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Marquez Harris 1 LESSON # ___1__ Grade Level: 2nd Total Number of Students: 3 Grouping Formats (check all that apply): (Whole Group _____ Small Group X _____ Individual: _____) Individualized Learning Goals and Modifications/Accommodations (specify for each identified student): (7e) IEP(s): 504(s): ELL(s): There are 2 ELL students in my small group. One of the ELL students requires visual aids and tools to aid them in acquiring the new material. That student is given more wait time and processing time to complete activities. The other ELL student does not require any modifications or accommodations. Other: The central focus for this learning segment is to encourage students to focus on reading a text and paying attention to each word in the sentence by tracking the words while also encouraging students to use the context of the sentence to decode unfamiliar words The learning segment language function is to confirm and self-correct. Title of Lesson: Tracking and Word Conscious Instructional Context: (students’ prior academic knowledge and skills, cultural and community assets, backgrounds and interests as related to lesson) (1a, 2c, 4d, 6c, 6g, 7d, 9c) Students have been practicing tracking the words that they are reading by utilizing various tools such as index cards and sticky notes to point at the word that is being read or covering up the remaining words in a sentence. Students have also been practicing decoding and figuring out the meaning of words by utilizing their charts that list a wide variety of decoding strategies and also by engaging in small groups in which they have practiced using pictures and sentences to determine the meaning of unfamiliar terms. Common Core State Curriculum Standard(s): (4n, 7a, 7g)
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Marquez Harris 1

LESSON # ___1__

Grade Level: 2nd Total Number of Students: 3Grouping Formats (check all that apply): (Whole Group _____ Small Group X _____ Individual: _____) Individualized Learning Goals and Modifications/Accommodations (specify for each identified student): (7e)IEP(s):504(s):ELL(s): There are 2 ELL students in my small group. One of the ELL students requires visual aids and tools to aid them in acquiring the new material. That student is given more wait time and processing time to complete activities. The other ELL student does not require any modifications or accommodations. Other:The central focus for this learning segment is to encourage students to focus on reading a text and paying attention to each word in the sentence by tracking the words while also encouraging students to use the context of the sentence to decode unfamiliar words

The learning segment language function is to confirm and self-correct.

Title of Lesson: Tracking and Word ConsciousInstructional Context: (students’ prior academic knowledge and skills, cultural and community assets, backgrounds and interests as related to lesson) (1a, 2c, 4d, 6c, 6g, 7d, 9c)

Students have been practicing tracking the words that they are reading by utilizing various tools such as index cards and sticky notes to point at the word that is being read or covering up the remaining words in a sentence. Students have also been practicing decoding and figuring out the meaning of words by utilizing their charts that list a wide variety of decoding strategies and also by engaging in small groups in which they have practiced using pictures and sentences to determine the meaning of unfamiliar terms.

Common Core State Curriculum Standard(s): (4n, 7a, 7g)

ELAGSE2RF4: Read with sufficient accuracy and fluency to support comprehension.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Learning Objective(s): (4n, 7a, 7g)

Students will be able to accurately read the words in a sentence and using the context of the sentence to confirm or self-correct unfamiliar words and their meanings by utilizing the “Point and Read One for One” and “Be Word Conscious” strategies found in the book The Reading Strategies Book by Jenniffer Serravallo.

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Students will be able to monitor what they are reading by keeping track of the words with their fingers.

Assessments (evidence of learning, evaluation criteria, documentation of learning):(6a, 6b, 6d, 6e, 6h, 6l, 6m, 6n, 8b, 8c, 8e)

Formative: Teacher will take anecdotal notes while the students engage in their reader’s theatre workshop. Teacher will check for each student’s accuracy for reading each word of their individual scripts while tracking and how often they track. Teacher will also take anecdotal notes on how students decode the meaning or attempt to decode the meaning of unfamiliar terms in the script.

Formative: Teacher will also assess the students personal dictionaries to check for their understanding and ability to decode unfamiliar terms through the students pictures, definitions, and/or synonyms.

Academic Language: (4h, 4l, 5h)Language Function: confirm, self-correct

Instructional Support: Explicit modeling with guided practice of tracking with finger and decoding the meaning of unfamiliar words, A Peacock Among Pigeons by Tyler Curry

Vocabulary: tracking, meaning, context, pointing, monitoring Instructional Support: Anchor chart that reviews the steps of how to decode the meaning of words and also how to track words,

Syntax or Discourse (highlight one and describe):Instructional Support: Students will focus on syntax in their small group reading theatre workshop.

