Signature Assignment

SIGNATURE ASSIGNMENT Alma Ramirez 1. Provide a brief summary of the focus student Alma Ramirez is an eight-year-old third grader. She moved to California from Mexico when she was four years old and was placed in a kindergarten classroom. She speaks fluent Spanish and Spanish is spoken at home. She cannot read Spanish but can recognize common words. Alma’s parents only speak broken English and her father is illiterate. Alma is very shy, yet mature and responsible. She helps take care of her two younger brothers. She has a couple of friends at school. She does not volunteer or speak out in class and only participates when required. She does her work to the best of her ability but has mentioned that she does not like school. Alma has developed typically thus far. She has reached milestones in the normal range. She enjoys watching TV in Spanish at home. She also likes to play soccer and enjoys cooking. 2. What life experiences does the focus student have that need to be considered during instructional design? Alma visits family in Mexico every year. She enjoys being back where she was born and to see her grandparent. She loves making tamales with her grandmother and her uncle tries to get tickets to a soccer game when she is in town. To engage her I will use soccer references and make word problems about cooking. 3. What prior academic knowledge does the focus student have related to the lesson you are teaching? She is able to converse in English at a near fluent level, though her academic language skills are lacking. Math is easier for Alma, though she struggles with word problems. This lesson should not be hard because Alma is at grade level in math. 4. What other social-emotional, cultural, and developmental considerations will you need to take into account in this lesson? Alma is shy but is willing to participate in group settings. She enjoys collaboration but will not volunteer her answers or thoughts. I will have the student in Kagen group seating which will have four students per group all at different academic levels. I will utilize the group setting for Alma to be able to talk in the group, to her shoulder partner, and her face partner. TJ Roberts 1. Provide a brief summary of the focus student TJ is a nine-year-old boy in the third grade. He was just put on a behavior plan at the beginning of the year due to the abundance of incidents of him not being able to keep his hands to himself. TJ exhibits impulsive behavior and short attention span. There has not been a notable improvement in behavior. He has difficulty getting through longer assignments, listening for long periods of time and working with others. 2. What life experiences does the focus student have that need to be considered during instructional design? TJ has trouble keeping his hands to himself which having manipulatives may be hard for him to resist throwing or taking other students base ten blocks. The manipulatives may be a distraction for TJ because of his ADHD but at least with them he is not having to write anything down. He will just have to move the manipulatives into groups which will help with his Dysgraphia. 3. What prior academic knowledge does the focus student have related to the lesson you are teaching? TJ will need to understand place values in order to understand when and which number to round. This is a skill that I have already taught so there is a visual of place values on the wall for him to refer to. This will help him access the prior knowledge needed. I will create a sheet for him with the problems that we are going to go over so that he does not have to try to look up at the board for the next question as he does struggle with that. 4. What other social-emotional, cultural, and developmental considerations will you need to take into account in this lesson? TJ has difficulty in social settings and has trouble controlling emotions. If something seemed difficult he would get upset, and sometimes cry. If assignments appeared too long or too difficult, TJ would often just scribble on his work. TJ has difficulty being around classmates on the carpet, walking in line, and eating lunch without touching (hugging, poking, hitting) them. Although one of the oldest students in his grade, he seems developmentally behind socially. He is often unaware of social cues and norms. Tends to gravitate towards adults rather than peers. Physically, he is in the normal range. Lesson Title: Rounding to the Nearest 10 and 100 Subject: Math Grade Level: 3rd Grade Common Core or Grade Level Content Standard(s) to be addressed: CCSS.MATH.CONTENT.3.NBT.1 Use place value understanding and properties of operations to perform multi-digit arithmetic. Use place value understanding to round whole numbers to the nearest 10 or 100. Learning objective(s): Learners will demonstrate their understanding of rounding to the nearest 10 or 100 by using manipulative base ten blocks to represent their number. Materials: Base 10 blocks Projector and document camera TJ’s question sheet Rounding worksheet Lesson Components Describe what will be happening during this part of the lesson. Describe why you have selected the approach you have. You may refer to the appropriateness based on developmental needs or interests of students at this age or learning styles Anticipatory Set/ Introduction How will you “hook” the students in the lesson, help them see the purpose of it, and connect with prior knowledge? I will first go over place value and play this video https://www.youtu be.com/watch? v=a4FXl4zb3E4& vl=en This will not be the first time that my students have heard this song. I will also reintroduce rounding to them and how to do it. If we are rounding to the nearest tens then we need to look at the digit in I wanted to use a catchy song to get my students to attention and solidify their place value knowledge before adding another level to what they should know. Focus Student 1: Alma Ramirez Discuss appropriate modifications and adaptations for each section. In each section, explain how the adaptations and modifications address the specific needs of this student. I will work with Alma and my other