Assignment #2
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Tuesday, April 22, 2014
Monday, April 21, 2014
Week 12
Assignment #1:
Reflection of the Websites:
Reflection of the Websites:
Storytelling
is a traditional way for kids to learn language. I believe that every child has
the experience of listening to mommy or daddy telling a story before going to
bed. It is the same after kids going to school, teachers will do share reading
with the whole group of students and show them the model of what language is.
And technology saves teachers a lot of work in doing this, also technology
provides much more resources to students. Digital storytelling is a very
effective tool for students to learn language by themselves. Besides reading,
the tool also gives students a chance to think and write. Language learners are
able to create their own stories online. Technology is a great way to help
students learn to solve problems and put students of various learning abilities
on the same level so that teachers don’t have to be aware of everything. Then
it becomes more important task for teachers to be equipped with computer
skills. From gathering ideas to publishing, teachers need to know every step of
the process.
In my
future teaching, I would like to use iPad and Smart Board as my technological
tools. There are a bunch of applications on iPad that will help students with
learning. Students can learn at school and also practice at home since iPad is
a very portable gadget and easy to handle. Smart Board is becoming more and
more common in our classrooms. It is an excellent tool to do instruction and make
classroom an interactive learning environment.
Lesson Plan
Lesson Plan
Candidate’s
Name: Jingyi Yuan
Grade
Level: Grade 6
Title
of the lesson: Wars Influenced the United States
Length
of the lesson: 50 mins
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Central
focus:
Integrating technology into
learning.
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l Ideas and
thoughts from peer discussion
l Information
from research
l Prior Knowledge related to the
topic
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Common
Core State Standards:
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how
it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to
answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from
multiple print and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
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Support
literacy development through language (academic language)
Vocabulary
●
General academic terms: analyze, compare/contrast,
describe, explain, interpret, question, retell, summarize or another one
appropriate for your learning segment
●
Content specific vocabulary
Sentence Level
●
Sentence structure, transitions/connectives, complex
verb tenses
Discourse
●
Text structure, message
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Learning objectives:
1.
Students will learn more about main wars in American
History.
2.
Students are able to seek information on the Internet
with computers.
3.
Students will learn to analyze an event with cause, process
and result.
4.
Students will learn to cooperate with each other to
achieve learning goals.
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Formal
and informal assessment:
Students will
be evaluated based upon their understanding of the event in their final
presentation and also their comments which represents their personal
thoughts.
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Instructional
procedure:
10mins First, students are asked to watch
the video on the following website. https://www.youtube.com/watch?v=rY9zHNOjGrs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
This video is about civil war and it is an interesting beginning of the class
which will engage the students.
5mins Students can choose one of the following wars
to work on. (The War of Independence, Civil
War, Second World War, The Cold War, Korean War, Afghanistan War and Iraq War.)
They can share their opinions with their peers.
5mins Once students have decided their topic, they
are asked to answer the following questions according to their topic. 1. What is the cause of the war? 2. How
long does the war take? 3. What is the result of the war? 4. Your personal
thoughts. Students begin to research materials on the Internet.
25mins Students start to work on their own topic
according to the questions raised above. Teacher will walk around to check
each students’ working progress.
5mins Wrap up. Make a conclusion of the whole
class.
Presentation is required at the end of the
lesson and they should make comments on each other’s work.
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Instructional
resources:
Website:
Materials:
Computers
Internet
Paper
Pencils
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Reflection:
l I should provide students with a
model of writing structure so that they can refer to what good writing is.
l For struggle students, I will be
assisting them while others are working on their own.
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Saturday, April 19, 2014
Week 11
Assignment #3:
Mini Lesson Plan:
Reflection of Reading Material:
Mini Lesson Plan:
Candidate’s
Name: Jingyi Yuan
Grade
Level: Grade 6
Title
of the lesson: Timeline of the 9/11 Attacks
Length
of the lesson: 30 mins
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Central
focus:
Students will learn about
the graphic organizer: Timeline.
