link to my reading comprehension strategy lesson plan
https://docs.google.com/document/d/17MSjiyLxPKsI-3hf6wXYF0zeKFeJANHl-u-7HMeMdIk/pub

Running Record Project

Miscue Analysis

Story Retelling Form

Mini Lesson Plan

Candidate’s Name: Shira Yarmish

Grade Level: 4

Title of the lesson: long/short vowel sounds

Length of the lesson: 15-20 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: ●     What do you want your students to learn? How to read vowels in a word correctly (long or short sounds). ●     What are the important understandings and core concepts you want students to develop within the learning segment? Basic standard rules for what make a vowel have a long or short vowel sound.   Phonemes and Word Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: ●     What do students know, what can they do, what are they learning to do? Student knows the vowels and knows that sometimes they make long and short sounds. She is learning to know when vowels make a long/short sound. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? This student has difficulty with this concept because she is Israeli and there is no such concept in the Hebrew language.    Phonics, Phonemic awareness,  letter-sound correspondence

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].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.   CCSS.ELA-Literacy.RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CCSS.ELA-Literacy.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, message, conversation, discussion   Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?   Categorize when to read a word with a long or short vowel sound.

Learning objectives 1.    Student will know when to read words with vowels using a long or short vowel sounds. 2.    Student will know rules for what makes one read a vowel with a long or short vowel sound.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   Formal- After the lesson, the teacher will have the student read a text containing many words with long and short vowels sounds. The teacher will keep track of how many errors the student made while reading words with long and short vowel sounds.   Informal- Teacher will walk around the class during group reading activities and listen out for how the students read words with long and short vowel sounds.

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: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. ·         As a class, students will learn rules for when to read a word with a vowel as a short or long vowel sounds. ·         Students will be grouped in groups of four and read a story, each student in the group will have a chance to read. When the reader reads a word that has a long/short vowel sound the group will clap and take a minute to write down which rule tells them to sound put the vowel the way they did. ·         Students will learn a song about long and short vowel sounds.

Instructional resources and materials used to engage students in learning. ·         Song about long and short vowel sounds http://www.actionfactor.com/pages/song-lyrics/v1.05-song-lyrics-oh-do-you-know.html

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.  The lesson, I believe supports learning for the whole class and gets everyone involved because of the different activities. I would not make any changes unless after doing a formal assessment on several students I see that they are still making many errors with long and short vowel sounds. In that case I would reevaluate the lesson and see how I can better target the students’ needs for them to make less errors when reading long and short vowels sounds.

 

Dr. Hui-Yin Hsu Spring 2014

Reflection

Self-Reflection on the Running Record

I did the running record on Shira Yarmish, a fourth grade girl residing in Israel. Overall, I think she did a great job in word decoding and a fantastic job in the reading comprehension part of the running record. This running record impresses me especially because Shira lives in Israel. Her parents are American and her first language is English, but in school she speaks to her teachers and friends in Hebrew and is a lot more comfortable in reading Hebrew texts than English. I asked to choose a text that is difficult for her to read, and after reading through the text myself before I did the running record on her, I must say that there were many difficult words in the text. It took her a long time to read. I did not pressure her for time; I told her to read slowly and take her time. Perhaps if she would have read it faster she would have made many more errors. Most of the difficult words that she had trouble with she tried again and again until she got it. I thought she would make many more mistakes than she did but she self-corrected herself a lot. There were two words that I thought were difficult enough that she would not be able to decode at all so after 5-10 seconds of trying I told her the words. One of those two words was a high vocabulary word which she did not even know what it meant. This for sure makes it more difficult for a child to try to decode a word that they do not know what it means. That is why an enriched vocabulary makes reading easier for children. The third error she made was based on visual; she said “farm” instead of “form” and I would also add that it may have been based on meaning as well because the story took place in a farm like place so it makes sense for the word farm to appear in the text. From all the other mistakes she made and self-corrected, many of them involved mispronouncing the vowel in the word as a short/long vowel sound. Therefore, the lesson plan I made is about learning the rules of when to read a word with a long/short vowel sound. After be conscientious of the rules I believe that Shira would make fewer mistakes in decoding words with confusing long/short vowel sounds. Shira made self-corrections other than long/short vowel sounds, but I believe with more practice she would improve her reading and word decoding skills. As far as reading comprehension is concerned, Shira performed beautifully by giving full complete answers to reading comprehension questions about the text she read. However, I did have to prompt her a bit more than I thought because of the language barrio she did not understand what I was trying to ask her at first. In summary, I enjoyed administering this running record and I believe that with more reading practice, Shira will be great reader especially because I can see that she likes reading.

 

 

 

 

Week 7, Assignment #1

Week 7
Assignment #2

1. To ensure that struggling readers have access to texts they can easily read, teach should have a wide range of books in the classroom. They should include different genras like poetry, fiction, non-fiction, etc. and there should be books on many different topics available for the students like books on science or history. For struggling readers, what also makes it easier for them besides for books that interest them that was discussed until now by providing such a large variety which include all types of literature, when a child knows the background of the books, it makes it easier for them to read.

2. Teachers can foster a learning environment with many different opportunities for reading by having different reading activates going on. Some examples mentioned in the video were independent reading, partner/coach reading, and read aloud. All these activities give students the opportunity to practice reading in different ways.

