Homework
Amelia McGee ED: 507 Teacher Work Sample Dr. Doris Thompson
Standard 4: Design for Instruction
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Unit 5 Lesson 1: What is a Jungle?
Developmental Focus: Early Literacy |
Literacy Circle: 8:20 – 8:55 Learning Centers: 9:00-9:51 (Block 1) 11:00-11:51 (Block 2)
Rotation 1 9:00 – 9:15 Rotation II 9:18 – 9:33 Rotation III 9:36 – 9:51 Rotation IV 11:00 – 11:15 Rotation V 11:18 – 11:33 Rotation VI 11:36 – 11:51
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Standards:
Literature: 4a. Develop new vocabulary from stories. 5a. Identify the front cover, back cover and title page of a book. 6. With prompting and support, identify the role of the “author” and “illustrator”.
Foundational Skills: 2a. Explore and recognize rhyming words (e.g., using songs, finger plays, nursery rhymes, imitation, poetry and conversation).
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Goals and Objectives: Students will identify concept words with 80% accuracy by the end of the unit.
Students will develop new vocabulary from The Gingerbread Cowboy with 80% accuracy by the end of the unit.
Students will identify the front cover and back cover of a book with 80% accuracy by the end of the unit.
Students will identify the roles of the author and illustrator with 80% accuracy by the end of the unit.
Students will recognize some rhyming words with 80% accuracy by the end of the unit.
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Materials: Whole Group/Literacy Circle Billy Brown Bear Puppet The Gingerbread Cowboy Concept Word Picture Cards Amazing Word Flash Cards Smart Board Flashlight Masking Tape Rhyming Word Bingo Game
Learning Centers iPads Markers Construction Paper Rhyming Chip Clips Rhyming Sounds Match Up Manipulatives Rhyming Word Cut and Paste Activity |
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Vocabulary: Concept Words - hide, lizard, snake, spider, turtle, under Amazing Words - burrow, cowboy, gobble, herd, sniff, toss |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Literacy Circle/Whole Group Instruction Billy Brown Bear puppet will ask the question of the week: What are desert animals like? Billy Brown Bear will then hold up each concept word card, explaining what the word is and how it relates to the jungle. Students will repeat each concept word and definition after Billy Brown Bear. Teacher will then inform students that the story of the week is “The Gingerbread Cowboy.” Teacher will introduce the amazing words to the students by saying and demonstrating a motion for each word. Teacher will instruct students to repeat the words and motions. Teacher will then show students the front cover and back cover, and Teacher will ask students if they know who writes the words in the book. Teacher will instruct students to ‘Turn and Talk’ to their neighbor to see if they can come up with an answer. After a few minutes, teacher will allow volunteers to respond. Teacher will redirect if necessary. Teacher will then ask students if they know who draws the pretty pictures in the book. Teacher will again instruct students to “Turn and Talk” to their neighbors so they can come up with the correct answer. After a few minutes, teacher will allow volunteers to respond. Teacher will redirect if necessary. Students will watch YouTube video: Walking In The Jungle on the Smart Board. Teacher will inform students they will be saying rhyming words. Teacher will write several pairs of rhyming words on the Smart Board. Teacher will then instruct students to say the words when she points to them. Once each pair has been said, teacher will tell students that the words are rhyming words because they have the same ending sound. Teacher will then go over the pairs of rhyming words again emphasizing and pointing to the ending sounds of each of word. Teacher will then read a poem entitled, “You Can’t Catch Me.” Teacher will encourage students to identify words that rhyme by clapping when they hear them. Learning Centers: Orange Table/Teacher-Led Center – Teacher will reinforce rhyming word concept. Purple Table/Literacy Center - Students will practice alphabet and alphabet sound recognition. Red Table/Art Center - Students will create works of art based on the jungle theme. Green Table/Fine Motor Development Center - Students will create letters and jungle animals utilizing various manipulatives. Blue Table/Listening Center – Students will listen to jungle themed read a-louds on iPads. Yellow Table/Writing Center- Students will practice writing their first and last names and alphabets.
