Task 1 Planning Commentary

TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Central Focus a. Describe the central focus and the essential literacy strategy for comprehending OR composing text you will teach in the learning segment. [The central focus for this learning segment is events in a story, using key details. The purpose of this learning segment is for students to sequence events using key details from the text.] b. Given the central focus, describe how the standards and learning objectives within your learning segment address the essential literacy strategy related skills that support use of the strategy reading/writing connections [The standard is RL.1.3: Describe characters, setting, and main events in a story, using key details. The central focus is events in a story. When you analyze a story, the word event refers to what happened in the story. The book is Miss Nelson is Missing. Students will use the book to tell what happened in a story by sequencing events. Teaching students' key vocabulary about the related skill supports the use of the strategy. For example, teaching first, then, next, last. To activate prior knowledge and for students to become comfortable with story elements (events and sequencing) students will make real world and personal connections with the text. For example, students sequence events that happened in their life. For example, some students sequenced their morning routine.] c. Explain how your plans build on each other to help students make connections between the essential literacy strategy to comprehend OR compose text and related skills that support use of the strategy in meaningful contexts. [The first lesson is an introdcution to sequencing. I will read an interactive book called Crunch, which calls for two voices. In the book Crunch its about two rabbits plantig carrorts. At the the end of the book they use ordinal numbers to sequece the events of the planting of carrots from beginning, middle, and end. The second lesson is me reading Miss Nelson is Missing and discussing what happened. We will discuss what happened and sequence the events. On chart paper I will have the words first, next, then, and last. The class and I will fill in what happened first, next, then, and last. Students will have an opportunity to come up and write what happened. By doing this makes the read aloud and lesson interactive. By students having a chance to say what they think and write it down gives them the read to write connection. Before we get started I will activate prior knowledge by asking them about the book Crunch and the sequence at the end of the book. I will give students an opportunity to explain their answers on sequencing. I will then tell them what sequencing means and why it's so important when retelling a story. For example, sequencing means to retell events in the order on which they occurred, which means what happened in the beginning, middle, and end of a story. I will then ask students why is it important that we use first, next, then and last. I ask the question so students understand we use those words to help us identify what part of the story were talking about. So, we don’t get confused. After we finish discussing sequecning and reading Miss Nelson is Missing I will give the students a sequencing activity. The students will cut and paste the sequence of events of Miss Nelson is Missing. I will randomly call students to the carpet to sequence Miss Nelson is 1 of 6 | 9 pages Missing using sentence strips. I will ask why did they place the word first that’s written on the paper at the beginning and not at the end or middle. I will do this with each group. This will help students sort, process, think critically about why they did what they did. This exercise is hands on and will help students develop an understanding of sequencing. Then I will tell students they will do a project on sequencing the next day. Lesson three the students will create a Miss Nelson is Missing sequencing chart. The students will have a poster board, they will fold it in half. On one side of the poster the student will have an index card with what happened and on the other side of the poster the students will draw a picture on the back of a index card and they will complete the sequencing of events on the poster. I will explain to students that they can write as much or little as they want. By doing this project I can assess if students can retell what happened in a story using key detail from the text and if they can sequence events in story using key detail from the text. I will let the students who struggle with reading, writing, and have IEP plans sequence with numbers and draw a picture to go along with it. ] 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. [My classroom makes up 20 students who range from six to seven. I have one student who has an IEP and six students who are EL. About half of the students struggle with reading and writing. My host teacher is still assessing students but from what I can see there are a handful that can complete any task with little to no help. Everything must be read aloud to the class, and repeated numerous times. I include a writing activity because some students really enjoy writing workshop. For the students who struggle with writing and reading I can pair them with other students for peer support. The students like buddy read and I've watched students help their reading buddy sound out words. We read all the time in the class and we have worked on what happens in the beginning, middle, and end of a story. Students have been getting a lot of practice with build their stamina in writing. They write in their writer's notebook which have different topics for them to write about and draw pictures to go along with them.] b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? [There are a few students who have behavioral issues, speak out of term, space out and can't be still. We have students from a number of countries in the class like India and Ukraine. So, keeping students on task, and focus can be a challenge when doing any lesson. So, when doing a read aloud I like to make it interactive. For example, I stop to ask questions. I allow students to write answers on the chart paper. I allow students to pick or call on other students. By doing this it keeps students engaged. When talking about events, every day students get to share what what's going on in their life. I like to do this so we all get to know and make connections. By doing this also helps with retelling a story or storytelling in general.] 