Assignment Prompt & Instructions
**files (3)**
– ## Session3VideoResponse4.docx
– ## Homework3802.docx
– ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx
**## Session3VideoResponse4.docx**
After watching the videos, identify
**one key idea or insight** that stood out to you.
In your post (4-5 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.
| |
| — |
| One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
| While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
| At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
| |
| |
| |
| |
| |
| |
| |
**## Homework3802.docx**
**Lesson Plan 1**
**Name:** Motivating Reading and Writing
**Next Generation Standard**
Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
**Grade and Topic**
4th-grade. Motivating Reading and Writing.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.
**Objective**
·Students will be able to identify strategies to motivate themselves to read and write.
·Students will be able to write a paragraph about why reading and writing are important.
·Students will be able to read a short story and answer comprehension questions.
**Guided Practice**
The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.
**Independent Practice**
Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.
**Evaluation**
Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.
**Name:** Developing Comprehension
**Next Generation Standard**
Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.
**Grade and Topic**
4th grade. Developing Comprehension of Text and Concepts about Books.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.
**Objective**
·Students will be able to identify the main idea and key details of a text.
·Students will be able to explain how the main idea is supported by the key details.
·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.
**Guided Practice**
The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.
**Independent Practice**
As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.
**Evaluation**
An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.
**Name:** Vocabulary lesson
**Next Generation Standard**
PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.
PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).
PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.
**Grade and Topic**
4th grade.Vocabulary Lesson
**Anticipatory Set**
By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.
**Objectives**
-Students will be able to correctly establish meaning of basic words using pictures.
-Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.
-Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.
**Guided Practice**
The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.
**Independent Practice**
Every student will be required to match words with meanings or pictures.
A gap space will be provided for other students to insert appropriate vocabulary.
**Closure**
The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.
**Evaluation**
As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.
**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**
Literacy and Diversity
Session 3/Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
Diversity
The term diversity applies to children who are
English language learners;
children with learning differences; children who are at risk;
children with physical impairments;
and children with different cultural backgrounds. (pg.95)
‹#›
The Impact of Diversity on Literacy
New Literacy Studies:
“views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”
Read page 68-69
(Gee, 2007)
3-4
‹#›
Google Classroom
‹#›
Instructing ELL Students
English immersion
English as a second language
Bilingual education
Primary language programs
‹#›
‹#›
Confusabet Alphabet
Can you figure out the words??
Look at Confusabet Alphabet on page 493 of text.(next slides)
Figure out names of characters on page 493.
Look at Worksheet 1 on page 494. Follow the directions.
On page 496, translate the Confusabet Story 1.
Think about the following:
What method or system did you use to unlock the words?
How did you feel while you were learning to read and write with this alphabet?
What strategies did you use to do this activity?
Were you able to read this as quickly as you normally read? Why or why not?
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
Diverse Language Abilities of Students
Recent immigrants with little or no English
Those who speak some English but their native language is spoken at home
Those who speak their native language and English fluently
Those who speak mainly English but have poor skills in their native language
Those who speak nonstandard English
Those who speak only English
‹#›
‹#›
What Can We Do?-Artifact 7
‹#›
Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)
In groups of 4, divide these up.
Each person will be responsible for sharing their numbers with the other members of the group.
After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.
Answer the question in the google classroom.
Google Classroom
‹#›
Strategies for Students with Special Concerns
Gifted Students p.81-82
Students with Learning Disabilities p. 82-83
At-Risk Students p.83-84
Students with Physical Impairments p.84-86
‹#›
HW Google Classroom
‹#›
Multiple Intelligences
‹#›
Linguistic
Spatial
Musical
Intrapersonal
Logical/Mathematical
Bodily/Kinesthetic
Interpersonal
Naturalist
Article in Google Classroom
Google Classroom
‹#›
Lesson Plan 2
This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.
A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.
The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.
