates and I, so that they know exactly what I am looking

for and feel more capable. First, I explained and gave an example of an opinion. Then I

gave students a topic they were familiar with (recess) and had them discuss their

opinion on that topic with a partner. Following this, I provided background on my topic

by reading a picture book to my students called “King of the Zoo.” After reading, I had

them brainstorm and discuss their opinion on their favorite zoo animal before ever

touching a pencil or paper. Then I continued the lesson by again modeling how to sound

out and write their own opinion. I had the whole class participate as I used inventive

spelling to write my opinion piece. My consistent modeling and inclusion of student to

student, as well as student to teacher interaction helped them complete their opinion

ITE 314-406, Fall 2013

Ayakawa, p. 12

writing. My students seemed actively engaged the entire time and every student

participated fully in my lesson.

For my ELL students and my SPED student I used the book to support them. I

allowed them to view pictures of the various zoo animals to help them get ideas for

their opinion writing. I also monitored them and helped them complete their opinion

writing activity. I allowed my accelerated learner to write about a zoo animal that was

not in the book, but one that he favored from his own experiences. He wrote a well-

thought-out sentence on his opinion of Python.

The results I received from reviewing my students’ work supports that they were

engaged and actively participating. I have seen improvement in their writing since the

beginning of the semester. They also seemed more confident in their abilities to sound

out words and write. I was very pleased.

2. Assessment- How effective was my assessment plan (e.g., rubric, formative assessment,

monitoring, summative) for obtaining information about my students learning? What

would you have done differently?

My assessment, which included a formative assessment based on their discussion

and participation, as well as a summative assessment based on the rubric I created was

effective for obtaining information about my students’ learning. I was able to observe

while teaching and look back at my video to see who was discussing their opinion with

their AB partners. My rubric addressed the specific traits I was looking for based on the

standards I assessed. It assessed their speaking and listening skills based on their

ITE 314-406, Fall 2013

Ayakawa, p. 13

discussion with their partners, it assessed their understanding of an opinion, and it also

assessed their writing and drawing abilities, as well. I feel that my assessment

represents an accurate portrayal of my students’ understanding of opinion writing.

3. Data Collection- How did I do in meeting the desired results (e.g., purpose, broad

understanding, benchmarks) for this lesson? What are my next steps to improve students’

learning? Describe results for each benchmark that was used to assess students’ work.

I did well in meeting the desired results overall. I feel that my students have a good

understanding of the meaning of an opinion. I feel this way because while I was doing my

formative assessments, all of my students gave me reasons to support their opinion, which

is what I stressed while teaching this lesson. The fact that many of their opinions and

supporting reasons differed shows me that they understand that opinions are personal and

that everyone has different opinions in which they are entitled to.

My next steps in teaching opinion writing would be to somehow tie in the word

“opinion” more to their activity and to the lesson. I referred to the word “opinion” a lot, but

I do not feel that some of them made the connection of what we were doing and sharing to

the actual word. I would include the word in their activity sheet next time by saying

something like “My opinion is…” and have them finish the rest to instill that connection to

the vocabulary.

Their speaking and listening skills were proficient overall. When asked to discuss their

opinion with their AB partner, most students did. Some students did not speak because

they were shy and some students got off topic, but for the most part, they did well. My next

ITE 314-406, Fall 2013

Ayakawa, p. 14

steps in this category would be to switch up the AB partners. I would strategically pair them

to ensure that they both get the most out of discussion time.

Lastly, their drawing were proficient as well. Every students’ drawing matched his/her

sentence. Some students exceeded by drawing neatly and including details. My next steps

in this area would be to show exemplary drawings that include details to demonstrate what

I am looking for in their work.

4. Content knowledge-Explain your understanding of teaching the function (e.g., compare

and contrast, personal narrative, argumentative, opinion) and form (e.g., poem, letter,

essay) of this lesson. What areas for development in teaching writing to early

childhood/elementary students that you would like to work on and/or explore more

information? Use student evidence and professional references to support your answers.

- My understanding in teaching the function went well in the sense that my definition and

requirements of opinion writing were made clear to students. However, I would like to

develop more in teaching the rest of the writing stages. Since I am in a kindergarten setting,

it was not appropriate to each the other stages, but I would like to develop my skills in

teaching the other stages since I have not yet gotten experience in doing so. I would like to

push my students more next time because I feel that learning and practicing ALL stages of

writing is crucial to students’ development towards becoming good writers. I would also

like to experiment with the different forms of writing in the future because I feel that it

opens students’ eyes to the different forms of expression. It also allows students to discover

their preference and niche when it comes to the different forms of writing.

