Kaur 1

TPAC Assessment Elementary Literacy

Ashish Kaur EDE 464 Assessment in Early Childhood Education Wright State University Winter Quarter 2011

Kaur 2 Task 1. Context for Learning Information Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond. About the school where you are teaching 1. Where are you teaching? __X__ Elementary school ____ Middle school

____ Other (please describe) __________________ 2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. I¶m placed in a third grade classroom for my placement and there is a teacher¶s aide in the classroom. She helps my cooperating teacher by grading papers, helping make lesson plans, and doing small group instruction with students who may need extra help. The school building that I¶m at believes in dividing all of the students according to their academic ability so that there are about seven to eight students in a group with the teacher. This way it will be easier for the teacher to pay attention to all of the students and focus on their individual needs. For instance, the students have different groups for reading and math so during those times, some students go to the other third grade teacher, some go to the aide¶s group, some go to the reading intervention, and some go to my cooperating teacher and each teacher is teaching something different. All of the students switch teachers every four weeks so that all of the students can learn the same topics as everyone else, but with different approach or pace. My cooperating teacher doesn¶t team teach with the special education teacher, but the special education teacher is aware of what is being taught in the classroom so that way she matches her lessons to what is being taught in the class. My cooperating teacher

Kaur 3 communicates with all of the teachers that her students have so that way my cooperating teacher knows what is going on. I don¶t think any of these features will affect my teaching, but instead I feel that I will learn a lot from this classroom setting. I like that the students are divided into small groups because this way the teacher can pay attention to each student. Also, by being in these groups it will be beneficial to the students because they will be placed according to their academic ability so they will go at their own pace. Also, having a teacher aide in the classroom is helpful because she works with the students when the regular teacher is busy helping other students so this way the aide can get great insight on how students act, their learning style, or their strengths and weaknesses. 3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. The school that I¶m at doesn¶t require teachers to turn in their lesson plans, but instead the teachers just have to plan their lessons for themselves and there is no lesson plan format for them to follow. The school district has picked out the indictors that they want the teachers to teach and the teachers have to plan their lesson plans according to those indicators. I¶m student teaching third grade so most of the lesson plans are about what will be on the third grade standardized test and this might impact my planning or delivery instruction because my lesson plans would be about information that will be on the tests so it would be like I¶m teaching to the test. The school however does require teachers to have small group instruction and students are divided into groups according to their ability so the lesson plans are formatted for each group that the teacher is teaching for those weeks. The teachers have each group for about two weeks and I feel that this might impact my planning

the students are divided into their math groups. At my placement. please provide the name. If a textbook. while the other third grade teacher is teaching measurements. How much time is devoted each day to mathematics instruction in your classroom? _______1 hour and 15 minutes____________________________________ 5. Special Education teacher. my cooperating teacher teaches to the whole class and this is where they will learn multiplication. or do word problems. my cooperating teacher is teaching time and money. 6. There are reading and math groups so each group goes to the Reading Intervention Specialist. and the teacher aide and each teacher is teaching a different topic.Kaur 4 or delivery of instruction because I have to condense all of the important information in all of the lessons. both of the third grade teachers. During the second period. As mentioned above. there are ability groupings at my placement so each student is put into groups according to their ability. division. . and also figure out way to teach if students don¶t understand what is being taught in that short amount of time. For instance. there are two math periods and during one. There is tracking in literacy at my placement because there are books in the Intervention room that are put in order according to the reading levels. There are also books in my classroom that labeled and put in order according to the different reading levels. Is there any ability grouping or tracking in literacy? If so. Identify any textbook or instructional program you primarily use for literacy instruction. and date of publication. About the subject area/course you are teaching 4. publisher. please describe.

SmartBoard. Use as many rows as you need. As needed.Kaur 5 For reading and writing instruction my cooperating teacher uses textbooks and the workbooks that go with those textbooks and internet sites or past resources. trade books. 7. She also uses the on-line resources such as sites that will help students with their writing.g. students identified as gifted and talented __1___ e. and give a guide to the students about how to write different types of papers. consult with your cooperating teacher to complete the chart. The textbook used for language arts is called Horizons by Houghton Mifflin. students with Individualized Education Plans (IEPs) or 504 plans ___2__ 9.. The first row has been completed in italics as an example. . males _8_____ females ___7__ c. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your literacy instruction in this learning segment. students in the class __15___ b. trade-books. About the students in the class featured in this assessment 8. There are smart boards. 2005. My cooperating teacher uses the smart board for all the subjects and for reading and writing she pulls up a copy of what the class is doing on the smart board to show examples. help pick different topics to write about. English language learners __0__ d. and on-line resources that are used for literacy instruction in my classroom. Grade level(s) ___Third Grade_____________________Number of: a. on-line resources) you use for literacy instruction in this class. There is a program at my school called RAAD which has grade level reading books for all the students. List other resources (e.