*Note opportunities for students’ practice in using language in instruction section.Instructional Materials: (3d, 3g, 4f, 4g, 5l, 6i, 8g, 9d)Bulleted list of materials and plan for distribution:

A Peacock Among Pigeons by Tyler Curry (provided by teacher) The Little Red Hen reading theatre scripts adapted from Dr. Chase Young (provided by

teacher and a student will pass out the scripts to other students) Anchor Chart with steps for tracking and decoding meaning of words (created by teacher and

the teacher will provide it as necessary) Anecdotal note taking sheet (provided by teacher) Personal Dictionaries (provided by teachers and passed out by teacher)

Technology & other resources as applicable: N/A

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*Instruction: (1b, 1d, 1e, 1g, 2a, 2d, 2e, 2g, 2h, 2i, 2j, 3b, 3d, 3g, 3h, 3i, 3m, 4a, 4e, 4f, 4g, 4i, 4j, 4k, 4m, 5b, 5d, 5e, 5f, 5g, 5h, 5m, 6e, 6g, 6h, 7a, 7b, 7c, 8a, 8c, 8d, 8f, 8g, 8h, 8i, 9c)TimeAllotted:

3 mins

8mins

18 mins

2 mins

Spark interest & build engagement Anecdotal story about a time when I was reading a story and how I was not fully

paying attention and not trying to figure out the words I did not know which caused me to miss several questions on my test and make a failing grade.

Teacher will ask students if they had ever experienced a time that they were not paying attention and the results of not paying attention

Application of prior knowledge Teacher will read the story A Peacock Among Pigeons by Tyler Curry Teacher will explicitly model the skills of tracking and using the context to

determine the meaning of words. Teacher will ask students to help figure out the meaning of specific words and ask

the students to explain

Application of new knowledge Teacher will introduce the strategies of “Be Word Conscious” and “Point and Read

One for One” by Jenniffer Serravallo- Utilizing the anchor chart with the steps of how to use the strategies

Teacher will explain why tracking and decoding the meaning of words using context is so important in reading

Teacher will then provide students with copies of the reading theatre scripts of the story The Little Red Hen

Teacher will explain the activity and purpose along with the directions Students will read their individual scripts as a groups while using the strategies by

Serravallo Teacher will be assessing the students by taking anecdotal notes while the students

read in their workshop

Closure (review and response; extension) Teacher along with the students will review the steps of tracking and determining

the meaning of words from the context Independent Activity/ HW: Students will create their personal dictionaries.

-Students will be given 2-3 words in which they must write their own definition Feedback: Students will draw faces on their paper to represent how they feel about

the lesson the material they learned- Happy face: Very comfortable, and understand the material- Okay face: somewhat comfortable, and understands the material a little bit- Sad: not comfortable, and does not understand material

Differentiation: Mel will be given the script of the character with longer lines since she needs to focus more on tracking individual words.

Differentiation: More advanced students will also try to use their unfamiliar term in a complete sentence and write a synonym for the term.

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- Students that need more support will draw a picture to represent their understanding of the unfamiliar term.

Picture Dictionary Rubric

Emerging (1)

Student is able to draw a picture that reflects an

accurate depiction of the meaning of the term.

Needs a large amount of assistance

Progressing (2)

Student is able to draw a picture that reflects the meaning of the term and write a

definition that reflects the meaning of the

term.

Fair amount of assistance needed

Meets (3)

Student is able to write an accurate

definition that reflects the meaning of the term and draw a picture that reflects the meaning of the

term.

Little to no assistance needed

Exceeds (4)

Student is able to write an accurate

definition that reflects the meaning of the term, draw a picture that reflects the meaning of the

term, and determine the part of speech

for the term.

No assistance needed

*In order to provide the students with feedback, I individually conferred with them to go over their areas of improvement along with their strengths.

Student performing below the standard

”Student 1, you were able to draw a very detailed picture that demonstrated that you understood what the word sprouted mean. It was a great strategy to show the stages of a seed sprouting when drawing your picture. Next time, try using the story and context clues to help you spell words and to also help you create and write a definition of unfamiliar words.”

Strengths: The student was able to draw a detailed picture that showed the process of a seed sprouting and growing into a flower. Also, the student was able to sound out the word sprouted the best of their ability and almost spelled the word correctly.

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Weaknesses: The student was not able to write a sentence or phrase that reflected the meaning of the term sprouted. The student was not able to refer back to the text in order to help them spell the word correctly nor guide them in constructing a definition.

