Presentation/Assigment

Candidate’s Name: Yulia Gutsul

Touro Candidate’s ID:

School: Kai Ming Head Start Sunset center

Date: N/A Room number: N/A Grade: Pre-K

Subject: Language and literacy

Type of Class: Carmen Ngan

Lesson Topic: New Vocabulary

Video name and link or Cooperating Teacher name: https://learn.teachingchannel.com/video/dual-language-learners-literacy-skills

Danielson Rubric Domain: Indicators.

Domain 1a Demonstrating Knowledge of Content and Pedagogy (HLP4)

Domain 2b Establishing a Culture for Learning (HLP 7, 8, 21 & 22)

HLP(s)

HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

HLP 7 Establish a consistent, organized, and respectful learning environment.

HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior

Include the following important data:

The students are majorly from China families. The teacher has about 24 students. The students sit is a circle and sometimes as individuals with a teacher. The student-teacher interaction takes the form of guidance with management of when students should talk or stand up

The teacher sits with students and uses books and demonstration to teach students.

PKR4: Exhibit an interest in learning new vocabulary. (RI&R)

PKR9: Make connections between self, text, and the world. (RI&RL)

PKRF1: Demonstrate understanding of the organization and basic features of print. PKRF1a: Recognize that words are read from left to right, top to bottom and page to page.

PKRF1b: Recognize that spoken words are represented in written language.

PKRF1c: Understand that words are separated by spaces in print.

PKRF1d: Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.

PKRF1e: Recognize that letters are grouped to form word

Lesson Objective(s) (measurable): Literacy and vocabulary

By the end of the lessons the students will be able to:

Be exposed to a number of vocabularies at their level.

Use the target vocabulary, split, milk, evaporated, condensed, and many more.

Resources:

Clemson University. (n.d.). Bloom’s taxonomy action verbs. Retrieved from http://www.tamug.edu/AcademicAffairs/documents/Blooms_Taxonomy_Action_Verbs.pdf

Applicable Learning Standard(s): HLP 4, HLP 7, HLP8

PKR1: Participate in discussions about a text. (RI&RL)PKR2: Retell stories or share information from a text. (RI&RL

Resources:

New York State Next Generation English Language Arts and Mathematics Learning Standards. (2017, July 6). NYDOE. Retrieved September 29, 2020, from https://www.engageny.org/next-generation-learning-standards

Link with Prior Knowledge:

The teacher reminds the students of having learned various actions and objects within their immediate environment and asks them to take part in the discussion.

Resources:

Ferlazzo, L. (2018, March 29). Activating Prior Knowledge With English Language Learners. Retrieved December 07, 2020, from https://www.edutopia.org/article/activating-prior-knowledge-english-language-learners

Key Vocabulary with Definitions:

Condensed, evaporated, milk, elephant, it is not, looks like

Resources:

Finley, T. (2014, January 02). 8 Strategies for Teaching Academic Language. Retrieved December 11, 2020, from https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley

Materials and Resources (APA format):

Various forms of milk, straw, droppers, book, paper,

Resources:

The IRIS Center. (2009). To meet the needs of the widest range of students, what should teachers consider when planning their instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p05/

Motivation:

The teacher starts with a small story that encourages students to listen to what the teacher is saying

The teacher starts sentences such as Sometimes it looks like,… and it encourages students to participate

The teacher exposes the picture books to the students and they are all motivates to look at what is being taught and have the background information about the target aspects of the lesson

The teacher also used anticipation guides in an oral way and asked students to think about what they have done or seen and talk about it, that engaged them in the lesson fully.

The teacher also had a preparatory text that was focusing in the aspect of milk and it prepared learners towards the target topic.

Resources:

Willis, J. (2019, September 30). Maintaining Students' Motivation for Learning as the Year Goes On. Retrieved December 07, 2020, from https://www.edutopia.org/article/maintaining-students-motivation-learning-year-goes

Lesson Plan Procedures (Include 1. Strategies used 2. Peer collaboration 3. Grouping 4. Modeling/Think aloud):

The teacher also enhances discussion and talk on given issues that are within a picture book to encourage the students to take part in the lesson and comprehend what is taught.

The teacher uses individual learning or modeling where she props students into speaking about how the milk looks like when they draw in their books. The teacher also uses pictures and hands-on activities that allow children to use the materials while speaking about them. They look at the pictures and relate with what the teacher is giving to them.

Resources:

Grafwallner, P. (2019, April 19). A Framework for Lesson Planning. Retrieved December 07, 2020, from https://www.edutopia.org/article/framework-lesson-planning

Questions asked (at least 5): (Use your time stamped low inference notes. Cite the questions asked and evaluate them for DOK levels to indicate higher order thinking.)

Resources:

0:09 Anything you want to tell today, tell me how you feel today –Evaluation

1:04. What do you think will happen if you spilled milk?-Synthesis

1:14 Look at this. What does it look like? -Comprehension

1:27 Sometimes it looked like? But it was not a rabbit.-Knowledge

1:53/3:10 What is that?-Knowledge

3:49 Sometimes it looks like? How many elephants? Synthesis

4). Webb, N. L. and others. (2005, July 2 Web Alignment Tool. Wisconsin Center of Educational Research. University of Wisconsin-Madison. Retrieved December 07, 2020, from https://www.state.nj.us/education/AchieveNJ/resources/DOKWheel.pdf

Medial Summary (Formative assessment):

Ms Ngan asked open-ended questions to encourage the students to use and listen to language. It also served in the scaffolding process.

