2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Semester Spring 2013 Date November 18, 2013
1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Elements.
This exemplar is taken from the Reading for Mastery curriculum. We use Reading for Mastery in our 5 th grade SPED resource room at Waialae Elementary Public Charter School. This lesson was taught to one of our more severe students.
I was able to demonstrate mastery of this standard by properly using the current classrooms curriculum to teach reading, writing, and oral language to my students with SLD. To help my student practice oral language skills, my student is presented with sounds and words that will be encountered in the upcoming story, student reads sounds out loud. This helped my student read the story more fluently as we also go over the meaning of unfamiliar words. When this is completed, student practices his writing and comprehension skills by answering comprehension questions both in writing as well as verbally.
2. Reflection on my professional growth in knowledge, skills, and dispositions related to the ACEI Standard and Element(s).
A skill I gained from teaching this lesson is seeing how the lesson flows from familiarize themselves with the different sounds and vocabulary words that will be encountered while reading the story. This will help me to plan for future lessons in both the SPED and General Education classroom setting. Identifying this pattern was an important skill to for the learning process of students with SLD. Knowledge I gained from this lesson includes the knowledge of using a scripted language arts curriculum. It was very easy to understand and very easy to use. Although some teacher may not like the aspect of such a scripted lesson, I feel that in the SPED setting, the consistency and the routine is crucial to the development of students with SLD and can also help struggling readers in the GenEd setting.
Dispositions I gained from this experience includes the communication skills needed to collaborate with my mentor on using this scripted lesson as well as the communication needed to effectively execute use of this scripted lesson. My mentor and I practiced reading the script together, she highlighted certain things I should look for (e.g. pronunciation, pausing, etc.). Prior to this lesson, I also practiced reading the lesson to familiarize myself and to prepare myself for any speed bumps that may occur along the way.
Lesson Title: Reading for Mastery Teaching Date: 11/18/13
CCSS Content Area: Language Arts Grade Level: 5 Mentor Teacher: Sarah Mahoney
Step 1Desired Results Brief narrative overview of lesson that specifies enduring understanding and essential question Students will review sounds, practice listening and following directions. Student will read story #39 and answer comprehension questions based on context clues as well as make predictions.
A. Common Core Standards: Strand Topic Common Core State Standard Reading Foundational
Phonic and Word Recognition 5.RF.3 Know and apply grade- level phonics and word analysis skills in decoding words. 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.
Reading Foundational
Fluency 5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate. and expression. c. Use context to confirm or self- correct word recognition and understanding. rereading as necessary.
B. General Learner Outcome (GLO): Effective Communicator Complex Thinker
C. Hawaii Teacher Performance Standard: A2.1 Reading, Writing, and Oral Language-Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate disabilities
Student Initial(s) IEP Goal/Objectives(s) DL Given a list of words in isolation matched to his independent reading level, DL will accurately decode and read the words with 95% accuracy on 4 out of 5 opportunities. Given a passage at his instructional level DL will make a prediction about the text prior to reading and will confirm his prediction after he has read on 4 out of 5 opportunities. Given a passage at his instructional level, DL will read and answer text-based questions (who, what, where) with 85% accuracy on 4 out of 5 opportunities. Given a passage at his instructional level, DL will answer inferential questions (why, what do you think) with answers that make sense to the passage 60% of the time. Step 2Assessment Evidence
A. Performance Task (What will students do to demonstrate their learning?)
When teacher points to a sound from the list, student will say the sound. Student will then read words from the vocabulary word list the fast way and by sounding it out. Student will read the short story and be able to answer comprehension questions both administered verbally and through completing corresponding work sheet.
B. Performance Criteria (How good is good enough? ATTACH checklists, rubrics, or criteria.)
Assessment will be done through discussion and through completing a work sheet that will be graded as pass/fail through completion or not.
Step 3Active Learning Plan
Procedures Teacher will Student will Attending Cue e.g., How will transition from prior activity be made? How will students attention be captured prior to the lesson?
Say, Call me Respond, Maybe!!! and be ready to start lesson by sitting quietly and eyes and ears on the teacher. Anticipatory Set e.g., Introduce desired results; ask essential question; connect with student experience. Is this review or new info? Say, Today we will be doing our Reading for Mastery. We will review sounds, read vocabulary words that will appear in our story, Get ready to participate, desk clear except for story book. How does lesson link to previous learning? Is pre-assessment necessary? How will lesson be presented?
read the story, and answer comprehension questions. Modeling e.g., What/how will you model? How will you support students to activate their own thinking?
Turn to Lesson 39 in the Reading Mastery Level II Presentation Book. Teacher will demonstrate how to read each sound, then how to read each word by reading each sound and then by reading it the fast way.
Repeat the sounds, then repeat reading each word by sounding out each sound and then reading the word the fast way. Guided Practice e.g., How will students practice the learning? How will you prompt? What are you doing for formative assessment? What corrective feedback will you provide?
Have student turn to story 39, ask student to make a prediction of what the story will be about. Have student read the story and ask comprehension questions along the way to check for understanding. While asking comprehension questions, teacher will be taking data to record how many if any prompts are needed to help answer each question.
Turn to story 39, make a prediction what the story will be about then read the story and answer comprehension questions based on context clues. Independent Practice e.g., How will students demonstrate ability to perform skill independently? Hand out worksheet 39 and instruct student to write his name and the date at the top and to complete the worksheet. Write his name and date at the top of his paper and complete the worksheet. Assessment Evidence- Summativee.g., How will you do the summative assessment to determine to what degree lesson and IEP objectives have been accomplished? What part of their learning will students self-assess?
Collect the data taken while answering comprehension questions during the story read and the worksheet assessment administered at the conclusion of reading the story.
Closuree.g., How will you summarize the lesson, including revisiting the Understanding and Essential Question? How will you connect this lesson to future learning?
Ask student, So _____, what was the story about? What do you think is going to happen next? Answer the questions.
Modifications/Adaptations
SPED: Describe in detail what modifications/adaptations you will provide to support learning.
Student A
In order to support DLs learning, we will work with him one on one or in a small group. We will have him sit in an area where he cannot see the other students in the classroom and be distracted by their learning. He will be reading passages at his instructional level which is the 2 nd grade level.
Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students. Differentiate the learning environment, content, process, or performance task for individuals or small groups (e.g., gifted, ELL students, reading groups).
Identify the type of need (e.g., ELLs, gifted students, reading needs, etc.) List the type of differentiation (learning environment, content, process, or performance task) and tell how you will differentiate (e.g. change seating, give a more advanced/simpler reading assignment, etc.) ELLs Have flashcards that have pictures that correspond with vocabulary words. Accelerated Learners Have the read passages at their instructional level. Struggling Students Priority seating; near or in teachers sight line.
A. Materials to have ready: Reading Mastery Level II Presentation Book Reading Mastery Level II Storybook Reading Mastery Level II Worksheets Pencil Data sheets
B. Approximate time needed for lesson: 45 minutes
C. Resources (where I got my ideas): Reading Mastery Level II