In Class With Miss Lubratich



Comprehension Learning Map ITL 512 Language-LiteracyMacKenzie Lubratich National University STAGE 1: PLANNING YOUR TARGET: Standard, Goals & OutcomesTeacher: MacKenzie Lubratich Grade/Subject: 4th Grade Reading Comprehension Learning Map TARGET: Unpack Your StandardPart 1: My Standards, Goals and OutcomesAcademic Standards: HYPERLINK "" HYPERLINK "" CCSS.ELA-LITERACY.RI.4.8Explain how an author uses reasons and evidence to support particular points in a text. HYPERLINK "" CCSS.ELA-LITERACY.RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Big QuestionsInstructional Presentation 1:How does the author of each book make you feel? What was your inner conversation like?Instructional Presentation 2:What specific points lead up to the main idea of the story?Instructional Presentation 3:What lesson is the author trying to convey? Knowledge Explain “Inner Conversation”. What are the students thinking about when they hear a story? How do the make sense if the information?Skills The teacher will teach metacognition to the students. The teacher will teach them how to reflect on specific information in a text to find the deeper meaning. Student Learning Goal: Students will be able to use context clues to design a learning map that will explain the implicit meaning in a text and the discuss how each author uses a unique writing style to evoke feelings. Student Social-Emotional Goal (LEARNER): Students will use social skills to work in a small group to create a reading map of the stories that have been read out loud. The will how some classmates may perceive a story differently and how each perception can contribute to finding the meaning of a text. Barriers to learning (LEARNER): There are eight 4th Graders in the group. Two are at a 2nd grade reading level. They may have a difficult time with vocabulary and reading the directions to the assignments. The will need additional explanation and assistance, during the lesson. They may not be able to break down the story with it only being read once. One ELL student, who has a difficult time understanding the concept of a learning activity. Often asks, “What is the point of this?” He wants to know that what he is spending his time learning, is worthwhile. The teacher should explain the learning outcome at the beginning of the lesson. Two students with learning disabilities: one with ADHD and the other with limited executive functioning due to brain trauma. These two students will need to be actively involved in the lesson. The teacher should allow students to write their ideas or thoughts on the reading map. Common Misconceptions (LEARNER & TARGET): The students do many assignments that require them to answer questions about a given reading. However, simply answering questions about a reading is not enough to measure comprehension. Part 2: My Class My Classroom Composite: (TEACHER & LEARNER): ?There are eight students in the reading group. All of the learners are fluent in English and their language will not impair the lesson. The ELL student is fluent, but struggles with motivation and understanding texts that may not relate to his own life. There are two IEP students and one with a 504 Plan. The first student struggles with executive functioning and struggles with directions. He often does not read the directions and is unclear about what he needs to do. I am constantly reiterating simple directions. The other IEP students is at a second-grade reading and spelling level. She has very limited vocabulary skills. She will help understanding certain words in the reading. The other student with a 504 plan has ADHD and wanders the classroom during important lessons. He needs to be engaging with the materials in order to keep his attention. He is advanced in reading, spelling, and writing. All of the students are familiar with the use of technology in the classroom, however, for this specific lesson, I want them to advance their writing skills and read from a physical book. As a whole, the reading group loves to learn. The also enjoy being read to. The students learn best by being able to visualize the work in front of them, which is why a reading map would be the best strategy for this comprehension lesson. We have been working on practicing self-control during lessons, as they often talk over each other or do not raise their hand before speaking out loud. A couple students experience problems with vocally expressing their discontent with other student’s ideas. These books reflect different socioeconomic backgrounds and cultures. This will be a great lesson for the students to learn acceptance and how to begin trying to understand others’ perceptions. Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)Focus Student #1 is at a 2nd grade reading level. In order to accommodate her, I will go through unfamiliar vocabulary words. This activity will be done as a group. I will frequently reread the parts students have comments or questions about. She will be able to interact with the learning map and ask questions about the reading, if she needs clarification. The writing activity will be modified by giving her a blank reading map, that only needs to be filled in, not one that needs to be constructed. This will help her not fall behind writing. Focus Student #2: IEP Executive FunctioningSince this is a group activity, each student will be able to participate in the lesson. I will tell the students that we will be doing the lesson for an hour and I will need their attention for that entire hour. Kaiden struggles with getting started with his work and has limited impulse control. He works amazing when he has a timer in front of him and a list that shows what he needs to get done. I will create checklist on the board, providing what the lesson entails. Ex: 1. Discuss “Inner conversations” 2. Read Last Stop On Market Street 3. Read Each Kindness 4. Create Reading Map 5. ReflectFocus Student #3 (ELL): The ELL student has recently become fluent, when speaking. He still struggles forming written sentences and structuring his writing. He still struggles with 4th grade grammar. His work will not be modified and he will receive the same instructions as the rest of the group. However, I will explain the main idea of the lesson and explain how he will benefit from the lesson. I will ask the class to find examples of their own life and how they compare or contrast from their own lives. This should increase his motivation and help him explain his perception of the stories. Focus Student #4 (504): Johnny is always moving around. He gets frustrated when things do no go his way. He does not change plans and does struggles with dealing with his emotions. This will be a fun activity and we will be constantly working on the assignment. I will allow students to move around and write on the reading map that is presented in front of the students. The students will be able to color and design their reading map, as long as they record their information. This will spark creativity and keep the students interacting with the map. (TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)Multiple Means of Representation(modeling & practice)How will the content be presented/shared in multiple ways to highlight critical features, represent different formats, media types and cultural diversity? ?How will you monitor and assess understanding of representation? The student will have access to the physical reading bookThey will be given a worksheet for the learning mapThere will be notes on the whiteboardStudents will be able to use the class reading map as an example for their ownMultiple Means of EngagementAt least three ways your students will understand, internalize, appropriate: prior knowledge, group work; technology; graphic organizer; dyads or triads How will students engage in the process of new learning? How will the content become accessible, meaningful, and relevant to the learner? ?How will you monitor and assess this process?Students will be working collaboratively in a group, lead by the teacherThey will have the opportunity to add to the class reading mapThey will self-reflect on their experience during the lessonWe will have a group discussion and share ideas amongst each otherStudents will be able to contrast their reading map, individuallyThere will also be a reading map the students can model on their own worksheetsIndependent work with individual instruction from teacherFor IEP students, the worksheet will be modifiedMultiple Means of Expression(practice & assessment)The students will create their own reading map.They will share their “inner thoughts” to the class.They will be able to work with their peers to learn about different perspectives.Managing the Classroom EnvironmentThe group will know they have limited time to work through the lesson. In order to gain class attention, the teacher will ring a bell.The teacher will ask if the students have any questions throughout the activity. If the students do not finish, they will be able to take it home as a homework assignment.Students will be instructed to sit boy-girl during the lesson. The materials will be organized and easily accessible for the students. A check list of the tasks that need to be completed will be written on the whiteboard.STAGE 2: TEACHING DAILY AGENDA: What will you use to manage daily instruction?What is your Learning Map sequence for Day 1?Introduce the lesson to the class and explain what “inner conversation” is and why it is important. Provide personal examples. Read Last Stop On Market Street and Each KindnessReflect on the stories. Ask students to share their thoughts. What were they thinking about? Which part of the story sparked interest?Dig deeper, create the reading map. Reflect on the reading map. What materials will you use?The books, Last Stop On Market Street by Matt De La Pe?a and Each Kindness by Jacqueline WoodsonThe teacher will design a reading map that students will be able to use in to place significant information regarding the two stories. Blank paper for students to copy the reading map on their own paper. A copy of the reading map, already traced, for students with IEPs. How will you assess student learning?The students will create their own reading maps. They will reflect on the assignment by assessing themselves as learners and what they learned about the reading. I will be recording their ideas on the reading map. The outcome of the reading map will reflect the success of the lesson and how they students used their inner conversations to think critically about the story. ................
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