This student is in the Gate Program so goes to a different school once a week. The teacher uses online resources from the school website that is posted by the Gifted Intervention Specialist that allows this student to become an independent student. goes to the Intervention Specialist everyday. follow up. The teacher modifies instruction by letting the student finish half of the worksheet or type the paper instead of handwriting it. Has different spelling lists and the teacher differentiates the final product for this student. IEP for Cognitive Disability-reading. This student is placed in different groups for reading and math. and goes after school to get help.Kaur 6 Special Education Category Example: Learning Disability Number of Students Example: 4 Accommodations/Pertinent IEP Objectives Example: Close monitoring. and speech 1 504 Plan 1 Gifted 1 . Gets extra time to finish assignments and gets extra help from the teacher and the aide in the classroom. The teacher uses tic-tac boxes to give the student choices and become an independent student. and Resource Room Gets extra time during class to finish assignments and gets extra help more from the teacher or the aide. This student is also ADHD so my teacher lets him have breaks and the teacher has a timer for the student so that way the student knows he/she has to sit until the timer goes off. writing. This student is placed in different groups for reading and math and goes to the Intervention Specialist everyday and goes after school to get help with reading. This student is in different math that only has 3 students and reading groups.

Lesson Connections: This lesson is connected to the previous lessons because the students learned how to a write paragraph and they also learned about what adjectives are and how they describe a noun. Lesson Objective/s: After the lesson. adjectives. and by asking my cooperating teacher. b. nouns. Once the students learn how to add more details to their sentences they can use that knowledge every time they write. verbs. and doing other types of writing that will require students writing complex sentences. I became familiar with the students¶ background information by observing how they write in their journals. Students¶ background information will be used in planning for this lesson because the teacher will write simple sentences on the board and the students will use adjectives. In order to be successful in this lesson. learn about similes and metaphors. and nouns to elaborate onto their simple original sentences. b. students will need background information on how to write complete sentences. This background information is important to this lesson because students are going to create new sentences by adding details. c. Lesson¶s Goal: Help students understand how to write descriptive sentences by adding adjectives and other details such as whom. where. 2011 Grouping Structure: Large group Grade Level : 3rd Student Background: a. For example. what. Lesson Assessments: The pre-assessment that I will use to gather evidence of learning is by asking students . Students will show what they learned by writing a five sentence paragraph full of descriptive sentences. they will write a paragraph describing something about them by making the detail sentences more descriptive. and adjectives correctly. For example. when and why to enhance their writing skills. etc and the sentences will be detailed. This lesson will connect to the future lessons and learning because the students will learn about describing themselves using adjectives. the sentence can be I like ice cream and the students will have to add details. Indictor 6: Use a wide range of simple. goals. have an understanding of what adjectives and nouns are. The students are applying that knowledge to this lesson by making the simple sentences more descriptive. Generate ideas and determine a topic suitable for writing and use grammatical structures to effectively communicate ideas in writing. body. and other details to make the sentences more descriptive. Students will also write a five sentences paragraph that tells something about them-their hobbies. students can make this sentence more descriptive by telling what kind of ice cream it is and what toppings they will have to make the sentence more descriptive. and a clear sense of closure. students will be able to understand how to use adjectives and other details to create descriptive sentences with one hundred percent accuracy. After the students understand how to write descriptive sentences. compound. Ohio Academic Content Indicator/s: The indictors that will be addressed in this lesson are Indicators-5: Organize writing by providing a simple introduction. and complex sentences. wishes. Indicator-11: Use nouns. Lesson Content: The content knowledge and the skill I¶m working on this lesson is to help students understand how to elaborate on a simple sentence by adding adjectives and other details to make the writing more descriptive. Ohio English Language Arts Academic Content Standard: Writing Process and Writing Conventions Ohio Academic Content Benchmark: A. during class work. and know how to write detail sentences that support the topic sentence.Kaur 7 Lesson Plan Format WSU Student Name: __Ashish Kaur_______________________ Lesson # __1______ Date/Time: February 16. if the sentence is I like ice cream.

