RL.1.1 1. Ask and Answer Questions about Key Details in a Text

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/

Importance of Reading Aloud to Children

Learning Map

Field Experience

ITL 606 ASSIGNMENT 3.4

Elise Maygren

National University

It is always a good experience observing in classrooms, learning from teachers and students. The last couple of weeks I had the opportunity of observing in Mrs. Davenports Kindergarten classroom. Mrs. Davenport teaches at a school called, Copperopolis Elementary. It is located in a small, more rural town in the foothills of northern California. The town of Copperopolis has a population of roughly 3,700.  This school is a Title I school with 65.6% of its students qualifying for free or reduced lunch. This particular classroom is a split TK (Transitional Kindergarten) and Kindergarten class. The hours that I observed only kindergarten was present. I will discuss the observations that were made in my time in Mrs. Davenports class as well as a summary of the interview I was able to perform.

When observing this kindergarten classroom, I always came at the beginning of the day. I was able to watch as the students came into the classroom. They all seemed very accustomed to the routine of putting their backpack up on their hook and sitting on their spot at the circle. The first thing I noticed in this classroom was that there were not any desks. There were a few tables but the children mostly sat on the floor. It seemed that most instruction was given at the circle in the front right section of the classroom.  The teacher had her chair and the students sat quietly in a circle in front of her. She attached separate numbers to the floor to make a circular shape. Each student had a number and that is where they sat quietly every time they sat in the circle. Standing or sitting on a special stool was a student she called the, “Wise Owl”. This student called on helpers and assisted their teacher in every task for that entire day. The “Wise Owl” was not something that was earned, each student takes a turn and rotates again through all students, one day at a time. The students loved being up in front of the class with their teacher.

In front of the class where the entire class could see there was a picture schedule of the day. Each day looked mostly the same. Mrs. Davenport seemed to thrive off of routine as did her students. After the class greeted each other with a “good morning”. They reviewed the calendar, followed by a short math lesson. The “wise owl” wrote a number sentence on the board in the front of the circle. They could ask the class for help, the students seemed to enjoy solving the number sentence. The children did not seem to be afraid to raise their hands and make a comment or share something from home. One student in particular shared that she had a new pet cat that her dad had found and wanted to rescue. The class seemed excited about this and others raised their hands to share something personal regarding their own experiences with either a cat or a pet. Mrs. Davenport stated that they had time for two more hands and called on the two names. The two students then took turns sharing what they had to say. I enjoyed watching this discussion take place, they all seemed to feel extremely valued and the teacher expressed great interest regarding what they had to say. There was a moment when a student couldn’t contain themselves and started talking out of turn. Mrs. Davenport made a hand signal in the air and kindly said, “that’s called in-terr-up-ting”. This seemed to be a signal to the entire class to listen and not speak until their classmate had finished.

Following their morning routine, the class broke up into 4 groups. The students then took turns going to the four different stations with their group. Each station was previously discussed before breaking up. She even asked if there were any questions. The stations consisted of listening to a book with a headset, searching around the class for an object and writing the word on a piece of paper. There was also a station with a parent volunteer where they did some coloring and pasting as well as a table with their teacher where they did a writing worksheet. Each station had a symbol that went along with it and projected on the smart board, were the groups and station order they would be going to. Mrs. Davenport had a timer and each time the timer went off the students new to rotate to the next station. She also had timers set for students that were going to speech or receiving other additional services. There were times when she would have to remind students to stay on task but for the most part they worked well together. I noticed that some of the groups were larger than others. One group in particular had more than the others, they had 6 students where the others had 3 or 4. The larger group worked extremely well together. They were all very independent workers and did the tasks without much trouble. It made me wonder if the teacher arranged the groups in such a way that allowed certain students to receive more individual attention.

While they were working independently in their groups I noticed that when students would finish what they were doing they’d go and stand on a circle next to the table where the teacher was sitting helping students at her station. The student would stand there quietly until the teacher had a moment to give them some undivided attention. She would look over their work and make a positive comment about it. The student was then asked to, “clip up”. This seemed to be part of a positive behavior system, rewarding good behavior. Following these exercises, they had recess/snack. Each time observed in this classroom it was the same time in the morning and the routine was always mostly the same with different activities. In addition to making observations I was also able to meet with Mrs. Davenport and interview her.

The following is a transcript of our interview:

1. How important it is for students to have their basic needs met in order to be successful in school? Why do you think so?