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Literacy Circle/Whole Group Instruction Billy Brown Bear puppet will ask the question: Who remembers how a ____ relates to the jungle? Billy Brown Bear will hold up a concept word card to fill in the blank. Billy Brown Bear will continue the process until all concept words have been reviewed. Teacher will review amazing words by playing “Flashlight Spy.” Teacher will then hold up The Gingerbread Cowboy, and ask the students if they can remember the story of the week. Teacher will instruct students to put their “thinking caps” on so they are able to figure out the answer. Teacher will then review the parts of the book and the author and illustrator of the book. Teacher will begin reading “The Gingerbread Cowboy.” Teacher will instruct students to give a thumbs up when they hear an amazing word. Teacher will review rhyming words by saying pairs of words that rhyme and do not rhyme while students repeat the pairs of words and “punch out” the words that rhyme. Teacher will play Jack Hartmann’s Rhyming Word video on the Smart Board. Students will dance and sing along. Learning Centers: Orange Table/Teacher-Led Center – Teacher will reinforce rhyming word concept. Purple Table/Literacy Center - Students will practice alphabet and alphabet sound recognition. Red Table/Art Center - Students will create works of art based on the jungle theme. Green Table/Fine Motor Development Center - Students will create letters and jungle animals utilizing various manipulatives. Blue Table/Listening Center – Students will listen to jungle themed read a-louds on iPads. Yellow Table/Writing Center- Students will practice writing their first and last names and alphabets.
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Literacy Circle/Whole Group Instruction Billy Brown Bear puppet will call on individual students to come up and help him review the concept words. Students will then review amazing words by playing “Word Hop.” Students will listen to YouTube video, The Gingerbread Cowboy read a-loud on the Smart Board. Teacher will instruct students to “Think” about what a rhyming word is. Teacher will then ask students to “Pair up with another student to come up with as many rhyming words as they can. After a five minutes, teacher will ask volunteers to “Share” their rhyming words with their classmates. Learning Centers: Orange Table/Teacher-Led Center – Teacher will reinforce rhyming word concept. Purple Table/Literacy Center - Students will practice alphabet and alphabet sound recognition. Red Table/Art Center - Students will create works of art based on the jungle theme. Green Table/Fine Motor Development Center - Students will create letters and jungle animals utilizing various manipulatives. Blue Table/Listening Center – Students will listen to jungle themed read a-louds on iPads. Yellow Table/Writing Center- Students will practice writing their first and last names and alphabets.
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Literacy Circle/Whole Group Instruction Billy Brown Bear puppet will review concept and amazing words by playing a game of Kahoot with the students. Student will act out the events in the story, The Gingerbread Cowboy. Students will play “Rhyming Word Bingo.”
Learning Centers: Orange Table/Teacher-Led Center – Teacher will reinforce rhyming word concept. Purple Table/Literacy Center - Students will practice alphabet and alphabet sound recognition. Red Table/Art Center - Students will create works of art based on the jungle theme. Green Table/Fine Motor Development Center - Students will create letters and jungle animals utilizing various manipulatives. Blue Table/Listening Center – Students will listen to jungle themed read a-louds on iPads. Yellow Table/Writing Center- Students will practice writing their first and last names and alphabets.
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Literacy Circle/Whole Group Instruction Teacher will administer summative assessment. Students will watch “The Jungle Book” movie on the Smart Board.
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The Pre-K program at Heidelberg follows the Mississippi Early Learning Standards for classrooms serving Infants through 4-Year Old Children and the OWL (Opening the World of Learning) curriculum. As a result, I created a lesson plan that aligned with both the standards and the curriculum. The activities I selected were based solely on the results of the pre-assessment, as well as, the different learning styles and performance levels of the students. The structure and materials came from the OWL curriculum, however, I incorporated instructional strategies that promote mastery.