I will then ask the students what it means to write descriptive sentences and what are they (this will be my pre-assessment). The students will be interacting with the teacher by answering questions and putting their thinking caps on to help create new sentences. I will be teaching this lesson because I have noticed that students don¶t add a lot of details when writing so with this lesson they will learn how they can add details and adjectives to make their writing more descriptive. texture. I will write a . Based on the postassessment results I will be able to understand if I should continue talking about adjectives and making descriptive sentences or should I continue on to the next lesson. white board or smart board. when the students are in their groups. the post assessment that I will use to gather evidence of learning is by having the students write a five sentence paragraph and they will use adjectives and other details such as why. sample of a five sentence paragraph that is simple and not descriptive. I will go around and ask each student to tell me how each sentence can be changed or ask them to list some adjectives or details that can make that particular sentence descriptive. Teaching Strategies: The teaching strategies that I will be using in this lesson are modeling. I will either do more examples to help students understand or form a small group for students who don¶t understand and help them. Materials/Equipment: For this lesson. Finally. and then independently. I will model by writing a simple sentence on the board and then questioning the students to tell how they can add more details. students will be creating new sentences by adding adjectives and other details to make the sentences more descriptive. how to add details to their writing. I will then use small group discussion strategy when I divide the students into three groups and they have to work together to come up with a new sentence. what. and independent learning. I will then use both questioning and modeling strategies to show the students how a simple sentence can become descriptive once you add adjectives and other details. After hearing the students responses I will ask them what is a sentence and how are adjectives used in sentences (this will link to the previous background information). what. and doing independent work. Student Activities: In this lesson. Lesson¶s Opening/Lead: My opening ³hook´ to start this lesson is that I will tell the students that they are going to see how it feels like to be an author because today they are going to write/create descriptive sentences that use adjectives and other details. For students who may need extra help I will see if the learning goal is met by determining if the students used at least one or two adjectives and added other details. I will write I like and then ask the students to come up with adjectives that describe the taste. after the lesson is taught. small group discussion. markers. sharing ideas on how to add more details. I will allow the students to do independent learning when they write their own five sentence paragraph. During the lesson. where.Kaur 8 questions about how they can make a sentence more descriptive by using adjectives and other details. Finally. Students will learn how to create descriptive sentences by first creating sentences with the teacher. if the sentence is I like hot dogs. I will model how to write the sentences on the board and show how students can add adjectives to describe something. While the students answer these questions I will record the oral responses. Based on what I find. questioning. and pencils. With this lesson students will understand how to write descriptive sentences by adding adjectives and other details such as whom. etc. Explicit Instruction: After I tell the class that they are going to see how it feels to be an author. the materials needed are 4 square sentence worksheet (see attachment) three different sentences for each group so if there are three groups then nine sentences total. I will gather evidence of learning by giving each student a chance to add details to the sentences. when and why to enhance their writing skills. The students will also be working in small group. I will ask the students if they know what adjectives and nouns are. In addition. in their small groups. I will determine if the learning goal is met by reading their paragraphs and determining if they added enough details to their sentences. where. I will also keep asking the students to repeat why the sentences are more descriptive now than before and if they have any questions. Through the questioning strategy. For instance.

