Week 14: Reflection

Week 11- Assignment 2: Reading and Writing

 From the article by Fisher I found two things from the literacy strategies that work to be well connected in a lesson and article I found important in order for students to develop better learning strategies. Having graphic organizers and vocabulary instruction are the two I chose! The Reading article I chose discusses great vocabulary strategies and how effective it is to have students have better comprehension on literature.
 The lesson plan I chose is one that I focused and connected several worksheets that evaluates students understanding of reading and writing material. The breakdown and uses of vocabulary are important and with the graphic organizers being modified. The modification of the questions that can connect the word helps students write effectively and structure key content. The lesson plan I connected is posted here!

Week 10- Assignment 2: Teaching ELL

Week 9: Assignment 3

Candidate’s Name: Fabian Escobedo

Grade Level: 6^th Grade

Title of the lesson: Greek Gods

Length of the lesson: 45 minutes (two days)

Greek Gods!. Students will explore the many gods that the Greeks worshipped and be able to create a connection on the difference beliefs back then to now! They will explore information about the gods through several resources and create their own book on UDL Bookmaker! Key questions: What is Polytheism? What is Monotheism?  Who was Zeus? Is Monotheism or Polytheism common during the present time?

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students will have prior knowledge on note taking and #CUBA skills Students will have Ipad & Computer skills Students will have prior knowledge on the geography of Greece Students will have prior knowledge of city-states and government of Greece

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.WHST.6-8.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Support literacy development through language (academic language) Students will interpret multiple resources to write a claim and select a god in which they will argue why that specific god is important. Student’s learning task will be to write out a collection of facts and images onto UDL Bookmaker and begin to create in full sentences information about their chosen gods. Vocabulary Monotheism, Polytheism, Zeus, Hercules, Apollo, Hermes, Hera, Poseidon, Hades, polis, agora,

Learning objectives ·       Students will advocate in creating their own individual online book about information on their selected Greek gods and have a three-minute presentation to their class!

Formal and informal assessment (including type[s] of assessment and what is being assessed) Students will be assessed on their collection of notes and on how much information they write in their task sheet. The task sheet is a guide with an attached rubric of what is expected of the child and where to look for certain information about their Greek gods.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: The teacher will open up discussion by asking the following: 1.     Has anyone seen Disney Hercules? 2.     Can someone read our history wall terms of the week? A selected student will begin by reading the learning objectives and follow by reading the weeks history terms, which would be monotheism and polytheism. The teacher will instruct students to begin getting their Ipads and opening up OneNote. Students will open up Mr. Escobedo’s Social Studies class and this week’s task sheet. The students will have 20 minutes to begin with their work on researching information about their Greek gods. The teacher will follow by having students watch BrainPop The teacher will demonstrate what a UDL Book Builder example should look like once drafting is finished. http://bookbuilder.cast.org/view.php?op=share&book=b07dc37ba4a23b19eaeef63019499316&sid=23920 Students will work in small-groups discussion and the teacher will have feedback about basic questioning about Greek gods. Students will debate for a few minutes on which god has a great amount of history and detail. Students will have 3 minutes to present on the Smartboard what they constructed and present Student’s exit ticket will be a multiple choice question: The Greeks believed in what? a)     Monotheism b)    Cheeseburgers c)     Polytheism d)    Christianity Accommodations and modifications: ELLs/struggling readers: Visual and technology The accommodations and modifications that will be provided for students is a task sheet guiding certain students with needs to follow and check off what is required. The video introduced will help students produce visuals and engage them to their activity. An accommodation that will follow will be the mini-group discussion before presenting the three-minute class presentation.

Instructional resources and materials used to engage students in learning. ·       Ipads: OneNote ·       BrainPop: https://www.brainpop.com/socialstudies/ancientcultures/greekgods/ ·       UDL Book Builder ·       Task Sheet ·       Prezi: Greek Gods ·       Youtube: https://www.youtube.com/watch?v=swpN-h5tkPc

Reflection Were accommodations and modifications fully provided for students with disabilities? Were students comprehensive on the research topic of Greek Gods and can they create connections? When were students most engaged?