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Knowledge
of students:
l Ideas and
thoughts from Small Group Brainstorm.
l Prior Knowledge
related to timeline
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Common
Core State Standards
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to
history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
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Support
literacy development through language:
Vocabulary
l General
academic terms: analyze, categorize, describe, explain, interpret, retell,
summarize or another one appropriate for your learning segment
l Content
specific vocabulary
Sentence Level
l Timeline
structure, transitions/connectives, complex verb tenses
Discourse
l Text structure,
message
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Learning objectives
1.
Students will learn more about the attack of 9/11.
2.
Students will use technology to organize the correct
timeline.
3.
Students are able to use a timeline to understand a
certain event,
4.
Students will learn to work in a group and cooperate
with team members.
5.
Students are able to use technology to show their
understanding.
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Formal
and informal assessment:
Students will
be evaluated based upon their understanding of the event in their final
presentation and also their comments which represents their personal
thoughts.
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Instructional
procedure:
5mins: Give a brief introduction of the concept
of timeline (its definition, function, benefit) to students and show them
some different examples of timeline.
10mins: Let students do some research about the event “attack of
9/11” on the website: http://timeline.national911memorial.org/#/Explore/2/AudioEntry/40
5mins: Students are separated into small
groups and share their opinions of the event. Ask students to discuss the
following questions: When does the
timeline begin and end? Does it give out a comprehensive explanation to the
whole event? What do you think can be added to make it a better timeline?
10mins: Work in groups and make a timeline
using the website http://www.tiki-toki.com/
to illustrate their personal thoughts. Make presentation in front of the
class and make comments on each others’ group.
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Instructional
resources:
Websites:
Materials:
Computers
Internet
Paper
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Reflection
I might have students create their
timeline on a piece of paper first and then make it on the web tool.
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Reflection of Reading Material:
Reading is
challenging because there are different text structures. We should make it
clear before we read, so that we can predict the type of information included
in the text. Expository text is difficult for young readers because it contains
many new concepts and vocabulary. It is even more important to teach students
expository text structure for better understanding because text feature can
help readers comprehend more easily and retain longer.
A good way to
teach expository text structure is to introduce students sample structure and
use graphic organizer to help them identify each pattern. Then giving students
opportunities to analyze different texts and let them write with those
patterns. Practice needs to be repeated again and again. During the process, I
think the graphic organizers are very useful tools for students to organize
information. No matter how complicated the text is, graphic organizers will helps
to simplify. However, teaching the students by using the procedures will
improve students’ structure awareness and reading skills.
Tuesday, April 8, 2014
Sunday, March 30, 2014
Week 9
Assignment #3:
Summarize:
QRI-5 is an assessment that focuses on students’ word
identification and reading comprehension abilities. Students are provided with
a passage to read and required to answer some questions related to the content
of the passage after reading.
DIBELS is made up of a serious of procedures and tests focusing
on five main parts: Phonemic Awareness, Alphabetic Principle, Accuracy and
Fluency with text, Vocabulary and Comprehension.
Similarities and Differences:
QRI-5 and DIBELS are
measurements and assessments for identifying students’ reading abilities and
monitoring teachers’ intervention strategies. Both assessments require students
read and retell. Both assessments are intended in helping students become
better readers.
However, QRI-5 is a
comprehensive tool while DIBELS is a detailed one. QRI-5 focuses more on
students’ word identification and reading comprehension, and DIBELS takes more detailed
elements into consideration including phonemic and alphabet.
Instructional planning and decisions
In any classrooms, students’ reading
abilities will be at different reading levels. Teachers can use these
assessments to determine each student’s reading levels and make corresponding
solutions. It is an important tool for differentiation instructions. Teachers can
make adjustments to different students to help them achieve better performance
on their levels.
Friday, March 14, 2014
Week 8
Assignment #3:
Candidate’s
Name:
Jingyi Yuan
Grade Level:
Grade 2
Title of the
Lesson:
Reading Fluency
Length of the
lesson:
45 minutes
Key Points:
1. Phonemics
2. Letters
and alphabets
3. Letter-sound
correspondence
Learning
Objectives:
1. Students
will learn to make prediction of the reading material through topic.
2. Students
will learn to read independently and increase self-correction rate.
3. Students
will learn to pronounce words contain the same diphthong.
4. Students
will learn to assess themselves.
