Itl Week 2 1

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:_Mrs. Finney____________________

Grade/Subject: _3rd Grade/ELA

TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: Cite your standard 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. https://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf Big Questions (Questions to frame student learning)

Knowledge (Concepts to be understood and applied)

Instructional Presentation 1:

Why do you think it is important to develop real-life connections between what words mean and how we use them?

The students will know what context clues are and how they can be used.

Instructional Presentation 2:

The students will know how to use prior knowledge.

What context clues in the story can you find to describe the word “curious”?

Skills (What you will explicitly teach) The students will learn the vocabulary term “curious”. The students will learn how to find context clues to describe the word “curious”. The students will learn to create a Real-Life Connections Web.

Instructional Presentation 3: How would you describe the word “curious” in your own words?

Student Learning Goal: The students will be able to ask and answer questions about the text to make connections to life and learning vocabulary words. Student Social-Emotional Goal (LEARNER):

The students will be able to relate learned vocabulary words to real life and relate them to their own lives. They also will learn to work in groups to problem solve. Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of

knowledge; attention span)  Students who are low in vocabulary for their grade level may have trouble with understanding the grade level word and to relate it to their own lives.  Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural differences; misunderstand)  Students may preserve the vocabulary word in a different way that could come across negatively. Part 2: My Class My Classroom Composite: (TEACHER & LEARNER): Whole group (Broad needs of students; observable patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation) 33 students total 19 Female, 14 Male 3 English Language Learners 1 Special Needs Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) Focus Student #1: Special Needs (IEP Goals; 504; SST)  Student may use dictionary or thesaurus in order to help them better understand the given vocabulary word.  Student may type Real-Life Connections web or make list.  Student may have text read out loud to them if hard of hearing.

Focus Student #2: English Language learner (ELL); Standard English Learner (SEL)  Student may use dictionary or thesaurus in order to help them better understand the given vocabulary word.  Student may be given pre written scenarios in their native language to help translate life scenario meaning to the vocabulary word.  Student may have text translation underneath reading text.

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

Multiple Means of Representation (modeling & practice) Think about at least three ways you can represent this concept: video, role play, manipulatives.

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The content will be presented with physical paper or visual on projector.

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Students can either represent their meaning

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Multiple Means of Engagement At least three ways your students will understand, internalize, appropriate: prior knowledge, group work; technology; graphic organizer; dyads or triads

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Multiple Means of Expression (practice & assessment)

At least three ways your students will show you what they know: oral presentation; written report; research; technology-mediate projects; debates; simulation; quiz, exit ticket

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Managing the Classroom Environment

and context clues from text in a list or in a drawing web. Students can role play scenarios of explaining the word “curious” to real life situations. Students can give examples of real-life scenarios where they have been curious. The students may read the text from its printed version or from following along by listening to the reader. Students may sit in circular seating around instructor. Students will be shown videos of people who are acting “curious”. Students will take turn to read out loud the text.

Students will orally respond to teacher the answers when called upon. (Formative Assessment). Teacher will give feedback immediately. Students may use dictionary or internet to research the meaning of “curious”. Students will use web chart with context clues from text to express their knowledge and understanding (Summative Assessment) Will be graded. Students can highlight or underline text they believe describes the word “curious”.

Students will be broken up into 2 groups. Each group will be taught by one teacher. The students will be dismissed by group to the area of presentation and be seated in seats or chairs around the area.

STAGE 2: TEACHING

DAILY AGENDA: What will you use to manage daily instruction?

What is your Learning Map sequence for Day 1? I will present the lesson by introducing the word “curious” and asking the class what their prior knowledge is about the vocabulary word. The students will give examples that we write down. The students and I will read the passage of the text and highlight or underline parts that show evidence of the word “curious”. We will write these clues down on our web. The students will then summarize in a paragraph a time they were curious. What materials will you use?  Print out stories for the students to follow along.  Printed out Real-Life Connections Maps  Highlighters  Projector How will you assess student learning? I will formatively assess student learning by giving feedback immediately after any student answers a question out loud. I will also be doing a summative assessment on the Real-Life Connections Web the students create to make sure they are correct, and also to read the students short paragraph about an example of a time when they were “curious” and make sure their interpretation of the word is correct.