English language learners before doing this lesson to go over place value and rounding and the definitions of those words so that when we have the lesson they will understand what new vocabulary we will be working with. For the video, I will put the captions on the screen so that she can see the words and listen to the song Focus Student 2: TJ Roberts Discuss appropriate modifications and adaptations for each section. In each section, explain how the adaptations and modifications address the specific needs of this student Before we begin the lesson, I will pull TJ away from the rest of the class to walk him through what we will be doing next. I will let him know my expectations and the consequences for not following those expectations. I will tell him that we will be watching a video and then I will bring out the base ten blocks. I tell him that if he is able to show me his self control during the at the same time. video, I will read to him at the end of the day. If he makes it through the video and participates in the activity, I will let him pick the book I will read to him. I chose to use base ten blocks for those students who need a visual other than numbers. They will be able to physically see how 19 is closer to 20 than it is to 10. She will only need to watch and talk to a group member. She is not having to share out any information or her thinking which would make her feel safer in this process. Because his desk is near the front of the room I will be able to keep an eye on him during my instruction and remind him of the deal we made if necessary. I chose to give them a list of rounding She should do just fine by not having the stress of being called I will make sure to come by his desk and try to point out the ones place. If it is five or more you “up the score” which is rounding up. If it is four or less, “less is best”. This means to round down. Instruction How will you help build student understanding of the concept or skill? What teaching strategies will you use? Guided Practice How will students practice what you I will pass out the base ten blocks. I will turn on my document camera to show the base ten blocks where everyone can see them. I will show them what I want the process to look like. I will write the first problem on the board and show them how to round 19 up to 20 but first using the base ten blocks to represent 19. I will repeat this two more times with higher numbers. Each time, I will have them turn to a group member, of my choosing (using Kagan), to discuss why it should be rounded up or down. I will give them a list of rounding problems to have taught them, and how will you monitor it? complete and practice while I walk around, ask and answer questions, and observe them. problems to work through so that I have time to go around the classroom to see every student working on the problems and being able to have time to help those that are struggling. on and math being a favorite subject. something positive he has done every time. He will have the list of questions on a sheet in front of him so he does not have to look up at the screen. Closure I will be doing this as I walk around the room. If I see a student not participating, I will assume that they do not understand and need help. I will then prompt them with a question to solidify my assumption. I will do this because it is a quick and easy way to see if my students have the hang of the standard. I can also get a consensus of problems if there are any. I will specifically target Alma so that she knows that I am here to help. I will try to only talk to her if I see that she is struggling to not make her feel singled out. I will make sure to go over to TJ's group and check in on him. I will update him on what we are going to be moving to as we go into independent practice. I will also remind him of our deal. After I have circulated the room and answer the majority of the questions I will send them on their own to do independent work on a worksheet aligning with the lesson. I will have them do this worksheet independently so I have a better idea on what students I need to pull back into small groups to go over certain items. This will also give me a better idea of the students who are ahead and need to be challenged I will continue to let only use the base 10 blocks as needed for a visual. I'll continue to circulate the room to make sure all students are as successful as possible while still keeping my eye on Alma. If needed I can pull TJ back to a table by himself and help him further if focusing is not an option in his current group. If he is doing well enough to not be a distraction to others, he will stay there. How will you check for student understanding before letting them work on their own? Independent Practice What will students do to continue practicing and applying what they have learned? How will that be measured? more. 1. While writing the lesson, what factors most influenced your lesson design? The students were the biggest influences for my lesson design. They shaped what technology to use, any extra worksheets and how to engage them to name a few. Another influence for my lesson was my confidence in the subject. I personally enjoy math and I believe that when students see that you are enjoying yourself, they tend to want to be involved in that enjoyment. 2. Identify and discuss any potential challenges that may come up during this lesson. A challenge that may occur is TJ using the manipulatives and throwing them at another student or taking them from others to make them mad. 3. Discuss and describe clear strategies and solutions for these challenges. I will lean heavily on TJ’s Behavior Plan to make sure that I am rewarding him for good behavior and letting him know ahead of time what the consequences are for unkind behavior. 4. What insight did you gain from completing this assignment? I learned that I can create a good lesson for a full class of students while being able to target the needs of two students. I was able to make this lesson have adaptations necessary for the students' needs while not pointing out to the rest of the class that they actually need it.