ITE 314-406, Fall 2013

Ayakawa, p. 15

References:

Culham, Ruth. 6 1 Traits of Writing. New York: Scholastic , 2005. Print.

ITE 314-406, Fall 2013

Ayakawa, p. 16

ITE 314-406, Fall 2013

Ayakawa, p. 17

Student Assessment Data TableWriting process stage

Planning Drafting Drafting (cont.)

6+1 Trait Ideas Word choice and Sentence Fluency

Organization

Grade level benchmark

W.K.1 W.K.1 W.K.1

Student Names

1. Fortunate MP DP DP2. Hannah MP NY DP3. Eugene ABSENT4. Tyler MP MP MP5. Gregory MP MP MP6. Sidenka NY NY NY7. Ceisha-lynn MP MP MP8. Giovanni DP DP MP9. Jackson MP MP DP10. Madyson MP MP MP11. Shawn MP MP MP12. Seth MP MP DP13. Asa MP MP MP14. Sofia MP MP MP15. Aurora MP MP MP16. Justin MP MP DP17. Kira MP DP MP18. John MP MP MP19. Maya NY NY NY20. Rome MP MP MP21. Joshua MP NY NY22. Amelia MP DP DP23. Penelope ABSENT

MP= Meets with proficiencyDP= DevelopingNY= Not yet

ITE 314-406, Fall 2013

Ayakawa, p. 18

Student A

Commentary: Student A reached exemplary (4 points) in all three categories of my writing rubric. When asked to discuss her opinion with her AB partner, she did so by stating her opinion and supporting it with a reason. Her sentence is written clearly and she states her opinion that the tiger is her favorite zoo animal and gives a reason why, which was because she likes the stripes. Her drawing clearly supports her opinion writing. It depicts a tiger with stripes. Student A exceeded my expectations of this lesson. My next steps for this student would be to challenge her in writing longer and more detailed opinion writing pieces.

ITE 314-406, Fall 2013

Ayakawa, p. 19

ITE 314-406, Fall 2013

Benchmark 1(well below)

2(developing proficiency)

3(meets

expectation)

4(exceeds

expectation)

Plan

ning

6+1

trai

t= Id

eas







Draft

ing

6+1

trai

t= W

ord

choi

ce, s

ente

nce

fluen

cy








Draft

ing

cont

.

6+1

trai

t= o

rgan

izatio

n



-No visible drawing








Ayakawa, p. 20

Student B

Commentary: Student B received exceeding expectations in all three categories of my writing rubric. She discussed her opinion and reason to support her opinion with her AB partner and also respectfully listened to her partner’s opinion. Her sentence clearly states her opinion that the lizard is her favorite zoo animal. She supported her opinion with the reason being that it changes colors. Her drawing clearly depicts her opinion of a lizard with a variety of colors. I felt that student B came up with her own, original opinion and supported it well. My next steps for Student B would be to challenge her into writing about different topics. Perhaps, I would have her research why and how and lizard colors and write/draw and tell about what she discovered.

ITE 314-406, Fall 2013

Ayakawa, p. 21



3(meets

expectation)

4(exceeds

expectation)

Plan

ning

6+1

trai

t= Id

eas







Draft

ing

6+1

trai

t= W

ord

choi

ce, s

ente

nce

fluen

cy








Draft

ing

cont

.

6+1

trai

t= o

rgan

izatio

n



-No visible drawing






ITE 314-406, Fall 2013



Ayakawa, p. 22

Student C

Commentary: Student C is one of my ELL students. She struggles with writing. I believe her struggle stems from not knowing all of her letters and their sounds. With help, she was able to write the word “cat”, however, she did not write a reason supporting this opinion. She also did not discuss her opinion with her AB partner. She is very shy and was paired with someone who is shy as well, so I noticed that they did not discuss their opinions with each other. Her drawing is not of a cat, although it looks as though she may have attempted to draw one but erased it. My next steps for this child would be to review the alphabet and practice sounding out words with her. I would also in the future pair her with someone more outgoing to discuss her opinion with so that she can get ideas from her partner. Student C was assessed accordingly.

ITE 314-406, Fall 2013

Ayakawa, p. 23



3(meets

expectation)

4(exceeds

expectation)

Plan

ning

6+1

trai

t= Id

eas







Draft

ing

6+1

trai

t= W

ord

choi

ce, s

ente

nce

fluen

cy








Draft

ing

cont

.

6+1

trai

t= o

rgan

izatio

n



-No visible drawing






ITE 314-406, Fall 2013



Ayakawa, p. 24

Activity Sheet Handout

ITE 314-406, Fall 2013

Date post:	21-Sep-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Assessment Task - sidneyayakawa.weebly.com€¦ · Web viewWriting Process (Grades K-6) Other: If...

Documents