Student that met the standard:

“Student 2, you were able to accurately demonstrate your understanding of the term baked by drawing a detailed picture of an item cooking inside an oven. You also tried to identify the part of the speech that word baked was. Finally, you even wrote a partial definition to explain the meaning of baked. In the future, I would suggest that you use the story to help you spell words and double check to make sure you spelled words correctly. Also, try to challenge yourself by seeing if you can make a more detailed definition. Use context clues to help you.”

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Strengths: The student was able to draw a picture that represented a clear understanding of what the term baked meant. The student attempted to determine the part of speech that the word baked is while also constructing a simple definition for the term.

Weaknesses: Even though the student attempted to determine and write the part of speech for the term baked, the student wrote two parts of speeches indicating that they were not able to correctly differentiate between the different parts of speech. Also, the student was only able to construct a simple definition to represent the word baked. Finally, the student misspelled baked even when the term was circled in the story and given to them on a sticky note.

Student that exceeded the standards:

“Student 3, you did a really great job in drawing a detailed picture of what a grain is. You were able to correctly identify the correct part of speech for the word grain. The definition you wrote for the term grain clearly demonstrates that you understand the term grain. I would challenge you to try and think of a synonym for the word grain and to write a sentence using the word grain.”

Strengths: The student was able to complete the activity without any assistance. The student correctly identified the part of speech for the term grain while also creating a thorough definition for the term. The student spelled the word correctly and even drew a detailed picture for the term grain.

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Weaknesses: The student did not display any signs of weakness while engaging in this particular activity. I would continue the student by possibly having the student create a story using unfamiliar vocabulary words.

Lesson 2

Teacher Name: Marquez Harris Topic: Opinion Writing

Content Area: English language arts Grade Level: 2

Standard: ELAGSE2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Content Objective: Understand what opinion writing is and the 3 parts of writing

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Language Objective: Writing- Students will be able to use their opinion and the 3 parts of writing to complete writing piece.

The Learning Task (Give a brief description of the lesson indicating details such as the product, audience, grouping, etc.):

1. Students will begin by identifying examples that are either facts or opinions. 2. Students will listen to the story “Don’t let the Pigeon stay up late” – Written by Mo Willems 3. Students will then discuss the book’s opinion and ways the students related to the story 4. Next students will be presented the 2 opinions they can choose to write about 1. Children should

have bed times or 2. Children should not have bed times5. Students will give reasons for both sides of opinions formed. These reasoning’s will be written on

an anchor chart by me during discussion6. Students will choose an opinion and use reasons given or their own during activity. 7. Students will write an introduction using the color-coded note card provided to them8. Students will write 1-3 reasons to support their chosen opinion using the color-coded note cards

provided to them 9. Students will write a conclusion using the color-coded note cards provided to them

Cognitive Function (Blooms, DOK, etc.):Comprehension

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6

Language-based Expectations:

List an opinion and one or more reasons that support their opinion

Language-based Expectations:

Compose phrases that state an opinion and reasons that support the opinion.

Language-based Expectations:

Compose simple sentences that state an opinion and reasons that support the opinion.

Language-based Expectations:

Write a paragraph that states their opinion, gives 3 reasons that support their opinion, and includes a concluding sentence.

Language-based Expectations:

Write a detailed paragraph that states an opinion, gives 3 reasons that support the opinion and includes a strong conclusion.

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Reaching

Scaffolding/Support:PartnerAnchor chartWriting Prompts Teacher modelingL1 support

Scaffolding/Support:PartnerAnchor chartWriting Prompts Teacher modelingL1 support

Scaffolding/Support:PartnerAnchor chartWriting PromptsTeacher modeling

Scaffolding/Support:Anchor chartTeacher modeling

Scaffolding/Support:Anchor chartTeacher modeling

BICS (Basic social and communicative vocabulary and linguistic expressions students must use to articulate mastery of the standard):Use of vocabulary …Relating their own thoughts and opinions to given topic…Giving their own reasons….Comparing reasons and experiences…

CALP (Cognitive academic vocabulary and linguistic expressions students must use to articulate mastery of the standard):

Topic-related vocabulary – Opinion, Fact, Introduction, Reasons, ConclusionLanguage complexity – complete sentences

Opening Session (Build background, explicitly link student experiences and past learning to new concepts, and emphasize key vocabulary):

1. 5 oral examples will be given that the students must determine rather they are a fact or an opinion

2. Students will listen to the book “Don’t Let the Pigeon Stay Up Late” Written by Mo Willems

Work Session (Provide comprehensible input through a variety of strategies, scaffolding techniques, opportunities for student interaction and hands on practice/application):

1. Students will be given the two writing prompt they can choose between, we as a group will discuss the two opinions and how to provide reasons.

