Presentation/Assigment
Parts of the book
By Anastasiya Nesterchuk
EDSN 657 – Fall 2020
My Classroom:
Grade Level: Kindergarten
Number of Students: 12
One of my students has been diagnosed with ADHD and has an IEP. The student’s name is John. He is a very friendly boy who enjoys reading. John is hyperactive and can lose his attention in seconds because of any distraction. He is also experiencing difficulty with self-control and gaining attention from people.
The major accommodations/modifications I am going to provide to John as follows:
Increase the space between the desks to avoid distractions between the students.
Set the seat closer to the teacher to keep the student encouraged and concentrated on the task.
Keep the student’s desk out of the windows and doors to avoid distractions.
Provide a few minutes of break during the lesson as needed.
Provide individual support or instructions if needed.
Use visual support in the activities.
Allow extra time to complete the assignment as needed.
Use positive reinforcement.
Students with Special Needs or IEPs:
English Learners:
A few students from my classroom are English Learners. One student came from Belarus and two from Ukraine. The students are from bilingual families; the parts speak at least two languages. The families have spoken their native language with their children from birth, and children start learning English in the daycare, which was Russian speaking. The children are learning through visual support and trying their best with English. They can speak but have difficulties in spelling and pronouncing the words. They are increasing their vocabulary every single day with the help of the teachers and their parents. This small group of students likes to interact with each other since they can speak in their native languages.
The major accommodations/modifications I am going to provide to John as follows:
Pair the students with English speaking students (it will help give a great practice in English)
Pair the student with native Speaking students (in some activities, when understanding the partner is crucial)
Provide labels for the book parts in two languages (English and home language).
Allow students to refer to the whiteboard examples for support.
Encourage students to review the bulletin board of the English words while they work on the assignments.
Provide visual instructions and model the directions.
Speak slowly throughout the lesson.
In this lesson, kindergarten students will learn how to identify the seven parts of the book: author, illustrator, title, backside, front side, picture, and pages.
Objective: By the end of the lesson, the students would identify the seven parts of the books.
State Standard(s) Addressed:
K.ELAL.5. [KR.1] Develops and answers questions about a text
K.ELAL.6. [KR.2] Retells stories or shares key details from a text
K.ELAL.7. [KR.3] Identifies characters, settings, major events in a story, or pieces of information in a text
K.ELAL.9. [KR.5] Identifies literary and informational texts
K.ELAL.10. [KR.6] Names the author and illustrator and defines the role of each in presenting the ideas in a text
Link: http://www.p12.nysed.gov/earlylearning/documents/new-york-state-kindergarten-learning-standards.pdf
Beginning the Lesson/Introduction
I will begin the lesson by asking students to find different objects all over the room, such as pencils, books, paper, crayons, toys, etc. Then, I will explain to the students that everything has its own name, and today we will learn about the book and its parts. I will encourage students to share what they already know about the books.
I expect the students to know how to identify fiction and non-fiction books for this lesson.
Introducing New Content/Skills
I will demonstrate to the students the illustrations of the book on the whiteboard and discuss the parts of the book. Then, I am going to review with the students two books:
Non-Fiction Book: “True or False: Baby Animals” by Melvin and Gilda Berger
Fiction book: “Clifford Teacher’s Pets” by Norman Bridwell.
I will encourage the students to identify the type of the book, and then together, we will identify the book’s parts.
Example:
Show the front page and ask, “What could you say by looking at this page? Can we see here the name of the author or illustrator?”
The use of flash-cards will help students identify the book and book parts.
After exploring the books during the introduction, I will ask students to choose one card to demonstrate whether it’s a fiction or non-fiction book.
This will help me to check the student’s prior knowledge and recognize struggling students.
While we are exploring the books and learning the parts of the books, I will ask the students to choose the card representing their answer for each book part (one at a time.)
This will help me distinguish the students who need additional instructions and time to learn new material.
Independent Practice
Using the sticky notes and a book, the students will label the seven parts of the book.
The teacher will observe the students and provide verbal feedback on the student’s work. For every correct answer, the students will receive a sticky star to reward good work.
During this assignment, the teacher will identify struggling students and provide individual support by using scaffolding.
Formative Assessment:
I will observe the students during the activity where they are required to label the parts of the book.
I will assess the student’s understanding by checking the sticky notes’ correct placement on the given books.
If the sticky notes are placed unclear or in the incorrect place, I will discuss with the student why he/she put it there and explain their answers.
To provide enrichment for students who achieved the lesson goal, I will ask if they can develop other items to labels such as characters or spine.
Examples: Fiction and Non-Fiction Books
Closing the Lesson
Students will work in pairs to share different parts of the book and why this part is important.
I will ask students to choose any book they like and then get into pairs with their classmates.
I will ask the students to name different parts of the book to their peers.
For example, “This is the____(title), We use it to ______(tell what the book is about).
Summative Assessment:
The students will be given the worksheet “Parts of a Book” and the instructions on how to complete this assignment.
I expect the students to identify seven parts of the book.
For visual support and spelling, the students will use the words chart at the bottom of the worksheet.
The students will then be given the smiley faces cards to identify how they feel about understanding the book parts.
The students will complete the “Parts of a Book” Worksheet.
The students will use emotions cards for self-assessment.
For this lesson, I am using the scaffolding theory, which is the synonym to the Zone of Proximal developments theory of Lev Vygotsky. I believe that this theory works well when working with special needs students and English Learners. I will scaffold the students to the independent work by using individual instructions, asking questions, visual support, examples, feedback, modeling, and positive reinforcement.
“One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment. In a scaffolded learning environment, students are free to ask questions, provide feedback and support their peers in learning new material. When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert” (NIU, n.d.).
References
NIU. (n.d.). Instructional Scaffolding to Improve Learning - NIU - Center for Innovative Teaching and Learning. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-scaffolding-to-improve-learning.shtml
The end. Thank you!