RL.1.1 Learning Map

STAGE 1: PLANNING YOUR INSTRUCTION

YOUR TARGET: Standard, Goals & Outcomes Teacher: Elise Maygren  Grade/Subject: 1st Grade / Language Arts TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: : RL.1.1 1.     Ask and answer questions about key details in a text. Reading Standard for Literature Grade 1 Students 1.     Ask and answer questions about key details in a text. - Ask questions - Answer questions - Knowledge of ‘key details’ - Knowledge of text *Highlight the main idea/knowledge (what)           *Underline the skills/verbs (how) Big Questions (Questions to frame student learning) - How does asking and answering questions aid in learning? -How does determining what details in text are - support student reading and learning? Knowledge (Concepts to be understood and applied) -       Asking Questions -       Answering Questions -       Determining key details in text Skills (what you will explicitly teach) -       Asking and answering questions -       How to find key details in a story Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE -       I can ask and answer questions. -       I understand how to find key details in text. Student Social-emotional Goal (LEARNER): -       Respect others -       Demonstrate listening skills -       Work in small groups -       Able to ask and answer appropriate questions Barriers to learning (LEARNER): (level of literacy; language proficiency levels;  funds of knowledge; attention span) - Some students may not have the language skills to understand the text. - Lack of confidence in speaking in front of others. - Not having the ability to formulate words that express thought. - Are students familiar with stories? Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural differences; misunderstand) -       All students understand have a basic knowledge of stories. -       Language from stories in English are understood -       Understanding of taking turns speaking (not interrupting) -       Only make comments regarding questions asked or stories talked about -       Multiple meanings in stories Part 2: My Class

My Classroom Composite: (TEACHER & LEARNER)   Whole group (Broad needs of students; observable patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation) -       Students that struggle with reading activities can be disruptive -       Some students are quiet and don’t respond to questions asked -       Some students enjoy working in groups -       Students enjoy pretend play -       Some students are English language learners -       Special needs: IEP, ADHD, and emotionally disturbed

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) Focus Student #1: Special Needs (IEP Goals; 504; SST) - Classroom expectations will be clear in age-appropriate language (Sousa, 2014, p.144). - Classroom procedures will be orderly, structured, and predictable (Sousa, 2014, p.144). - Students will be given extra time and instruction if necessary. -  If students don’t work well in small groups/partners they can work one-on-one with teacher. - Student responses can be dictated in any way student feels most comfortable. Ex. Orally, written, sign language or native language. Male, 6.5, 1st grade Has an IEP. Language delays. Has trouble processing why and how questions. Limited vocabulary. Uses simple sentences. Enjoys Disney movies and knows characters and story lines. Student will be allowed extra time to complete tasks. Student will require additional demonstration. Student will be placed in groups with a peer leader to support learning. Focus Student #2: English Language learner (ELL); standard English learner(SEL) - Classroom expectations will be clear in age-appropriate language (Sousa, 2014, p.144). - Classroom procedures will be orderly, structured, and predictable (Sousa, 2014, p.144). - Language scaffolding & modeling - I will provide demonstration. - I will cover what text is. - We will review what questions and answers are? - I will have pictures/posters that that represent concepts being taught (Question, Answer, and Text). - There will be props that help students know when it is their turn. - Students will work in small groups or partners to support student learning. Male, 7, 1st grade English language learning. Never been to school before. Difficulty holding a pencil and a book. Does not seem interested in books. Enjoys looking at pictures. Enjoys Soccer and Basketball. Student to be placed in a group with high achiever, who supports student in vocabulary acquisition.

