week 3 assignment 3

Candidate’s Name: Paul De Carlo

Grade Level: 3^rd grade

Title of the lesson: Long sounds of “y”

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: Students will be able to identify words and sounds of words with long e and I endings made with the letter y.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     Students currently read based on their skill or grade level. Students within the class read either at one reading level above or below their current grade. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given oral language quizzes every Friday to assess their knowledge.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Support literacy development through language (academic language) ●     Students will identify the sounds between words with long e and long i. Vocabulary ●     Students will be able to analyze categorize and describe the sounds that different words make. ●     Content specific vocabulary would be the phonics of words with long I and long e endings. Sentence Level ●     Suffix ending of a word and its sound. Discourse ●     Text structure would consist of the spelling, pronunciation, and recognition of different words.

Learning objectives Students will recognize similar words that sound different. Students will recognize clues at the end of the words such as i or e to what sound they will make. Students will become more fluent readers.

Formal and informal assessment Formal assessment- students will be given an oral language quiz. Students will be given a quiz every Friday. The assessment will help the students to evaluate themselves on their knowledge and become aware of their level of phonics. Struggling student that fail will be given extra attention and will have an increase amount of time with the teacher the following week to catch them up on the material. Informal assessment- as students work  as a group to identify letters and the sounds that they make the teacher will call on specific students during the lesson to have them identify specific letters and their sounds. As students complete their guided practice work I circulate the room to check in on each individual student to observe how they are progressing. ELL and students with IEPs will be given extra attention when needed. However, I would like for them to build their independent learning skills.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     Review- 3 minutes Teacher will hold up flashcards and call on students to identify letters and sounds of each. ●     Preview- 5 minutes Remind the students the sound the letter y makes. Tell them that the letter y also makes the sound of a vowel. Explain how at the end of a word it can make a long e or i sound. Teacher says words such as baby, sunny, puppy, daddy, cry, fry, dry. Students are required to repeat each word after the teacher. ●     Modeling- 10 minutes Teacher will hold up pictures or word cards and the students will say and act out the meaning of the word or image. ●     Guided practice- 10 minutes Teacher will label two sides of the room. Long e side and long i side. Students will stand in a straight line in the middle of the room. The teacher will say a word with the long e or i sound. If the word has a long i sound students will slide to the left if it has a long e side students will slide to the right. Independent practice- 10 minutes Students will be given a sentence to read and will have to identify words that have long i or long e sounds.

Instructional resources and materials letter flashcards Aa-Zz · long e and long i flashcard, ending y · picture and word cards (baby, cry, puppy, fly, sunny, dry, daddy, fry and any other picture and word cards that have the long e or long i ending sound made with the letter y)

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, I felt that my instruction met the needs and accommodations of the class as a whole. ●     What changes would you make to support better student learning of the central focus? If I had more time I would include a shared reading assignment. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. I feel that this change would benefit the students because they can get the sense of how the sound applies when reading in a structured sentence.

Dr. Hui-Yin Hsu Spring 2014

week 2 assignment 2

Assignment 2

Importance of informal assessment

The importance of informal assessment is the indication that extra help is needed. It also informs the teacher how and where the student is struggling. As for the 6 videos the students struggled with phonic awareness, pronunciation, letter pattern recollection, rhyme patterns. Some these students however excelled in these areas and skills. Informal assessments should go quick and smoothly. Things for the evaluator to take into consideration is classroom environment, prepared, student expectations, teacher knowledge, and most importantly assess the student when they are at their best not their worse. Informal assessments allow the teacher to become aware of where adjustments should be made in teaching techniques and how to accommodate those struggling students.

week 2 assignment 1

Week 2 assignment #1

• On your Observational Checklist (PDF), note the Essential Components that are addressed during the first part of the shared reading activity. How does this activity engage students who are at different levels of literacy development?

The first task that the students participate in is a shared reading assignment. The students seem to be on all different reading and developmental levels. The students that are struggling are able to listen to their teacher and peers and try to mimic their language. The students repeat the words multiple times which allows good practice to enhance oral language and phonic awareness.

• During her explicit phonics lesson, how does Ms. Perez support students' problem-solving skills?

Ms. Perez helps to assist struggling students by calling on them to have them identify specific words and questions. She encouraged her students with positive reinforcement by saying how she enjoyed their hard work and effort.

• Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy?

Another way that shared reading can be used to enhance literacy is by spelling and rhyming patterns. The last word in a poem is to rhyme with the previous last word. This can keep students engage because it will challenge them to think logically.  

• Why does she think it's important for students to verbalize their strategies? What else do you notice about how she helps students build meaning in text?

The more that students express their ideas with others the more critical thinking and advancement will develop. As the students’ progress through the reading she will ask them questions of what they should do to overcome their obstacle.

• How does Ms. Perez organize her classroom to support a wide range of learners?

Ms. Perez separates the class in to group according to their academic level of development. Each group will work on activities that coincide with their skill level.

• How are reading and writing connected in classroom activities?

Students began with an activity that required them to read as well as take notes an making connections. Students that are struggling are required to write the words that they are having difficulty with.

• How does Ms. Perez use ongoing individual assessment to guide her instruction? How can the class profile be used to help group students and differentiate instruction?

Ms. Perez assesses each students individual reading skills within the first few weeks of school. She evaluates each student’s progression through the use of a portfolio. A quarter of the way through the year she reassesses their reading ability to review improvement of reevaluate different instructions that might be required. She designated specific book for certain reading levels.

• How can ongoing assessment be integrated into your own classroom practice?

I assess my students each week by implementing a quiz every Friday. At the end of each unit my students are assessed with the use of a unit test comprised of math regents questions. These assessment techniques allow me to adjust my teaching as well as differentiate my lesson to accommodate each students academic skill.

Literacy is having the ability to read and write. The process of becoming literate is being able to understand the pronunciation of a word, spelling, meaning, vowels, grammar, and punctuation. I learned how to read was first by understanding letters, understanding the meaning of words, spelling, and eventually pronunciation and punctuation. The best way to learn to read is through guided practice and word identification.

Task 1

ELA is a very important subject area that is crucial to a student’s learning. The Common Core State Standards are set and created by the state. ELA standards are listed in reading, writing, speaking, listening, and language for grade k-5. As for grades 6-12 the standards are listed is in content areas of ELA and Social studies and science teachers. The reading standards place equal emphasis on what students read and the skill level that they will read at. Writing will define skills in a more finite way, such as argumentative, informative, narratives. Speaking and language standards and set for presentations, interpersonal skills, and be able to work together to discuss and express ideas.

Task 2
As for language standards they include written and spoken English and approach language as a craft. As discussed in the teacher resource video the teacher models reading by reading to the students. As well as shared reading to decrease the teacher involvement and increasing the students scaffolded learning. Eventually the teacher uses independent reading and writing to have student to be able to freely discuss and express their feelings.

Task 3
 As for the sample lesson it seems like it is a very fun and engaging lesson plan, well written and explained, it also allows students to be creative by writing their own poem. Students really enjoy expressing themselves to others. So, students may struggle, this is a great lesson to assist those struggling students.