STAGE 3: ANALYZING/REFLECTING What evidence of student learning have you collected? One piece of evidence that I have found of student learning was multiple different descriptions of the word “curious” on each students individual Real-Life Connections Web. When group work time was given to the students to find evidence in the text that connected or gave context clues to the word curious, students came up with many different examples found, which showed that the students were learning and interpreting in their own ways. Another piece of evidence of student learning that I have collected was the fact that all of the students were able to find at least two examples of context clues in the text to the word “curious”. The directions were to find at least one or two context clues, and then we would fill in the rest of the web as a class for those who needed more examples that they could not find. By every student having at least two examples found on their own showed that they understood the directions given and comprehended what they were reading. A third piece of evidence is when the class was asked in the beginning of the lesson to give examples, definitions, or thoughts about the word “curious”. Many hands were raised to give answers, which shows evidence of student learning.

How will you analyze this evidence? I will analyze the first piece of evidence of student learning by making sure that the answers given and written on each students Real-Life Connections web makes sense and is a correct way of explaining and describing the word “curious”. By the answers being correct, it shows that they understood the concept of the lesson and word. To analyze the second piece of evidence, I will look at the instructions given. The instructions given to the class were to find 1 – 2 pieces of evidence on their own in a group. If the students were able to meet that requirement, which they did, it shows that they understood instruction and were learning. To analyze the third piece of evidence, I would look to see if the answers given by students voluntarily in class are just restating each other, or if they build upon each other. By students building upon each answer given, it gives more in depth and different ways to describe the given word and shows that they are using comprehension and listening skills among others in the class. What instructional decisions can you make as a result of your analysis of the evidence? Instructional decisions that I can make as a result of my analysis of the evidence is, I can have knowledge of what the students are able to accomplish in a certain amount of time. This will help me set realistic instructions that can be attainable and even challenged. I can also decide if group work is beneficial in this type of lesson and what type of group sizes.

STAGE 4: APPLYING My Personal Reflection: What new information did I get about my students in relation to their learning preferences? Some new information I got about my students in relation to their learning preferences is that they do enjoy working in groups. Luckily, that is what I did in my lesson and it worked out great. The students also prefer seeing examples on the projector which is also what I did. How will I use this information to plan my future instruction? To plan my future instruction using this information, I will incorporate group work and learning into lessons that could benefit from this. Group work is always encouraged since

it builds team working skills and social skills and should be taken advantage of whenever possible. I will also be sure to have multiple examples that I can provide on a projector or on a screen to the class. How effective were my practices? What will I keep, what will I improve and what will I discard? I believe that my practices were really good. Some things I will keep is the group work, projector presentation, initial thoughts questions, factual evidence, and volunteer answers. I will need to discard examples that repeat themselves, which is what I had with the initial thoughts or “what we already know” in the beginning of the lesson. I noticed a lot of the volunteer answers were very similar, and it would have been more beneficial to get answers that were different from each other so that the students have more of a variety. What new understanding do I have about my own teaching practices? New understandings I have about my own teaching practices is that I am good at thinking of alternatives on the spot. I was surprised when I got to the classroom that due to a change in the classroom schedule, I would need to cut my lesson by 5 – 10 minutes, and also parts of my lesson were already covered such as the students reading the text. I was able to adapt on the spot and still provide a lesson in depth even without all of its components. What have I learned about myself as a teacher? I learned that I do love to teach. It is exciting to teach new content to students and to see them learn from what I taught them. As a professional learner, where do I need to continue to grow and strive for? As a professional learner, I need to continue to grow and strive for more UDL learning with multiple ways of teaching. This lesson was shorter and not much time was given to incorporate multiple ways of presenting, but there is always the possibility of adding multiple ways of expression.