Resources:

Knowles, J. (2020, July 17). Teachers' Essential Guide to Formative Assessment. Retrieved December 07, 2020, from https://www.commonsense.org/education/articles/teachers-essential-guide-to-formative-assessment

Differentiated Instruction (1. Leveled materials 2. Grouping strategies 3. Assessment 4. UDL/CRT applications):

Given that most of the students were second language learners, Ms Ngan build the vocabulary representation of new words in both the Chinese and English language, hence students enthusiastically listened and followed what she said. Students made it to write, say and connect with both the written and spoken language.

Resources:

The IRIS Center. (2010). Differentiated Instruction: Maximizing the Learning of All Students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

Opportunities for Practice:

Ms Ngan allowed students to given a variety of ideas about variety of milk and how it looks. While they give their experiences, their creativity enhances language learning and they share ideas while feeling respected by their teacher.

Ms Ngan reads aloud and students use the illustration on the page to come in and complete the sentence.

She also engages them in the active reading using open-ended questions that make them connect various images which can be created when milk is spilled.

She allows students to write their story after creating different images with milk

Resources:

Sebikindu, L. (2020, August 21). Guided vs. Independent Practice. Retrieved from https://www.teachhub.com/professional-development/2020/08/guided-vs-independent-practice/

Final Summary: (Lesson closing)

The teacher ends the lesson by asking students to go and write stories behind their creations of pictures they have.

Resources:

American Board. (n.d.). Lesson Closure. Retrieved January 04, 2021, from https://www.americanboard.org/ptk/lesson-closure/

Assessment (Summative):

The students were asked to write a story behind their creative aspects of what the things look like and that way they were able to use a lot of vocabulary they had learned.

Resources:

Garrison, C., Ehringhaus, M. (2013, Aug.) Formative and Summative Assessments in the Classroom. Retrieved December 07, 2020, from https://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf

Classroom Management:

The teacher made students sit in a circle. Since they were facing her they focused on the lesson. The teacher used questions and answer method while teaching and that helped to manage the class as well as have them focusing on the lesson entirely.

Resources:

Finley, T. (2017, June 06). 19 Big and Small Classroom Management Strategies. Retrieved December 07, 2020, from https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

Attention to Multicultural Issues:

Given that the students were from the Asian ethnic group, the teacher encouraged the students to say the native words first before telling them the equivalent in English.

The various resources available in class also attracted the attention of every learner differently.

Resources:

The IRIS Center. (2012). Classroom diversity: An introduction to student differences. Retrieved from https://iris.peabody.vanderbilt.edu/module/div/

Description of Classroom Activities as related to the chosen Danielson Rubric’s Domain (Component and Indicator)

Timestamped evidence from low-inference notes, cite teacher/student communication.

Analysis

HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

HLP 7 Establish a consistent, organized, and respectful learning environment.

HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior:

0:36 Oching, look at that . the teacher shows variety of resources to the learners

0:09 Anything you want to tell today, tell me how you feel today

0:40 We create an atmosphere here to make the child comfortable, get support from their home language

0:52 learning through singing

1:04. What do you think will happen if you spilled milk?

1:07 spill it everywhere and it might look like something. She shows a picture in the book

1:14 Look at this. What does it look like?

1:27 Sometimes it looked like? But it was not a rabbit.

The teacher provides students with various resources that they use to learn the new vocabulary and make use of it.

The teacher made it to have students feeling confident in class because she required their participation.

She also had simple songs that children learned.

She listened to what the students said and agreed or disagreed in a polite way hence encouraged learners to keep attempting.

Description of Classroom Activities as related to the chosen HLP(s)

Time stamped evidence from low-inference notes, cite teacher/student communication.

Analysis

1:23 Okay are you ready

It looks like spilled milk. That is the name of the book

The teacher addressed students directly and attracted their attention for the lesson.

What went well in the lesson with evidence (“glow”)

· Explain what you learned during the lesson, learning strategies/activities/assessments implemented in the lesson, and what you may plan to use in your future practice.

After observing this lesson, I was happy to realize that it is possible for students to be confident and participate in a lesson even when they have second language status as long as the teacher makes them feel comfortable and welcome as Ms Ngan did.

I also realized that the use of repetition is essential where specific vocabulary is targeted amongst the learners. They will go home with specific vocabularies then when a teacher runs through too many vocabularies.

I also got to know that open ended questions enhance learning that when they are closed because students have their own way of thinking and expressing facts, unlike where questions are closed.

Finally, I learned that the use of the second language of a learner alongside English eases the learning of the students as they do not get disconnected by the use of home language to learn the second language.

Suggestion for improvement with references (“grow”)

However, I think the use of audio-visuals that are in the current could help these learners to engage more.

The use of group work too instead of individual and large group can help them use language more.