‹#›
‹#›
Intervention Programs-Artifact 9
4-4
‹#›
‹#›
Journal Entry 3
How has diversity affected your teaching – either this year or in the past?
What accommodations/modifications have you made?
‹#›
Read Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
## image2.png
## image5.png
## image8.png
## image14.jpg
## image1.jpg
## image10.png
## image4.png
## image9.png
## image12.png
## image6.jpg
## image13.png
## image7.png
## image11.jpg
**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**
Literacy and Diversity
Session 3/Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
Diversity
The term diversity applies to children who are
English language learners;
children with learning differences; children who are at risk;
children with physical impairments;
and children with different cultural backgrounds. (pg.95)
‹#›
The Impact of Diversity on Literacy
New Literacy Studies:
“views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”
Read page 68-69
(Gee, 2007)
3-4
‹#›
Google Classroom
‹#›
Instructing ELL Students
English immersion
English as a second language
Bilingual education
Primary language programs
‹#›
‹#›
Confusabet Alphabet
Can you figure out the words??
Look at Confusabet Alphabet on page 493 of text.(next slides)
Figure out names of characters on page 493.
Look at Worksheet 1 on page 494. Follow the directions.
On page 496, translate the Confusabet Story 1.
Think about the following:
What method or system did you use to unlock the words?
How did you feel while you were learning to read and write with this alphabet?
What strategies did you use to do this activity?
Were you able to read this as quickly as you normally read? Why or why not?
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
Diverse Language Abilities of Students
Recent immigrants with little or no English
Those who speak some English but their native language is spoken at home
Those who speak their native language and English fluently
Those who speak mainly English but have poor skills in their native language
Those who speak nonstandard English
Those who speak only English
‹#›
‹#›
What Can We Do?-Artifact 7
‹#›
Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)
In groups of 4, divide these up.
Each person will be responsible for sharing their numbers with the other members of the group.
After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.
Answer the question in the google classroom.
Google Classroom
‹#›
Strategies for Students with Special Concerns
Gifted Students p.81-82
Students with Learning Disabilities p. 82-83
At-Risk Students p.83-84
Students with Physical Impairments p.84-86
‹#›
HW Google Classroom
‹#›
Multiple Intelligences
‹#›
Linguistic
Spatial
Musical
Intrapersonal
Logical/Mathematical
Bodily/Kinesthetic
Interpersonal
Naturalist
Article in Google Classroom
Google Classroom
‹#›
Lesson Plan 2
This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.
A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.
The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.
‹#›
‹#›
Intervention Programs-Artifact 9
4-4
‹#›
‹#›
Journal Entry 3
How has diversity affected your teaching – either this year or in the past?
What accommodations/modifications have you made?
‹#›
Read Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
## image2.png
## image5.png
## image8.png
## image14.jpg
## image1.jpg
## image10.png
## image4.png
## image9.png
## image12.png
## image6.jpg
## image13.png
## image7.png
## image11.jpg
**## Session3VideoResponse4.docx**
After watching the videos, identify
**one key idea or insight** that stood out to you.
In your post (4-5 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.
| |
| — |
| One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
| While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
| At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
| |
| |
| |
| |
| |
| |
| |
**## Homework3802.docx**
**Lesson Plan 1**
**Name:** Motivating Reading and Writing
**Next Generation Standard**
Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
**Grade and Topic**
4th-grade. Motivating Reading and Writing.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.
**Objective**
·Students will be able to identify strategies to motivate themselves to read and write.
·Students will be able to write a paragraph about why reading and writing are important.
·Students will be able to read a short story and answer comprehension questions.
**Guided Practice**
The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.
**Independent Practice**
Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.
**Evaluation**
Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.
**Name:** Developing Comprehension
**Next Generation Standard**
Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.
**Grade and Topic**
4th grade. Developing Comprehension of Text and Concepts about Books.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.
**Objective**
·Students will be able to identify the main idea and key details of a text.
·Students will be able to explain how the main idea is supported by the key details.