3. Supporting Students’ Literacy Learning 2 of 6 | 9 pages Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, use principles from research and/or theory to support your justifications. a. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, their assets, and research/theory. [With the background knowledge of my students it helps me to plan how to do modeling, grouping, and instructions. I know students need to build stamina with writing. So, in lesson three I made sure to include writing. For students who struggle with writing I made sure to modify the lesson for them. In lesson two I made sentence strips and provided a sequencing activity which calls for students to read. I know half the class struggles with reading so I made sure to allow students to work together for peer support and I read everything out loud for the students as well. In my sequencing lesson I made sure to provide students the opportunity to sequence orally, in writing, sorting (sequence strips) and to draw the sequencing of events I have been practicing with the students to tell who, where, and what happened from beginning, middle, and end after a read aloud. This learning segment is going to focus more on the why we do what we do in regards to what happened in the story. So, when we discuss what do go readers do when they tell what happened they will be familiar. Because this is a first-grade classroom their fine motor skills need to be exercised. When students need to cut and paste, they tend to complain about their fingers are hurting. So, I made sure to include one activity that they will have to cut and paste but only a few pictures. And this also give my students who are busy bodies a chance to work with a buddy and still stay on task cutting and pasting. Students with behavioral problems I know how to group or pair them so they stay on task. In lesson two and three I tried to be mindful of the different multiple intelligence of students. For example, students will be busy working together or individually cutting, sorting, coloring, pasting, writing, drawing, and sequencing. ] b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [In each lesson I made sure to tailor it to support all student's needs. I made sure to include instructions that appealed to students' multiple intelligence to some compacity. For example, I made sure to have writing for my students who enjoy writing. For students who love arts and crafts, I included cutting, pasting, and drawing in the lesson. I incorporated sequencing strips for students who like to sort and be hands-on and are visual learners. Lesson two is about the group and pairing students to work together on sequencing events from the book Miss Nelson is Missing. The first group will have a sequencing worksheet. The worksheet has pictures, including phrases from the book, to accompany each picture. I read everything on the worksheet. I read everything because I have struggling readers, ELs, and students who have IEPs. Because each picture has a phrase or sentence, I thought it would be suitable to group or pair students with students who struggle with reading. If students finish early, they can write and draw a picture to add to their sequencing worksheet. In lesson two, students will also sequence using sentence strips. The students will sort and sequence the events. After they finish 3 of 6 | 9 pages sequencing the events, they will read what they have to me so I can determine if it makes sense and ask students why they placed the transition words where they did. This helps students talk, think, and process why they did what they did. In the third lesson the students will complete a Miss Nelson is Missing sequence chart. I can assess students to see what they know, kind of know, and still don’t know. I will be looking for if students tell what happened in a story using the correct terms like first, next, last or ordinal numbers to show understanding of sequence. While also, writing about events from the story using key details. Students can write as much as they want. For students with IEP and who can't read or write on their own will draw pictures and label them with numbers to indicate first, second, third.] c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them. [ The common misconception is students thinking other events or details in the story are main events as well. Also, when using transition words for first, then, next, last to sequence order of events. Students may find it challenging because it's an exciting book with lots of moving parts. On chart paper I will summarize what happened first, next, then, and last with the help of the students. I will explain to students that when sequencing you summarize using a sentence or two to tell what happened. This skill is developed overtime. Some of my first graders will grasp the concept and others will not, which is expected for this young age group. ] 4. Supporting Literacy Development Through Language As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them? a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to develop and practice the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Argue Categorize Interpret Predict Question Compare/contrast Retell Describe Explain Summarize [Retell is the language function. I ask the question what do go story tellers do when they tell about a story. So, when retelling we tell who, where, and what happened. My central focus is on sequencing events in a story. So, asking students