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DEFENSE OF LEARNING BY: RAVEN ALCORN NEW VISION HUNTER COLLEGE HILLCREST HIGH SCHOOL JANUARY 8, 2012

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DEFENSE OF LEARNING

BY: RAVEN ALCORN

NEW VISIONHUNTER COLLEGEHILLCREST HIGH SCHOOL

JANUARY 8, 2012

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TABLE OF CONTENTS

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BACKGROUND

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BASELINE ASSESSMENT SKILLS

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BASELINE ASSESSMENT

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FINDINGS FROM BASELINE ASSESSMENT

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REFLECTION FROM BASELINE

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WOODCOCK JOHNSON III

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TARGET

STUDENTS

BRIEF

DESCRIPTI

ON OF

EACH STU

DENT

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HOW I CHOSE MY FOCUS SKILL?

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INTENDED OUTCOMESStarter Goal:•Use various context clues to figure out the meanings to unknown words•Highlight keywords and vocabulary terms in the passage

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INTENDED OUTCOMES

Final Goals:•Identify the main idea and supporting details in expository and narrative passages•Apply the reciprocal teaching methods by chunking a text into sections •Receive at least 80% or higher on the summative assessment

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INQUIRY CYCLE

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FIRST STRATEGYStudents Will be Able To: Students Will be Able To: Identify the different types of context clues by matching at least 5 signal words to the correct context clue category Do Now: Students will look at a crime scene photo Do Now: Students will look at a crime scene photo and describeand describethe picture using the evidence (clues) in the photothe picture using the evidence (clues) in the photo..

Guided Practice:Guided Practice:PowerPoint - Teacher will review the different types of context clues

and signal words coupled with examplesGraphic Organizer - Students will create a chart of all the different

types of context cluesThink/Pair/Share - Students will work with a partner and cut & paste

the correct clue signals to the correct context clue categorySummary - Students will fill out exit slips

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FORMATIVE ASSESSMENTSChart Worksheet Exit Slip

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MODIFICATION TO FIRST STRATEGYStudents Will be Able To: Students Will be Able To: Students will be able to identify root words along with prefixes and suffixes to figure out the meaning to unknown words when they read text Do Now: Students will select an index card and Do Now: Students will select an index card and create a chart.create a chart.

Guided Practice:Guided Practice:PowerPoint - Teacher will explain what are root words, prefixes, and

suffixes in along with examples Graphic Organizer - Students will create a chart that breaks apart a

word by its prefix, root word, and suffixFormative Assessments - Students will complete two worksheets

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FORMATIVE ASSESSMENTSRoot Word Worksheet

Note CardPrefixes/Suffixes

Worksheet

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SECOND STRATEGYStudents Will be Able To:Students Will be Able To: predict, clarify, question, and predict, clarify, question, and summarize chunks of text by using the reciprocal summarize chunks of text by using the reciprocal teaching script templateteaching script template Do Now: Students will look at the reciprocal teaching Do Now: Students will look at the reciprocal teaching outline of the 5 categoriesoutline of the 5 categories

Guided Practice:Guided Practice:Modeling - Teacher will explain the 5 categories of reciprocal

teachingRound Robin - Each student will take turns reading chunks of the

text. At the end of each chunk, the teacher will ask questions based upon the 5 categories

Handout - Students will fill in the vocabulary worksheet and use the pictures to aid comprehension

Graphic Organizer - Students will complete a Venn diagram

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FORMATIVE ASSESSMENTSVocabulary Worksheet

Venn Diagram

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SUMMATIVE ASSESSMENTS

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RANGE OF IMPROVEMENT

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REFLECTION

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WHAT DID I LEARN ABOUT MY STUDENTS?• Scaffold instructions and be very

specific• Provide visuals and graphic organizers• Repetition • These students are very diverse and

everyone has different learning styles and needs

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REFLECTION OF MY PERSONAL GROWTH AS A TEACHER• Get to know my kids• What can I do differently? • Incorporate more differentiation in my

lesson plans • Focus on academic and social skills

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NEXT STEPS

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hard to read.