·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.
**Guided Practice**
The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.
**Independent Practice**
As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.
**Evaluation**
An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.
**Name:** Vocabulary lesson
**Next Generation Standard**
PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.
PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).
PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.
**Grade and Topic**
4th grade.Vocabulary Lesson
**Anticipatory Set**
By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.
**Objectives**
-Students will be able to correctly establish meaning of basic words using pictures.
-Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.
-Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.
**Guided Practice**
The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.
**Independent Practice**
Every student will be required to match words with meanings or pictures.
A gap space will be provided for other students to insert appropriate vocabulary.
**Closure**
The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.
**Evaluation**
As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.
**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**
Literacy and Diversity
Session 3/Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
Diversity
The term diversity applies to children who are
English language learners;
children with learning differences; children who are at risk;
children with physical impairments;
and children with different cultural backgrounds. (pg.95)
‹#›
The Impact of Diversity on Literacy
New Literacy Studies:
“views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”
Read page 68-69
(Gee, 2007)
3-4
‹#›
Google Classroom
‹#›
Instructing ELL Students
English immersion
English as a second language
Bilingual education
Primary language programs
‹#›
‹#›
Confusabet Alphabet
Can you figure out the words??
Look at Confusabet Alphabet on page 493 of text.(next slides)
Figure out names of characters on page 493.
Look at Worksheet 1 on page 494. Follow the directions.
On page 496, translate the Confusabet Story 1.
Think about the following:
What method or system did you use to unlock the words?
How did you feel while you were learning to read and write with this alphabet?
What strategies did you use to do this activity?
Were you able to read this as quickly as you normally read? Why or why not?
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
‹#›
Diverse Language Abilities of Students
Recent immigrants with little or no English
Those who speak some English but their native language is spoken at home
Those who speak their native language and English fluently
Those who speak mainly English but have poor skills in their native language
Those who speak nonstandard English
Those who speak only English
‹#›
‹#›
What Can We Do?-Artifact 7
‹#›
Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)
In groups of 4, divide these up.
Each person will be responsible for sharing their numbers with the other members of the group.
After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.
Answer the question in the google classroom.
Google Classroom
‹#›
Strategies for Students with Special Concerns
Gifted Students p.81-82
Students with Learning Disabilities p. 82-83
At-Risk Students p.83-84
Students with Physical Impairments p.84-86
‹#›
HW Google Classroom
‹#›
Multiple Intelligences
‹#›
Linguistic
Spatial
Musical
Intrapersonal
Logical/Mathematical
Bodily/Kinesthetic
Interpersonal
Naturalist
Article in Google Classroom
Google Classroom
‹#›
Lesson Plan 2
This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.
A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.
The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.
‹#›
‹#›
Intervention Programs-Artifact 9
4-4
‹#›
‹#›
Journal Entry 3
How has diversity affected your teaching – either this year or in the past?
What accommodations/modifications have you made?
‹#›
Read Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
‹#›
‹#›
## image2.png
## image5.png
## image8.png
## image14.jpg
## image1.jpg
## image10.png
## image4.png
## image9.png
## image12.png
## image6.jpg
## image13.png
## image7.png
## image11.jpg
**## Session3VideoResponse4.docx**
After watching the videos, identify
**one key idea or insight** that stood out to you.
In your post (4-5 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.