Week 7: Assignment 3

1.     Explain the three levels of words and how you can use word levels to decide which words to teach.

         The first levels of words are familiar words, which helps teach students any connections or words that are in their basic vocabulary. The second tier words would be words that are made up in print or other outside resource and example of this would be like election or democracy because of the news discussion with the current election. The last tier words would be high technical words that are outside words that core content teachers are able to define.

2.    How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

         To teach students how to “chunk” words as a reading strategy for decoding unfamiliar words is how in my observation classroom we go ahead in our learning. This weeks word we have been reading the social studies term “specialization” and students had a tough time looking at the word because of how big it was. The way I handled it was writing it on the Smart Board and blocking the part of the –ization only uncovering special, which students were familiar with. The students are always assigned reading and we instruct them to write down the words they were confused in the text.

3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

         A way to foster word study in the classroom provided from the film and my experience in the classroom is the construction of a word wall. This would provide students to build it on the four dry erase boards we have in our classroom in order for them to construct vocabulary. Having students to take risk is what provides them to build confidence and fluency. These are ways I would provide word study in my own classroom once I begin to have my own classroom.

Week 7: Assignment 2

1.     How can you ensure that your struggling readers have access to texts they can easily read?

         The way you can ensure that a struggling reader has access to text that they can easily read is by providing text that fit their level of comprehension. Another way to have struggling readers are text that are engaging. Providing text that is now in connection to other core subjects is important. They the students should be able to select a variety of text in order for them to build fluency. The students in my school are given a chance to choose a personal read 180 library selection of text in all subject and are assigned to read thirty minutes every night.

2.    How can you foster a learning environment in which students have many opportunities to practice reading?

         The way to foster a learning environment in which students have several opportunities to practice reading would be having them become independent learners. In my observation and work place the teachers I work with provide task sheets and “Do Now” steps on the Smart Board. This has students reading from the beginning and then throughout the lesson. In the video they provided information about the level of books comparing to the types of books being more effective for students receiving a fair chance to develop on their reading.

3.    Describe ways in which you can model fluent reading in your classroom throughout the day.

         The way we model fluent reading in our classroom is after completing a task students may pursue finishing their individual book and earn a raffle ticket. This prize system is a way in which students finish their reading book and create a book report for them to receive a prize. The students are allowed to earn colorful and fun cartoon bookmarks. This system we provide have students build a collection of bookmarks with them not realizing the collection of books they have read.

Week 7: Assignment 1

Here is my Fluency Chart

1.     What texts and materials do teachers have in their classrooms that support students' development of fluent reading?

My host teacher and I provide readings of certain subjects from Edhelper (http://edhelper.com/) this website provides modified text for all types of learners. This website opens up on the Smart Board with the reading enlarged and feedback questions For social studies we have been push to use our E-book version now made simpler for students to access. The E-book information has an online glossary, translations, and breaks down the reading for students who need the information chunked.

2. How do they select vocabulary to teach in all areas of your curriculum?

      The teacher and I enter our team meetings in which we collaborate ideas. This allows us to discuss what upcoming topics are going to need clarifying. My host teacher and I construct vocabulary on posters or on the dry erase boards in the room for students to observe or review.

Example I have posted a Math Wall

2.    How much time do they allocate to word study?

     My teacher creates time throughout the morning because we have our ELL students first thing in the morning. Having students take out certain vocabulary and begin have them write three sentences using two of the terms is a way we observe comprehension.

4. What word study routines do they teach and encourage their students to use?

     The teacher provides review questions and examples modified from the textbook. The way we build vocabulary is from the text or from current events that are provided from the school website. This helps us with group instruction and words that sound familiar to them in which we then provide definition. Example, today we read about Otzi the Iceman and how his discovery date had just past and the word we defined was “archeologist.”

5. How do they differentiate instruction and tasks based on their students' needs?

     We have a calendar and follow through letter days in school given with when quizzes will be taken. Allowing students to study or find an article to go over with them helps build their vocabulary. This helped students because later on we have students write a three-sentence response in which they must present using the vocabulary words.