how do we retell a story we say from beginning, middle, and end, which is how we sequence events. b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential literacy strategy. Identify the lesson in which the learning task occurs. (Give lesson day/number.) [ students will use the words first, next, then, last. Students will use these words in lesson two and three when doing sequencing. For example, when I get with the small group on the carpet, they will sequence events using sentence strips which include the key vocabulary words first, next, then, and last. When students finish sorting and sequencing the events student will read aloud what it says. Then I will ask them why did they place the word first at the beginning and not in the middle or end to see if students understand and comprehend sequencing or not. Lesson three on the sequencing chart project students will include key vocabulary when 4 of 6 | 9 pages sequencing event and drawing the picture to go along with it. Students will have an opportunity to come up and share their project to the class.] c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use: Vocabulary or key phrases Plus at least one of the following: Syntax Discourse [sequencing, first, next, then, last are key vocabulary I will teach and write down for students. Key phrase “what do good story tellers do when they tell what happened in a story” syntax, ordinal numbers to sequence events (e.g., first, next, last. ] d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary or key phrases, discourse, or syntax). [Planned instructional support is the book Crunch which is prior to doing the learning task with the book Miss Nelson is Missing. Students will be exposed to ordinal number sequencing in the book Crunch. So, they will be learning words like event and major event. That’s something we haven't dove deep into yet. Lesson, one will set us up to talk about events in the book and in their lives. Students will complete a sort of events from the book. I will have the events written on construction paper in a bag. students will pick an event and read it or I will. Students will then place them in the column labeled event or major event. Then the students will explain their choice and reasoning. By doing this will help students to identify major events in a story. Lesson two the students will have a sequencing worksheet to work on. On the worksheet there are five boxes with the words first, second, next, then, and last next to them. The students will cut and paste the picture in the correct box. Before the students get started, we will work on key transition words (first, next, second, beginning, middle, end, last, then) together on chart paper. The third lesson will be the students writing or drawing what happened in the story using key details and in the correct order in which they occur. The students will work in pairs for peer support. There are students who can write with no support but the majority of the class need support. i will recap everything we did on chart paper with the students that include events and major events, and sequencing. i will leave it up for students to refer to. ] 5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy to comprehend OR compose text AND related skills throughout the learning segment. [there will be formal and informal assessments of students understating of identifying major events in a story and sequencings events in as story. informal assessments include observations and response to students answers in group discussion, which is during and after the read aloud. When students get in pairs I'll be listening in on students' conversation when completing the sequencing worksheet. I will assess students in lesson one on their beginning, 5 of 6 | 9 pages middle, and end worksheet where they draw a picture of the events that happened in the beginning, middle, and end. Ill assess their reasoning and rationale to why they drew the picture to represent beginning, middle, and end. I will assess students in lesson two when they come to the carpet and sort and sequence events from the book Miss nelson is Missing. Formal assessment is lesson three. Students will retell what happened in Miss Nelson is Missing using key details from text when they do their presentation on the Miss Nelson is Missing sequence chart project. While also using key transition words such as first, next, then, last. These assessments are differentiated for the students in the classroom. For my students who have an IEP or struggling reader and writers they will draw a picture. For students who love writing they have the project at the end to write as much as they want. For students who like to sort and problem solve they will have an opportunity to do so in lesson two.] b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [I made sure that the assessment would be fitting for all students. For example, there are students who are great writers so I made sure to include a writing piece in the lesson. Students can add as much detail as they want. For students who struggle with writing they can write short sentence but I will stress to include those transition words (first, next...) for the students who are IEP and can't read or write on their own well they will draw a picture and put the number 1, 2, 3, for their transition and try their best to write what they can, but writing is optional for them. I differentiated my assessments based on what I knew about the students. For example, my students who have an IEP or struggling reader and writers they will draw a picture to demonstrate understanding what happens in the beginning, middle and end. They also have an opportunity to cut and paste sequence of events which have pictures. For students who love writing they have the project at the end to write as much as they want. For students who like to sort and problem solve they will have an opportunity to do so in lesson two when they sort and sequence the events to the story Miss Nelson is Missing.] 6 of 6 | 9 pages