| |
| — |
| One key idea from the video that stood out to me is how RTI uses different levels of support to help students who are struggling before problems get worse. This is important to me as an art teacher because it reminds me to give all my students opportunities to succeed by adjusting projects and support to fit their needs.- Kaela S. |
| While RTI is something primarily used in elementary schools, it’s a great way to identify students who are struggling and intervene early on. Ideally, some of the areas of weakness can be addressed and limit the amount of students who get to high school and still have significant weaknesses in literacy, executive functioning, etc. -Kristen A. |
| At BOCES we continue to use a style of RTI in addressing our students that need extra help or are falling behind. I have never been a fan of pulling the students from class when new material is always being presented. We are a CTECH so the students are only there half the day. I support and understand the need for extra help to give all of my students the opportunity to succeed. Rhetorical question: How do we keep them up to date while finding them the extra support they need? – Ricky Scott |
| |
| |
| |
| |
| |
| |
| |
**## Homework3802.docx**
**Lesson Plan 1**
**Name:** Motivating Reading and Writing
**Next Generation Standard**
Next Generation English Language Arts Standards (NGSS) on Reading: Literature. RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
**Grade and Topic**
4th-grade. Motivating Reading and Writing.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Next, ask students to describe what they liked about their favorite book. By creating this anticipatory set, students will be able to connect the lesson to prior knowledge and experience and create a positive and engaging environment for the upcoming lesson.
**Objective**
·Students will be able to identify strategies to motivate themselves to read and write.
·Students will be able to write a paragraph about why reading and writing are important.
·Students will be able to read a short story and answer comprehension questions.
**Guided Practice**
The teacher will demonstrate how to identify strategies to motivate oneself to read and write. In the next step, the teacher will guide the students through the process of writing a paragraph explaining why reading and writing are important. Feedback and support will be provided by the teacher as required. After reading a short story, the teacher will model the process of answering comprehension questions.
**Independent Practice**
Students will read a short story independently and answer comprehension questions. Students will then write a paragraph explaining why reading and writing are important. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present a paragraph and a comprehension question to the class. The teacher will summarize the lesson key concepts and relate them to the NGSS standard addressed. A short quiz or assessment will be administered to students in order to assess their understanding of the lesson objectives. During the closure, students will receive feedback on their progress and reinforcement of key concepts.
**Evaluation**
Successful completion will be based on completion of the objectives and successfully motivating the students towards reading and writing.
**Name:** Developing Comprehension
**Next Generation Standard**
Reading: Informational Text. RI.4.2: Determine the main idea of a text and explain how it is supported by key details.
**Grade and Topic**
4th grade. Developing Comprehension of Text and Concepts about Books.
**Anticipatory Set**
Display a variety of books on the board at the beginning of the lesson to activate students' prior knowledge and interest in the subject. Then, ask students to share their favorite book and what they enjoyed most about it. With the objective of creating a positive and engaging context for the upcoming lesson and encouraging students to connect the lesson to their prior knowledge and experiences, this anticipatory set is intended to create a positive and engaging learning environment.
**Objective**
·Students will be able to identify the main idea and key details of a text.
·Students will be able to explain how the main idea is supported by the key details.
·Students will be able to use graphic organizers to organize their thoughts and ideas about a text.
**Guided Practice**
The teacher will use a graphic organizer to demonstrate how to identify the main idea and key details of a text. After reading a short informational text, the teacher will guide the students in identifying the main idea and supporting details. To facilitate comprehension and critical thinking, the teacher will use questioning strategies.
**Independent Practice**
As part of the assignment, students will work independently or in pairs to read a book of their choice and complete a graphic organizer to identify the main idea and key details. The students will also be asked to explain how the key details support the main idea. The teacher will provide feedback and support as necessary.
**Closure**
Each student will present their graphic organizer and explanation to the class. This lesson will be summarized by the teacher and connected to the NGSS standards addressed. At the end of the lesson, students will be given a short quiz or assessment to assess their understanding of the lesson objectives. The closure reinforces key concepts by providing feedback on student's progress, assesses students' learning, and reinforces key concepts.
**Evaluation**
An effective completion will be determined by the achievement of the objectives and the successful motivation of students towards developing comprehension skills.
**Name:** Vocabulary lesson
**Next Generation Standard**
PK.AC.3 Demonstrates understanding of what is observed and uses vocabulary relevant to observations.
PK.AC.4. Demonstrates a growing receptive vocabulary through identification of pictures related to words (e.g., points to the correct picture in book if prompted).
