dol draft jan 2013 revision 1 (1)cla
TRANSCRIPT
DEFENSE OF LEARNING
BY: RAVEN ALCORN
NEW VISIONHUNTER COLLEGEHILLCREST HIGH SCHOOL
JANUARY 8, 2012
TABLE OF CONTENTS
BACKGROUND
BASELINE ASSESSMENT SKILLS
BASELINE ASSESSMENT
FINDINGS FROM BASELINE ASSESSMENT
REFLECTION FROM BASELINE
WOODCOCK JOHNSON III
TARGET
STUDENTS
BRIEF
DESCRIPTI
ON OF
EACH STU
DENT
HOW I CHOSE MY FOCUS SKILL?
INTENDED OUTCOMESStarter Goal:•Use various context clues to figure out the meanings to unknown words•Highlight keywords and vocabulary terms in the passage
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
INQUIRY CYCLE
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
FORMATIVE ASSESSMENTSChart Worksheet Exit Slip
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
FORMATIVE ASSESSMENTSRoot Word Worksheet
Note CardPrefixes/Suffixes
Worksheet
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
FORMATIVE ASSESSMENTSVocabulary Worksheet
Venn Diagram
SUMMATIVE ASSESSMENTS
RANGE OF IMPROVEMENT
REFLECTION
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
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
NEXT STEPS