2. As a group we will come up with example reasons to support both opinions. These reasons will be written on a visual anchor chart.

3. Students will receive a color-coded index cards where they will write their introduction, reasons, and conclusion on. (a visual PowerPoint will be shown examples and guidance for the students.) (students will receive these cards one at a time so that the students

Resources & Supports (Sensory, Graphic, Interactive) (List materials needed and attach handouts, manipulatives, links to digital content, books or texts used, etc.):

Anchor Chart- where reasons discussed to support opinions will be visible Power point- Examples of how to state an opinion in an introduction, examples of how to state and support with reasoning will be shown, examples of how to write a conclusion including your opinion.

Book- Don’t let the Pigeon stay up late – Mo Willems Color Coded Notes cards- created by me and distributed to students during lesson

Assessment (Formative, Summative) (How will you and your students measure what is learned and how will you provide feedback?):Must clearly indicate separate assessments for your content objectives and language objectives

Content assessment: Students will be assessed on their ability to correctly sequence the 3 parts of writing. Students will also be assessed on their ability to express an opinion and use reasons to justify that formed opinion. A rubric will be kept to assess student’s writing ability.

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is able to focus on one part of the writing process)

Closing Session 1. Students will staple the color-coded

cards together is correct sequence, then reread their writing to ensure thoughts are expressed completely.

2. Students will share out, if enough time is provided.

Language assessment: Through-out the lesson I will listen to each student to observe how they use the vocabulary and if the content written matches the correct part of writing. I will keep a checklist over the types of sentences used, their syntax, and any additional noted strengths and areas for improvement.

*Credit for this lesson plan is given to the Atlanta Public School System with some modification.

Opinion Writing Rubric

*In order to provide the students with feedback, I individually conferred with them to go over their areas of improvement along with their strengths.

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Student performing below the standard:

“Student 1, you were able to clearly state your opinion on the opinion card. You also were able to write a reason for your opinion. However, I noticed that you struggled with creating more than just one reason that supported your reason. Maybe next time, you could create a list of things that interest you and then write about why those things interests you. You should also end your paragraph by restating your opinion.”

Strengths: The student was able to state a clear opinion about a topic that they felt strongly about. The student was also able to write a valid reason that supported their opinion. The organization of the student’s paragraph made a logical transition.

Weaknesses: The student struggled with creating more reasons that supported their topic. They could not think of any other reasons that supported their claims which led to them not being able to complete their opinion writing. The student was also not able to write a conclusion statement at all.

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Student meeting the standard:

(Could not locate the student’s work)

“Student 2, you did a really great in writing a detailed opinion that introduced your topic. You had two specific reasons on why you thought Pokémon would make the best pets for kids. I thoroughly enjoyed how you incorporated humor into your reasons as well. For example, “ Pikachu could keep the phone charged because you are always on it.” I thought that was really creative. Next time, you should practice working on your conclusion sentence by restating your opinion sentence that you created in the beginning. Without your conclusion sentence, your paragraph will not be complete.”

Strengths: The student was able to state a detailed opinion in which they supported by giving two reasons. Their reasons included the element of humor which was a great strategic move that they made as a writer. The student was able to choose a topic that they were passionate about and could provide multiple reasons to support their opinion.

Weaknesses: The student was not able to construct a sound conclusion sentence. The student did not know what to say nor how to conclude the opinion paragraph in a logical manner that did not interrupt the flow of the paragraph. The student needed more support in this area.

Student exceeding the standard:

(Could not locate the student’s work)

“Student 3, you have done a wonderful job constructing your opinion paragraph. I can tell that you put a lot of thought and hard work into your paragraph. You wrote several reasons about why you deserve to have ice cream anytime that you want. You went above and beyond expectations by even including examples that supported your reasons. For example, when you explained that ice cream came in many different delicious

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flavors you then proceeded to name different types of ice cream. Your conclusion clearly restated your opinion that you stated at the beginning. Keep up the great writing.”

Strengths: The student went above and beyond expectations by listing examples that supported their reasons. The student incorporated several different reasons that supported their opinion about the topic of ice cream. The paragraph flowed very well and had a great structure. Finally, the student’s conclusion sentence summarized and restated their opinion clearly.

Weaknesses: The student did not display any signs of a weakness but rather signs of exceeding the standard. I would challenge the student by probably having the student create an opinion piece in which they chose one item over another.

