Keystone

Keystone Assignment: ELL Case Study

Candidate’s Name: George

Grade Level: 2^nd Grade

Title of the lesson: Creative Writing assignment on Super Powers

Length of the lesson: 45 minutes

Central focus of the lesson Student will write a creative story in his writing journal on Super Powers. Student will work on grammar, writing skills and comprehension. Key questions: ·       How to space out words when writing? ·       How to connect words to better penmanship? ·       What do super powers mean to you? ·       How can we pretend to have them in a story?

Knowledge of students to inform Student will have prior knowledge of super powers and understand that this has to be written in a creative way with proper writing prompts and skills they have learned and worked on.

Common Core State Standards 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. CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-LITERACY.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Support literacy development through language Vocabulary ·       Classroom vocabulary words, words that link to Super Powers Sentence Level ●     Sentence structure Discourse ●     Text structure within their sentences and story.

Learning objectives 1.     Will recognize and read common mistakes and misspelled vocabulary words. 2.     Student will answer the questions to develop there story 3.     Student will write a creative story on Super Powers

Formal and informal assessment ·       Reading the creative story and looking for details, writing skill and grammar. ·       Asking student to peer review and have the peer write down key details in the story. ·       Looking for a comprehending story to read.

Instructional procedure: 1.     The teacher will start the lesson by reviewing the key questions and explain the objectives. The teacher would ask the students to explain what has to be done in the lesson. ( At this point ask George, to see if he comprehends the task) 2.     Students will take out their creative writing journal and being writing the answers to the key questions. The class with discuss, this is a great way to have students being writing and get their mind working. 3.     After students will work independently on creating their story. The vocabulary words they have to use will be in their vocabulary journal where they can refer to the terminology. 4.     After 20 minutes I will stop the student to see if they are on the right track and review their work. Students will work with peers to review each others work. (This helps with George because he tends to rush, I can review his work and stop him from rushing) 5.     At the end when the work has been checked by a teacher (final Copy) Students will be selected to read their stories out loud. (This helps George with his Speech)

Instructional resources and materials ·       Writing Journals ·       Pencil ·       Vocabulary Journal

Reflection ·       Were students able to write a creative story on super power? ·       Was the writing lesson challenging enough? ·       Were students able to provide details? ·       Were students able to show proper writing skills?

Classroom and Student background:

This semester I did my student observations at Wilson F. Elementary School in Rockville Center.  The students in this school are 98% Caucasian leaving 2% of students minorities, which were not in Ms.Gigante’s class my cooperating teaching.  She has a class of 26 students with an assistant teacher who helps her. Ms.Gigante was aware of my project and suggested working with a student that has difficulty in comprehension, fine motor skills and other life skills like eating and speaking. We will call this student George. George is in 2^nd grade has an older brother and lives with both his parents. His parents are in denial with his difficulties and treat him like a younger child still.  George speaks English as his only language; no other language is spoken at home. He does get services for speech but it was recently taken away because his mom felt he is doing well, he goes for PT for his penmanship skills only.

            George is the type of student who thinks he is always right with everything, doesn’t proof read his work and rushes through his work. Working with him was a challenge and took a lot of patience.   His writing is ineligible because he does not connect his letters and writes spaced out.  I’ve learned if I take him out the room and work one to one with him he tends to focus better. He will take time with his writing, proof read his work before letting me review it and stays calm.  George is a good reader and it shows that his speech has improved but he struggles with comprehension. If there were questions to answer after a short story he would take 15 minutes answering a questions because he does not understand it. We will reread the story together and go back to look and write down the key details.  If he does answer the question and I ask him to read it to me he would get upset because I do not understand his writing. His vocabulary is very limited when speaking and he tends to stutter.

When working with him I had to be stern.  This is the first time in a while that I had to be stern when working with a student, if you were too nice he would walk all over you. During snack he would eat shoving all the food in his mouth and leaving his face messy, he thought it funny and not clean it. There have been many instances where he has stool in his pants not giving the teachers a reason why. His parents are very defensive when these situations come up and always defend him. I find it difficult and hard because as a mom I would only wanted best for my child, as he gets older it will on get worse. Hopefully further help can be given to him aside from the teacher and the PT he received.

SOLOM Matric and English Language Rubric:

When conducting the SOLOM George scored low, His weakest were comprehension having a score of 2 and grammar having a score of 2 as well. He fell in between within the three other categories. George had a total of 14 points. Before even giving the SOLOM I knew that George would not do good in comprehension and grammar because this is where he struggles the most. He need to work on different reading techniques, reading slowly and analyzing whatever he reads prior to reading. With the prior help and the continuation of him receiving one to one, he should improve.

Writing Assignment and Lesson Plan:

Ms. Gigante and I decided that for the writing assignment and lesson plan we should concentrate on comprehension and writing skills because this is where George has a very difficult time.  Having him use vocabulary words that are given for the week and taking his time writing, and reading so he can have good results moving forward.  I choose for George to write a creative story on Super Power because he enjoys everything that has an action or magic power. He is really looking forward to the fairy tale lesson the school has every year. My goal for the lesson was to allow him to be creative and comprehend his own story.