	Engagement	Representation	Action & Expression
	Learner: 1st grade students	Learner: 1st grade students	Learner: 1st grade students
	Target: Asking and Answering Questions	Target: Asking and Answering Questions	Target: Asking and Answering Questions
	Assessment: Formative – Students will practice asking and answering questions with partners. I will walk around and check for understanding. The class will then come together as a group and I will monitor progress by facilitating the entire classroom in asking and answering questions. Instruction: 1.I will describe expectations and learning in detail. 2. I will demonstrate role playing. 3. Students will help create props that aid in learning. 4. The classroom as partners will practice skills with each other. 5.  I will move around the classroom and check for understanding. 6.  Students will come together and practice skills as an entire class. Management: I will show enthusiasm, come to class prepared and organized. I will have already formed partnership based on relationships and best learning/working environment for students.	Assessment: Formative: As the students work in partners each group will be given a microphone and will pass it back and forth to the person who is either asking or answering the question. Instruction: 1.I will clearly explain and review what, Text, Question and Answer mean. Posters will be displayed that remind students of meaning. I will also display a list of appropriate questions. 2. Students will cut out and glue question/answer kids (culturally diverse), to popsicle sticks. 3. Students will work as partners to practice taking turns asking and answering questions. Passing a microphone prop back and forth. Management: I will model and have students practice as long as they need. Accommodations will be made if needed.	Assessment: Formative – I will pay close attention to body language and look for communication and understanding. Instruction: 1.Communication – Physically and verbally. 2. Creativity – Cut and paste representatives that help students remember what role they are in. 3. Critical Thinking – Practice asking and answering questions. 4. Collaboration - Students’ ability to work with partners and stay engaged. 5. Reflection - Students will be able to demonstrate skill learned in group classroom discussion. Management: Students will gather together to go over lesson goals and expectations. Worksheets, glue, scissors, and microphone props will be ready to be distributed.

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1? Introduction: Explanation (I DO) What is Text? What is a Literary Text? What is a Question? What is an Answer? Demonstration 1: Coupled with Explanation (I DO) Demonstration how students will cut and glue question/answer kids, to popsicle sticks. Activity: (WE DO) Students will cut out and glue question/answer kids, to popsicle sticks. Check for Understanding: Students will use the question/answer kids on popsicle sticks to show if it is a question or answer. Teacher will first model. “Do you like apples?”, “I do not like apples”. As teacher says each, they will raise up their question or answer kid. This will be practiced multiple times until class feels comfortable and understands. Explanation (I DO): How to Ask a Question. How to Answer a Question appropriately and the appropriate voice level for asking and answering questions. Teacher will cover how to ask a question and how to answer a question appropriately. This means making eye contact with the person asking the question. Questions need responses that stay on topic and do not ‘tell a story’, but respond to the specific question that was asked. Voice level also needs to be addressed. What is the appropriate voice level for answering a question one-on-one and in a group setting. The same goes for asking questions. Demonstration 2: Microphone Props (I DO) Demonstrate how to use microphone props to model how a ‘reporter’ uses appropriate voice level when asking questions and how a ‘celebrity’ uses appropriate voice level to answer the specific question. Paired Groups: Students will use the microphone prop to take turns with their partner, asking and answering questions. Students will have a list of questions for the students to ask. As the students are working in partners teacher will move around the classroom observing for eye contact, voice levels, and appropriate questions and answers. Students will switch roles and continue until understanding is reached. Students will have the opportunity to practice in front of the class if they feel comfortable. WHAT MATERIALS WILL YOU USE? 1. Posters for Text, Literary Text, Question, Answer 2. Question Words 3. Question/Answer kids 4. Glue 5. Scissors 6. Microphones 7. Sample questions How will you assess student learning? Formative – Students will practice asking and answering questions with partners. I will walk around and check for understanding. The class will then come together as a group and I will monitor progress by facilitating the entire classroom in asking and answering questions. Summative – Students will be able to demonstrate understanding by either practicing in front of the class, privately with an adult, or by filling out a graphic organizer (2019). Reference Peterson, A. (2018, June 17). How to Teach the Kindergarten Literacy Standards – RL.K.1. Retrieved from https://kindergartenchaos.com/how-to-teach-the- kindergarten-literacy-standards-rl-k-1/ Sousa, D. A. (2014). How the Brain Learns to Read. Thousand Oaks, CA: Corwin, a SAGE Company. Teaching Questioning as a Comprehension Strategy. (2019, September 4). Retrieved from https://sarahsnippets.com/teaching-questioning-as-comprehension/