Providing students the opportunity to use my feedback

For student 3 that exceeded the standard in the first lesson, I did not create a new lesson but rather allowed for the student to participate in the challenge that I set forth for them during our conversation. The next day, I allowed the student to utilize a children’s thesaurus in order to help them come up with a synonym for the word grain. First, the student had to re-read the passage in which they located the word grain. After re-reading the passage, the student had to verbally explain to me what the term grain meant and how the passage helped them to figure it out. Next, the student was able to look up the word grain in the thesaurus. After realizing that the word seed was a synonym for the term grain, the student had to now apply their understanding of the meaning of the word grain and construct a sentence that included the word. This was a great extension activity for the student because they were able to interact with the term grain on a more meaningful context and grasp a deeper understanding of how words work and relate to one another. Currently, the student constantly writes new words in their personal dictionary while including a synonym, definition, sentence, picture, and part of speech.

*The student wrote the synonym and sentence on the same page when they first did the assignment.

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For student 1 that did not meet the standard in the second lesson, I took the same activity and broke the activity in smaller parts that could scaffold the student. Specifically, I began with having the student take my advice from our conversation by listing various topics that interested them. The student once again chose the same topic: however, because they followed my advice had already written several reasons for why the topic interested them. This allowed for the student to create another reason that supported their opinion, thus making their opinion paragraph stronger and better. Then me and the student work together on an activity that involved the student rewriting the same sentences in different ways. The activity was a worksheet in which a sentence was rewritten several times but a different way each time. Each sentence had fill-in-the-blanks that allowed the student to write a word(s) that would make the sentence mean the same thing as the sentence above. After completing the activity, the student took what they learned from the activity and applied it to construct their conclusion sentence. As a result, the student was able to construct a conclusion sentence that restated their opinion.

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Description of next step instruction for each student:

Student 1 - Student 1 made a significant amount of progress from the second lesson to the re-engagement activity that allowed the student to work on. Once I provided the student with the necessary support to be successful the student was able to complete the lesson correctly. The student needed the lesson to be broken down into even smaller pieces and more scaffolding. I believe that the student will no longer need re-engagement activities now that I know that the student needs for the lesson to be broken down so that they were not overwhelmed.

Student 2 – Student 2 seems to not need major assistance but rather just a little assistance here and there. I believe that the student can start to exceed the standards once if they continue to incorporate my feedback within their work. This student is making great progress at a steady rate.

Student 3 – Student 3 is making impressive strides within the classroom. This student is incorporating my feedback when completing assignments and they are even taking their own learning within their own hands. This student is always focused and willing to go above and beyond. As their teacher, I will continue to create lessons that naturally support this student’s drive to do and know more. Essentially, I will create more lessons that offer more opportunities for the student to extend their learning.

STUDENT NAME: _______________________________

GRADING CHECKLISTField Assignment: Student Work Analysis and Feedback (50 points)

Requirement Present(Yes, No,

Comments…)

Points Possible

Points Earned

1. Learning objectives and subject matter are aligned to state standards and are appropriate for grade level instruction in Literacy content area.

3

2. Student planned and executed two effective literacy lessons based on the selected objectives. 2

3. Student formulated an instructional/assessment plan including:a. A description of the lessons or other learning

activitiesb. An explanation of how the learning goals were

assessed for the students you taught based on prior knowledge of the students.

c. Assessment rubric/checklists/assignments provided is appropriate for assessing student learning.

d. An explanation of how your formal or informal assessments provide accurate evidence of student progress towards the learning goals.

e. Assessment used provided students with detailed, actionable feedback on their performance.

10

4. Three focus students were selected which, based on your assessment data, meet the following criteria:

a. One student needing further challenge or exceeding standards

b. One student meeting standardsc. One student who is performing below standards, or who

has an IEP or is an ELL (or combination thereof)

6

5. Provided an analysis of student learning which includes:a. Descriptions of each student’s strengths and

weaknesses, referring to the specific evidence found in each student’s work samples.

10

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the three students in writing (written on student work, post-it note, photos, etc.)

6. Feedback addresses/documents:a. Each student’s strengths and weaknesses as related

to the learning objectives.b. Descriptions of how you instructed students to use

your feedback to help evaluate their own performance.

c. Evidence of providing opportunities for students to use the feedback.

*For students meeting or exceeding standards, evidence may be documented with descriptions and/or photographs of extension activities.*For struggling students, planned a re-engagement learning activity and photograph new work samples that include a new assessment and new feedback.

10

7. Evidence of students using feedback and re-engaging in a learning activity must include:

a. Descriptions of each extension and/or re-engagement activity and an analysis of the effectiveness of each activity.

4

8. Analysis of each student’s performance.a. Descriptions of the specific next steps of instruction for

each student based on your analysis of their performances.

5

TOTAL POINTS 50


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