PK.AC.5. demonstrates a growing expressive vocabulary by using facial expressions, body language, gestures, home language, and/or sign language to engage in reciprocal conversations.
**Grade and Topic**
4th grade.Vocabulary Lesson
**Anticipatory Set**
By using contextual discussions and pictures, the teacher will model and explain the meaning of words through context-based discussions.
**Objectives**
-Students will be able to correctly establish meaning of basic words using pictures.
-Students will be able to suitably determine meaning of words using basic words and general academic words to build sentences.
-Students will be able to make use of words such as cocoon, hungry, transform, expand and consume.
**Guided Practice**
The teacher will facilitate a discussion about four different terms related to the life cycle that have been derived from previously read books, videos, and real-life experiences gained from daily life.
**Independent Practice**
Every student will be required to match words with meanings or pictures.
A gap space will be provided for other students to insert appropriate vocabulary.
**Closure**
The students will conclude the lesson by sharing the words they have enjoyed learning and their meanings with the class.
**Evaluation**
As part of the assessment, the students will match words and meanings, fill gaps with relevant vocabulary by sticking or writing it, and attach vocabulary to the appropriate picture.
**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession31.pptx**
Literacy and Diversity
Session 3/Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
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Diversity
The term diversity applies to children who are
English language learners;
children with learning differences; children who are at risk;
children with physical impairments;
and children with different cultural backgrounds. (pg.95)
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The Impact of Diversity on Literacy
New Literacy Studies:
“views literacy in its full range of cognitive, social, interactional, cultural, political, institutional, economic, moral and historical context.”
Read page 68-69
(Gee, 2007)
3-4
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Google Classroom
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Instructing ELL Students
English immersion
English as a second language
Bilingual education
Primary language programs
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Confusabet Alphabet
Can you figure out the words??
Look at Confusabet Alphabet on page 493 of text.(next slides)
Figure out names of characters on page 493.
Look at Worksheet 1 on page 494. Follow the directions.
On page 496, translate the Confusabet Story 1.
Think about the following:
What method or system did you use to unlock the words?
How did you feel while you were learning to read and write with this alphabet?
What strategies did you use to do this activity?
Were you able to read this as quickly as you normally read? Why or why not?
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Diverse Language Abilities of Students
Recent immigrants with little or no English
Those who speak some English but their native language is spoken at home
Those who speak their native language and English fluently
Those who speak mainly English but have poor skills in their native language
Those who speak nonstandard English
Those who speak only English
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What Can We Do?-Artifact 7
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Number the elements to helping ELL students feel comfortable and increase language and literacy development on pages 75 – 81. PDF p. 114-120(There are 37)
In groups of 4, divide these up.
Each person will be responsible for sharing their numbers with the other members of the group.
After sharing, group comes up with 5 most important things to remember when working with ELL students to be successful.
Answer the question in the google classroom.
Google Classroom
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Strategies for Students with Special Concerns
Gifted Students p.81-82
Students with Learning Disabilities p. 82-83
At-Risk Students p.83-84
Students with Physical Impairments p.84-86
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HW Google Classroom
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Multiple Intelligences
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Linguistic
Spatial
Musical
Intrapersonal
Logical/Mathematical
Bodily/Kinesthetic
Interpersonal
Naturalist
Article in Google Classroom
Google Classroom
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Lesson Plan 2
This lesson plan should address differentiation of instruction. The differentiation is through the use of multiple intelligences.
A suggestion might be that the lesson can be presented to the whole class and then the differentiation comes in how the students practice the goal of the lesson.
The lesson should be a literacy lesson of some type – and could look at any of the components of literacy – reading, writing, speaking, listening, viewing or visualizing.
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Intervention Programs-Artifact 9
4-4
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Journal Entry 3
How has diversity affected your teaching – either this year or in the past?
What accommodations/modifications have you made?
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Read Chapter 3
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
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