Sequences of Activities:
5
mins: Before reading, students will have a brainstorming of what the article is
going to talk about according to the topic.
5
mins: Students will go over the article for the first time by themselves. Sheet 2-5
10
mins: Introduce high-frequency words and words contain diphthongs “ou, ow, oi,
oy” Sheet 1
5
mins: Teacher will read aloud to the whole class.
10
mins: Students will work in pairs and read the article again.
5
mins: Go over the words on sheet 1 again.
5
mins: Read a similar article for assessment. Sheet 6-7
Standards:
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis
skills in decoding words.
Fluency:
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.
Resources and
Materials:
Reading material
sheet 1-7
Assessment:
Students
will assess themselves on the rubric and teacher will meet with the students to
go over the reading and their rubric. Teacher will offer feed-back and grade
them with running record.
Assignment #1:
• How did the kindergarten teachers, Sheila Owens
and John Sinnett, incorporate elements of emergent literacy in their lessons? Which
elements were the primary focus of the lessons?
Sheila used
the word wall to help students practice high frequency words. Students are able
to refer it back as a resource, and they use the resource to create new sentences.
John Sinnett also used word wall for students to complete the words in a
paragraph. Both of the teachers focus on the word in their lessons.
• What part did oral language play in both
classrooms?
In Sheila Owen’s classroom,
she had students pointing at what they were reading. In John Sinnett’s
classroom, he had students filling out the blanks with reading it aloud. Oral language
plays an important role in both classrooms. They practice spelling and oral
language at the same time.
• How did each teacher use the Word Wall to
support word study?
Sheila Owen used the word wall as a
resource for students to refer when making a new sentence. John Sinett used the
word wall to help students fill out the complete message.
• What were examples of planned, explicit
instruction in these excerpts? What were examples of opportunistic
instruction?
Both teachers planned their instruction
that students can build up their own sentence by referring the word wall.
Students have opportunities to complete the tasks.
• Both kindergarten teachers used whole-class
instruction for their word study lessons. How did it meet the needs of all
students?
In Sheila Owen’s
classroom, she called on a student to lead the
In John Sinett’s
classroom, students are given time to think about the answers. Students have
opportunities to think by themselves. He called on students and encouraged the
rest to check.
Assignment #2：
• How did Charmon Evans and Shari Frost differ in
their phonics instruction? Why do you think they used different
approaches?
Chamon Evans showed the students
a certain part of a word first and encouraged students to share the words they
could come up with. Shari Frost presented the word first and ask students to
think about the pronunciation of the part, then she encourages students to
think of some other new words related to the part.
• Which principles of phonics instruction were
illustrated in these classroom lessons?
Both of teachers used vowel
combination and words that have the same ending for the lessons. Students were
encouraged to discover the regular pattern.
• Which lessons seemed to promote more student
engagement and motivation?
Shari Frost’s class seemed to promote more student
engagement and motivation because it is an open discussion which everyone could
take part in. One thing I like about her class is that she used visual clues to
deepen students’ impression and she always gave examples that interested
students such as “muggle”.
• Shari Frost used her "Poem of the
Week" and Becky Pursley used her "Readers Theater activities" to
practice reading accuracy and fluency. How did student performance in the two
activities differ? How would you assess the reading fluency of students
performing Readers Theater based on the three stages of fluency?
In Readers Theater activities, students of
different reading levels can work together. Students of the higher level will motivate
the students of lower level. Students will build up confidence in the activity.
In the poem of the Week, one student pointed out the word and everybody else
said it out loud together. In this activity, students cannot be assessed
accurately.
• What other activities would you planned to
promote reading fluency?
I will create a classroom library and let
my students have their opportunities to choose their favorite books to read. Also
I will do share reading with them and raise up some questions about the reading
content.
Tuesday, March 11, 2014
Week 7
Assignment #5:
Websites:
Websites:
Children
all like cartoon characters. The website has interactive games and activities based
on Dr. Suess’ stories.
This
website has abundant resources of elementary phonics worksheets which are
customizable and online phonics games.
This
website has hundreds of free online coloring pages. Everything is interactive and
children can save their own gallery and share with friends.
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