Basic needs absolutely need to be met first. There are three things that I have found kindergartners must have met before they can concentrate on anything. Those needs are, Hungry, Thirsty, or needing to use the restroom. Most of the students in my class eat the free breakfast in the morning. Some years students bring the breakfast with them into the classroom and they’ll finish up eating it while I get the class started. These needs are most important for the students to achieve success and brain functions.

2. Which needs are most important to have satisfied so students can thrive in school? Why do you think so?

A full stomach. During break we provide all students with a snack in case they missed breakfast.

3. Who is responsible for ensuring that students have their needs met?  Why do you think so?

School staff: teacher and lunch lady. Mostly myself as the teacher, though. I am responsible for all my students and feel that it is up to me to make sure that all their essential needs are met.

4. What is one thing a teacher might do for a student who has physiological or safety needs?  Why would this be useful?

First, I would conference with the principal. We would do our best to help problem solve the situation. Depending on the situation I would have to contact CPS, as a mandated reporter, if it was severe enough.

5. Ensuring Safety needs are met and making sure students are ready to learn involves classroom management.  What are three things you do to manage your classroom?  

First, I try to be very upbeat and use clips for positive reinforcement.

Secondly, we have a marble jar where the whole class contributes based on effort, this helps everyone feel accountable.

Lastly, Song! I use song to give directions, get attention, and teach subject matter. It also helps with transitions, especially after recess.

6. How do you decide what rules and routines to employ?

I don’t necessarily have, ‘classroom rules’. Our school uses PBIS (Positive Behavioral Interventions and Supports). We try to establish expectations not rules, they are: safe, respectful, and responsible. In my classroom I teach the students to use problem solving strategies such as, “please stop” or “ask before you take”. I also feel it is important to have a visual schedule posted where the entire class can see it.

7. Do these fit for students who have a Behavior Intervention Plan? How do you assess progress? What do you do for students from a different culture?

For those with a plan it is usually set up as “first-then” and have an additional plan. Regarding different cultures, everyone is treated the same regarding behavior. When it comes to curriculum I do try to make adjustments to accommodate all cultures.

8. How do you organize your classroom / educational environment to support classroom management?

I have to work in a very organized, functional space. I have “sit spots” and establish a daily routine. My classroom doesn’t function well with chaos. I want students to feel good when they enter my classroom and try to make it inviting to them. This structure also helps kids feel a sense of accountability.

9. With classroom management in mind, what advice would you give me regarding how to establish good classroom management in my first class?

Organization, “be mean until Halloween” meaning that it is important to stay super focused in establishing a routine. Make sure everything is black and white for the students and practice over and over and over again. Pick what is most important to you and focus on that. Be careful not to do too much. Classroom management is the #1 most important part of your classroom. It will be a lot of trial and error and each class will be different. What works for one may not work for another. You will have to, ‘go with the flow’.

10. When you know that a student has a specific need that most of the other students do not have, what do you do to address that need?

I try to target that need or skill in small group work. You could also pair them up with a strong student who can help lead them by example.

I was surprised by some of the things Mrs. Davenport had to stay. After observing in her classroom, I could see that there was much structure and the students seemed very happy and comfortable although, I was surprised that she didn’t have a list of rules. As I learn more about rules and expectations I can see that expectations can serve a better purpose because they are able to take into account different needs and situations that may arise. As a teacher I can see a lot of value in being flexible. She told me that when she first started teaching she would encourage students to only use the bathroom at recess and lunch, she soon found though that she needed to adjust. Her students couldn’t fully participate if they couldn’t use the bathroom. I always thought of food, shelter, and safety as crucial needs but for a kindergartner using the bathroom is also part of that list.

As a result of this interview and observation I found that kindergarten was not as chaotic and stressful as I had anticipated. Entering this classroom was such an inviting experience. There was a sense of peace when I entered the room. Everyone seemed so happy to be there and they functioned so well together. Yes, problems arise but I could see the entire class supporting each other and the learning environment which they had created. These students were only 5 and 6-year olds. As adults and teachers, we really do our students and children that we are around a great disservice when we don’t give them opportunities to lead and make good choices for themselves. I also liked the clip system that they used. This allowed for students that were exhibiting good behavior to also be rewarded. When a student misbehaved the clip went down. Slavin stated that, “Creating effective learning environments involves strategies that teachers use to maintain appropriate behavior and to respond to misbehavior in the classroom. Keeping students interested and engaged and showing enthusiasm are important in preventing misbehavior.” (Slavin, 2018, p. 296). This gives me a sense of enthusiasm knowing that as I observed Mrs. Davenport and her kindergartners use strategies to maintain an effective learning environment much good can occur.