The content relates to my instructional goals and objectives by directly addressing each. For example, the concept words and amazing words are aligned with my goal and objective of student mastery of recognizing concept words and developing new vocabulary from “The Gingerbread Cowboy,” as well as, identifying the front cover, back cover, author, and illustrator by the end of the unit. Moreover, the introduction and review of rhyming words is directly aligned with my goal and objective of student mastery of some rhyming words by the end of the unit.
The content stems from my pre-assessment by addressing the deficit areas of the majority of the students. According to the assessment results, the students had no prior knowledge of the concept words nor amazing words, therefore, I utilized repetition and kinesthetic learning to encourage mastery in this area. On the other hand, the students were somewhat knowledgeable of the parts of the book and the rhyming word concept, so I used review as means of instruction in these areas.
The materials used are Billy Brown Bear Puppet, The Gingerbread Cowboy book, concept word picture cards, amazing word flash cards, a Smart board, masking tape, and a flashlight. The Billy Brown Bear Puppet is an attention keeper tactic I use to ensuring the students remain focus and to add variety to the instruction. The Smart board, concept word picture cards, and amazing words are utilized for a visual representation of the content being taught. Lastly, the masking tape for the Word Hop game, the flashlight for the Flashlight Spy game, and Rhyming Word Bingo serve as a more hands-on approach to learning to also add variety as well as differentiation.
Student learning is assessed by observing students during whole group instruction and the teacher-led center. Observations and notations of student progress and areas of improvements allow me to make the necessary adjustments to instruction. I ask specific questions and check for understanding after each activity is completed and again at the close of each day by utilizing “exit tickets.”
Standard 5: Instructional Decision-Making
When I administered the pre-assessment, the results were very close to what I expected. 58% of the students scored 58% - 38% on the assessment and 42% scored 37% or below, as the above graph illustrates. Many of the students had minimal to no knowledge of the concept words, vocabulary from “The Gingerbread Cowboy,” nor rhyming words. To my surprise, the majority of the students were somewhat knowledgeable of the different parts of a book, as well as, the roles of the author and illustrator.
The pre-assessment mirrored my learning goals and contained essential questions that I wanted my students to be knowledgeable of once the unit was taught. It was administered on the Friday prior to me teaching the unit by my cooperating teacher and myself. This allowed me to analyze the results and make the necessary modifications to my instructional plan. I knew right away that I would need to differentiate instruction, so I grouped higher performing students with lower performing students during learning centers. Also, I grouped students with similar scores during teacher-led centers so that I could meet each student where they were and utilize differentiation that would assist them in mastering the skills.
While teaching the unit, I emphasized the learning goals, as well as, observed and recorded student progress in areas that were in need of intervention. The higher performing students assisted me by serving as peer teachers and leaders during whole group instruction. For example, I intentionally paired more advanced students with lower performing students during “turn and talks.” This strategy provided those struggling students the opportunity to interact with students who could assist them with choosing the correct answers. I also encouraged them to discuss how and why they chose their answers with each other to enhance their understanding.
A time during teaching my unit when a student’s learning or response caused me to modify my instruction occurred while I was teaching rhyming words. The students were “Punching Out” the words that rhyme and one particular student was “Punching Out” every word I said, even the words that did not rhyme. As a result, I immediately paused the activity and began to review the definition of rhyming words. I also, utilized the Smart Board to write rhyming words so the student would have a visual representation of what I was teaching. Eventually, I was able to resume the activity and the student seemed to better understand the concept.
Another time I had to modify instruction was during my teacher-led center, while the students were engaging in a “Rhyming Word Relay.” Every time it was one particular students turn to come up with a pair of rhyming words the student would freeze up. This was odd because this was one of the more advanced students. After a few rounds, I began to realize that the student must have been becoming anxious, resulting in a brain freeze. I altered the activity by pairing the students so it would be more of a team effort rather than an individual competition. The student seemed to be more relaxed and was able to effectively come up with words that rhymed.