Summary of Teacher Interview:

Interviewing the teacher on the questions was difficult because there are no ENL students, they just recently gained a program for future students, which I believe that would be foreign language in this school district.  However with her background and extensive experience in special education and working with ENL students in her previous school her main suggestions was always being open minded and being aware that everyone learns differently. When keeping this is mind you plan ahead she mentioned, and set your students up for success and not failure. She also mentioned to work with parents, other teacher in your grade, and any of faculty members that plays a part in the student’s life or school overall.  When doing this you can have a open mind, see how to run your classroom in different way and continue learning as an educator. She loves the fact that having ENL students and special needs you can be even more creative. Sometimes it can be fun because everyone learns with creativity and no one feels left out.  From this course I’ve learned that being creative meets the needs of most students and your goal is to meet the needs for all students.

Reflection:

Overall my experience at this school has been AMAZING, I’ve never been to a school where they treat you as a teacher and not just as an observer. The teacher has let me do everything you can think about to even teaching and leading the class on some occasions. I appreciate her for this because she has taken away my little nerves and I have learned even more with this experience. The school even let me complete more than 30 hours and have welcome me to stay until June. I took the offer because why not have more experience and I’m very content with the school myself. What made it difficult was juggling starting work at 7:30 am- 9 then make it to the school at 9:20 till 12 to leave and go back to work. These sacrifices just make me want to push to do better for my future students and myself. 

 However I wasn’t able to work with an ELL student during this semester but that is okay, in the past I’ve had experience with ELL student and at that I used to be an ELL student myself. I did find the questions and rubric challenging because I did not have that EL L student. I think in the future we have to be open minded that not all schools and district have these students. 

When working with George he gave me a run for my money, I had to learn how to have patience with him, be stern, and help him stay focus. He has come a long way with me that now he enjoys working with me and we have seen progress. I however think its because I was giving him that one to one attention he needs. Even though his parents think otherwise I’m glad I was there and was able to make some difference in is life.

QRI 5 Assessment

Student Background:

The student I worked with for the QRI 5 assessment is a second grader who we will refer to as Andrew, he is a Caucasian male who is showing signs of having difficulty with comprehension and is in the processing of being tested. He is a sweet funny child who is happy just about all the time and is a chatterbox. He does stutter when he speaks and sometimes looses his train of thought and says “ what was I saying?” I notice during a read along the teacher was asking questions and when called on him and he did not know what was read, he just made something up.  On numerous of times I would work with him during guided reading and after a page I will ask for him to retell me what he just read and could not. He would honestly guest majority of the time. I was happy that I was able to do this assessment on him.

Assessment:

Word List:

I started to work at the premier level because the teacher stated this would be good so I can see his progress in the words. Andrew went through the words so quick with a score of 100; I went to the next level and the same. He went to level three and had some trouble scoring 17 out 20. I thought this was a good time to stop. He had to pronounce and think of the words and stated, “Wow these words are harder and what does this mean”.  I think Andrew being in the third level is good because he is only in the second grade. The more he is interested in expanding his vocabulary and their definitions it expands his knowledge.

Expository:

Being that Andrew has great vocabulary and is able to pronounce his words efficiently he cannot retain or comprehend what we read. He read the passage “The Family’s First Trip” and only had a total of 1 miscues, which placed him in the independent level. However when Andrew had to retell the story he only gave me one fact from the story and drifted off topic. When answering the questions He did not do so well either, some questions were answered half way and he just did not know.  I feel if Andrew reads slower, takes his time to understand what he has read and stopped after each paragraph to summarize what he read then the retelling and answering questions would have been easier. Questions that were answered without looking back to the story put in in a frustration level and questions answered looking back placed him in the Instructional level.

Reflection:

After assessing Andrew I feel with vocabulary and reading with fluency he is right on target with his grade level. However Andrew needs to develop more skill in comprehension and retelling what he has read. The key is to find numerous way he can achieve this in order to retain important information.

            To help his comprehension I would let Andrew do daily activities that involve reading and comprehension. Some applications like Raz-Kids.com are great for this. If Andrew is called on in class to read the teacher should have him explain what he just read and not move on to another student. The teacher can also have another in small groups where you can work one to one with him. Another option for Andrew is when reading highlight important key facts in each story. Overall he did good but if this continue, ,when testing him not comprehending questions can lead to him not doing well.

            Even though I was not able to work with two students because the teacher in the upper grade did not allow it. I believe working with Andrew was sufficient enough and gave me a understand of the QRI-5. It also was fun and easy to do administer. I think because of Andrew’s personality the assessment went very smooth and funny. He enjoyed pronouncing the words very much.

Lesson Plan:

Candidate’s Name: Erika Garcia

Grade Level: 2^nd Grade

Title of the lesson: Practicing Comprehension

Length of the lesson: 30 minutes on weekly bases and at home.

Central focus of the lesson: Student will practice on comprehending short stories and questions. Students will work on this weekly to improve his comprehension level and exceed to his grade level. Knowledge of Students: Student will have an understanding of reading with fluency and pronouncing grade level words.