3. A teacher can model fluent reading for the class in two ways: having the students read and read aloud by the teacher. When students read, a teacher should not interrupt them after each word they read incorrectly; rather the teacher should wait until the student finishes the sentence and then ask them if what they read makes sense to them. In short, the most effective way for a student to read with fluency is for the student to self-monitor him/herself. The other way a teacher can model fluent reading is through their read aloud to the class. Teachers must be careful not to interrupt themselves while reading because the students will model that and stop when they read. Therefore, it is very important that when the teacher reads to the class they model how to read the way they want their students to read. They should read smoothly, accurately, and with expression. They should have the students recognize how they read so that they learn to read that way as well.

Assignment #3

 

 

1. The three levels of words are familiar words like run, bed, and look, the second are words that appear often bit are more difficult like hurricane, and the third level of words are highly tactual words. Most teachers do not need to teach the first level because they are familiar to the students. The second level of words must be taught by the teacher so students can learn these words. The third level of words do no need to be taught by the reading teacher, but they should be taught by the teacher of the subject that the word is related to. For example, if students come across a highly tactual science word in their reading, the science teacher should teach them what it means.

2. A teacher should provide the “chunking” word strategy when students are faced with unfamiliar words, yet they can make out parts of the word. The way that “chunking” is taught is as follows. A student sees an unfamiliar word. Ask the student to identify the part of the word that they can read. Then, students should read the letters before and after the part that they know. Finally, the students takes all the “chunks” of the word, puts them together, and reads the word as a whole.

3. Professor Allington explained in the video that teachers do not have to make a separate word study lesson as part of the class curriculum. He said that the way to implement word study in the class is from readings and things like that which the teacher is already teaching the class. If in the process of giving over a lesson, words come up, that is the time to throw word study into the lesson. Every little word study lesson derived from other topics of the class curriculum builds up to be many lessons on word study.

 

 

 

Week 6

Lesson based on Mary's needs

Candidate’s Name: Mary

Grade Level: 3

Title of the lesson: Reading over Meaning

Length of the lesson: 45 minutes

 

 

Central focus:  Decoding similar sounding/ looking words

Knowledge: Word decoding, word identification, phonological awareness

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].) Common Core Learning Standards for ELA and Literacy)  CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.3.3.c Decode multisyllable words. CCSS.ELA-Literacy.RF.3.3.d Read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   students will identify words one at a time.

Learning objectives   ●     Students will read words, even similar looking or sounding, correctly by focusing on decoding the word more than the comprehension.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   ●     Formal- Teacher will take a running record of each student individually reading a book with similar looking/ sounding words at the end of the lesson ●     Informal- students will read flash cards with similar sounding looking words to themselves, and the teacher will float around the class and observe.

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: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   ●     Students will work with a partner and place mini stop signs after each word in a book. ●     Students will take turns reading the book to each other, reminding each other to stop before every word (which forces them to only concentrate on one word at a time, not the overall meaning). ●     As a class, the teacher will show the Stroop Test on a smart board and students will call out the answers together.

Instructional resources and materials used to engage students in learning.   ●      Mini paper stop signs ●      Smart board ●      Stroop Test

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? I think that this lesson supports learning for all students. ●     What changes would you make to support better student learning of the central focus? I would really prefer to do this lesson individually rather than in a class setting. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. It would be a more effective lesson if it was done on a one-on-one basis; teacher and student. To really see students progress in word decoding, the teacher would have to assess each student individually. If the lesson was also done individually not as a class it may take faster and will aim at exactly what point of instruction the students needs.

 

Dr. Hui-Yin Hsu Spring 2014

 

 

 

Week 6

Phonics Lesson

 

Candidate’s Name: Shaindy Schwartz

Grade Level: Kindergarten

Title of the lesson: Letter Recognition

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)   Phonics and Letter Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)    Phonemic awareness, phonological awareness, letters and alphabets, letter-sound correspondence

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].) Common Core Learning Standards for ELA and Literacy)    CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Support literacy development through language (academic language)   ●   Students will know the sound each letter of the alphabet makes

Learning objectives   Students will learn to identify initial consonant sounds and the letters that represent those sounds.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   I will assess each student individually by having them read/ sound out the first letter of each flashcard which I will show them  with one word on each card with a corresponding picture to help them know what the word says

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: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. 1.    Students will listen to "ABC Letters in the Library" story book. 2.    Students will reread the book with a partner sounding out the beginning sound of each word. For example, “bah” for “beautiful”. 3.    Students will do a worksheet based on the words they read in the book. There will be a pictures for each word from the book. Students will have to write the first letter of each word that they recognize based on the picture shown

Instructional resources and materials used to engage students in learning.  "ABC Letters in the Library"  book http://preview.tumblebooks.com/ViewOnline.aspx?Is5=false&ProductID=3244

Reflection The instruction was geared for all types of students, even ones that need support or are challenged. Every student can do the instructions given. There were different tasks involved: first reading as a class, then with a peer, and then individual work. Each child learns a little bit differently and because there were different activities in the lesson, each child at some point had the opportunity to learn in a way that fits them.

 

 

 

Dr. Hui-Yin Hsu Spring 2014