References

Slavin, R. E. (2018). Educational Psychology: Theory and Practice, 12th Edition. 

[Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780133550429/

Classroom Management

Tips on Keeping Families Involved

Infographic

Why I Teach

When one makes the decision to become a teacher there are usually many factors that are involved.  By identifying some of these factors such as life experiences, past experiences with educators, and personal goals I hope to form a personal educational philosophy.  In relaying my evolving educational philosophy, I hope that you will have a better understanding of the individual I am and the teacher I would like to become.

Some life and natural abilities that I was either born with or obtained include: natural leadership abilities, being adaptable, and genuine.  As the oldest child of four children I was often put in charge of my siblings when my parents were gone.  They would also leave many tasks to be completed before they came home.  I would have to delegate chores to each of my siblings and make sure they were completed before my parents arrived home or else I would be at fault. When looking back at old home videos, I am embarrassed to see my authoritative behavior towards everyone younger than I; I acted as if I were everyone’s parent. With some maturity I now understand that I can use my leadership abilities for good. Besides being a good leader, I am also extremely adaptable. As a young child I moved into a different school every year and had to adapt to a new environment, making new friends, and adjusting to different schools and teaching styles.  I didn’t appreciate it at the time but I am now extremely grateful for the lessons I learned with being flexible.  Now as a military wife I have used that adaptability in being flexible when things change on a moment’s notice. I have learned to make plans but have the ability to adjust as needed.  This quality helps with the multiple roles one plays as an educator. Eric T. Moore’s (2015) “My Educational Philosophy” article states, “I must be prepared to adopt multiple roles in the classroom (facilitator, teacher, instructor, coach, consultant, counselor, and mentor). I need to be prepared to seamlessly transition between these roles to effectively contribute to student learning.” Being genuine is also something that can help aid in a healthy and enriching learning environment. Students are smart and when one isn’t genuine trust is diminished. It’s important to always be yourself and be consistent with all you do. This helps maintain healthy relationships between students, parents, and colleagues.

While past life experiences are important in forming one’s philosophy of teaching, former teachers often leave a profound impression.  I was fortunate enough to have two great math teachers in both eighth and ninth grades.  The thing that made them different was that they both focused on the positive work that their students did. They always made sure to point out and praise good effort and mathematical progress.  I’ll never forget the evening my ninth grade teacher Mr. Randall called my home phone. He asked to speak to my parents. My mom answered the phone and I was terrified.  Upon hanging up with my teacher she explained to me that he called to tell my parents what a wonderful student I was. He praised me for my abilities to focus on the tasks in the classroom setting, he praised me for the efforts I was putting into my homework and progress that I had made.  For the first time in my school career I truly felt good about myself. I felt like anything was possible. One thing I knew for sure was that I never wanted to let Mr. Randall down. In fact, I tried even harder, took better notes, stayed more organized, showed up extra early for class. He helped me believe in myself. While it may not seem like an ethical issue maybe reporting positive feedback can help foster better relationships and learning. The “Code of Ethics for Educators” states, “The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student.” After my experience I know that it is in the “best interest of the students” to identify and report positive information to parents.

After taking Sadker’s (1997) “What is Your Philosophy of Education?” survey, I was surprised to find that my top two philosophies were nearly opposite of each other, Essentialism and Progressivism.  It is important to teach positive attributes such as, “core values of hard work, discipline, and respect for authority.” While also adapting to a philosophy of, “shared decision making about curriculum, democratic processes, and academic freedom.” I believe that by promoting both of these philosophies in the classroom it will make for strong independent learners that have the ability to converse and see both sides to every story. This type of learning environment allows for critical thinking to take place.

My philosophy of education is an evolving philosophy. It is based on experiences from the past and present.  While, also incorporating those teachers that have been a positive role model for me throughout my life. I hope to incorporate Essentialism and Progressivism into my classroom. It is my goal to help inspire students while having a positive learning experience.

References

Association of American Educators. (2018). Code of Ethics for Educators. Retrieved from  https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics.

More, E.T. (2015, August 7). My Educational Philosophy. Retrieved from https://www.facultyfocus.com/articles/philosophy-of-teaching/my-educational-philosophy/.

Sadker, M.P. & Sadker, D. S. (1997). Teachers, schools and society (4th ed., pp. 403-405.)  NY:  McGraw Hill.