Key questions: ·       Why is it important to understand what we read? ·       How can we break up a passage? ·       How do we refer back to the story to look for key details?

Common Core State Standards CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding. 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.

Support literacy development through language The lesson is to reinforce great reading skill to achieve the goal of comprehending what was read. Vocabulary ·       Familiar and new words that are being read in the stories. Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, rereading the material as many times before understanding it and moving on.

Learning objectives 1.     Student will be able to comprehend what they read. 2.     Student will be able to answer questions 3.     Students will be able to break down the story to make it a better understanding for them.

Formal and informal assessment ·       Student answering questions correctly and accordantly to the passage they read. ·       Student moving on to the next level on Raz-Kids ·       Student being able to read and answer questions on their own with minimal help during class activities (guided reading groups)

Instructional procedure: 1.     The teacher will start the lesson by reviewing different ways we can enhance our comprehension level and what to look for while reading. 2.     We will then move on to log in to Raz-Kids.com. Students will be given instructions to follow and will get assistance if needed. The teacher will walk through the steps on the smart bored as well in cases students get lost.  This is also another form of reading techniques. 3.     Prior to students logging in the teacher assigned them to different levels in Raz-kids. The teacher gets an assessment after each short story the student has read. They cannot go on to the next level unless the teacher movies them up. 4.     Students will do this for two week straight once a day. 5.     The teacher will retest for comprehension after two weeks, and compare the results from the QRI 5 to the assessment on Raz-Kids 6.     Students will continue using this for the rest of the year and hopefully show room for improvement and continue going up the levels.

Instructional resources and materials ·       Ipad / Computer ·       Raz-Kids.com ·       QRI-5 assessment ·       Smart board

Reflection ·       Was the student able to learn new learning techniques on improving their comprehension level? ·       Did the teacher give enough time to retest for the assessment? ·       Was the student able to probably navigate Raz-Kids.com?

Week 12 Assignment 3

The Use of Technology to Enhance Students Development of Literacy and language.


Sorry Prezi would not let me record my presentation but here it is.

Week 12 Assignment 2

Technology Lesson Plan

After reading the articles I've gained more insight on students at a young age from Kindergarten using technology within the classroom. This is great because it has students become more advance and sets them up for the future. I would love to incorporate this in my future classroom for my students to learn and become more advance. Having students create a story of their own and make a movie out of its, is something they will be proud of and cherish forever.

Week 11 Assignment 3

Cause and Effect Lesson Plan

KWL Lesson Plan

Timeline Lesson Plan

Week 10 Assignment 4- Lesson Plan

Candidate’s Name: Erika Garcia

Grade Level: 5^th Grade

Title of the lesson: Luis and Clark Writing Assignment- Analyzing Writing

Length of the lesson: 45 minutes

Central focus of the lesson  - Recap writing skills for core elements in a content area. Key questions: ●     When and how do we use our writing skills? ●     Why do we want to use these writing skills in our work? ·       How can we strengthen our writing skills when we are writing about a content area?

Knowledge of students to inform teaching:  Students will have and use their previous knowledge of writing skills that they have learned. Previous learned formats of writing: journal-writing, note taking. Key questions: ●     Why is writing with viewpoints, idea and supportive thinking important? ●     How can we combined personal experience and knowledge to our writing ? Sample: View Point, supportive thinking, idea and quotes.

Common Core State Standars:  CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-LITERACY.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Support literacy development through language ·       Students will learn how to write in a complex writing style and have a clear understanding. ·       Students will have a clearer understanding of different writing skills through this lesson. Vocabulary ●   Viewpoint, Supportive thinking Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, conversation, discussion

Learning objectives 1.     Students will work in groups to gather information on the topic and come up with detail ideas and information. 2.     Students will also gather supportive information about the text to reflect on in order to bring in personal experience. 3.     In groups students will work together to define the : viewpoint, main idea, reasoning and supportive text .

Formal and Informal Assessment ·       Knowing the definition and supporting them with the text, also explain it as a group to the class. ·       Reflecting from the text into their personal life in their journals. ·       Being able to work in a group accordingly.  Also sharing different task in the group amongst one another. ·       Participation.

Instructional Procedure: 1.     The class will read Luis and Clark together then break into groups. In each groups students will reread the story and discuss. During this time they can reflect on their ideas and thoughts. Students will then work together to divide the work in finding the definitions and putting it together to present to the class. 2.     Students will also come up with a list of vocabulary words from the text that they did not know the meaning of. They are responsible during this time to look up the meaning in order to present. 3.     Once each groups presents each student has to write out the different answers from the definitions onto their recording sheet. 4.     After each groups as presented we will regroup as a class for a closing discussion. . Accommodations and modifications: ·       The teacher will work with ENL students and have available any material that needs to be translated. ·       Teacher will assist any other group that needs help and clarification. ·       Students who finish early can utilize their time by free writing in their writing journal. It has to include any of the writing styles that were previously taught.

Materials. 1.     Luis and Clark 2.     Pencils 3.     Journals 4.     Writing recording sheet for Luis and Clark

Reflection ·       Were the students able to work in group settings? ·       Did I allow enough time for the lesson? ·       Was the reading clear to understand along with the instructions?