Based on what the results of the post assessment I will be able to understand if I should continue talking about adjectives and making descriptive sentences or should I continue on to the next lesson. I will then ask the students how we can make the sentence better and more descriptive. Post Instruction: I will draw closure to the learning by asking the students how it felt to be an author and then I will ask what they learned in the process. I like to play football with my dad in our big. I like hot dogs. I will then ask each group to repeat their original sentences and ask how they fixed those sentences to make it more descriptive. However. Also. and one of groups made it more descriptive by adding ³On a cool Fall day. I will tell the students to think about what kind of hot dog. but it¶s not very descriptive so I will need their help since they are authors today. I will tell the students that now we are going to write about how it would be great to visit Disney World and I will tell them that I wrote this my own story about visiting Disney World. I will ask the students what they did to make descriptive sentences. After the five sentences paragraph is finished the teacher will read the original paragraph and the new and improved to let the students see the difference. The story has to be simple with no descriptive writing and the students will help the teacher write a paragraph telling why it would be great to visit Disney World. Most of the students did learn what I had intended for them to learn because during the small group interaction many students were giving different ideas on what they think would make the sentence more descriptive. or good. because I will tell them that now they know how to add adjectives and details to make their writing better. Lesson Analysis: a. This evidence tells me that the students understand how a simple sentence can be more detailed if they just think about what and how they can make the sentence better. Afterwards.´ Even though this group could still explain why the story is interesting. I will assess the students learning by reading their five sentences paragraph and I will determine if the learning goal was met by reading their paragraphs and determining if they added enough details to their sentences. I will tell the students now it¶s their turn to show me what they learned and write a five sentence paragraph using descriptive sentences. wide yard. However. one of the sentences were about I like to play football.Kaur 9 simple sentence on the board. small. I will keep doing this until the students understand how to make the sentences more descriptive. Next. By doing this the students will understand how a simple sentences can be detailed. they did understand how to add details to the sentence. I will divide the students into three groups and give each group one sentence that they will have to fix. After hearing different responses I will put all of it together to make a new sentence. For students who may need extra help I will see if the learning goal was met by determining if the students used at least one or two adjectives and added other details. but they did add details that told why they like to do that certain thing. what they like to put on it. I might motivate the students by telling them that if I ever hear them using descriptive sentences when talking in class I will give them ³bucks´-fake money my cooperating teacher uses. After every groups goes I will give them another sentence and repeat the same process. . I will also ask the students if I would want to see students writing simple sentences again. I will let the students discuss ideas on what they can add and I will walk around each group checking to see if everyone understands. about four of the students didn¶t understand how to use adjectives when describing what they like to do. Extension: To take this lesson a step further I will ask the students to notice when they use simple sentence during everyday conversations and when they are writing and see how they can create new descriptive sentences instead.´ Another group made the sentence ³My favorite book is The Diary of a Wimpy Kid´ more descriptive by saying ³My favorite book is The Diary of a Wimpy Kid because it¶s jaw dropping funny and the story is very interesting. I will tell the students that now it¶s a competition to see which group can make the most descriptive sentence which will motivate the students. Finally. when the students wrote their five-sentence paragraph the students used many adjectives to describe their writing even if some of the students used adjective like big. For the last sentence.

then the second. Each group got the sentences from the first group. For the next time. This tells me that I will have to show these students how adjectives are used and that adjectives are used to describe a noun. d. who. if the sentence was ³Summer is my favorite season´ then the students would start their sentence with summer is my favorite season because I like to play outside with my friends. I would go on the rides. After school. 2) My favorite subject is Science. I like school. c. I chose to use sentences that the students use every day so this allowed them to see how they can fix these sentences when they use it in their daily life.Kaur 10 when they like to do it. For example. with who. I would also have the before and after sample paragraph so that the students can see how to fix the simple sentences by just adding more details instead of writing more sentences. For the next time. After looking at the students¶ performance on this lesson. I like to eat pizza. the students will write descriptive sentences by using their five senses. I think they were successful with recreating the simple sentences to make them more descriptive. I will also use sentences so that the students understand how to edit the simple sentences.´ I will give the students the word ice cream. Before: It would be great to visit Disney World. I think the students might be confused on how to add adjectives in the sentences because they were just focusing on the sentences that were provided and didn¶t rearrange the sentences. and when to add details. my favorite season´ which would make it easier for them to add adjectives. 1) I like ice cream. and why they like to do it. Summer is my favorite season. what. My favorite book is The Diary of a Wimpy Kid. and then the third. b. Next. e. I would love to go to Disney World. . 3) I want to go to Florida this summer. For example. where. The next time I do this lesson. However. I don¶t think if I will use anything new. I will give the students words instead of sentences so that this way they can create the sentences however they want to. go swimming in the cold water. I like to play football. The parade is so fun and pretty. It would be so much fun. I would still provide the sentences to the students so that they have a chance to fix them because I believe that this really helped them see how exactly they can make the simple sentences more descriptive. Below are the sentences I used for when the students were divided into three groups and they practiced making the sentences more descriptive by adding adjectives and writing who. etc. instead of using the sentence ³I like ice cream. Instead the students could rearrange sentence like this ³Drinking a ice cold coke on a hot day while reading a book is what I like to do in the Summer. Below is the before and after sample paragraph about visiting Disney World. I play with my friends. but I will present my lesson in a different way that will allow the students to make up their own sentences.

We would go on all of the water rides and ride the big and scary roller coasters. . It would be fun to meet all of our favorite Disney characters like Mickey and Minnie and Winnie the Pooh.Kaur 11 After: This is when the students and I worked together to make the paragraph more descriptive. It would be great to visit Disney World. We can see the dazzling parade that has all of the Disney characters and watch the loud and colorful firework show. We would love to go to Disney World and do all of these amazing activities.

if the picture is of a banana spilt sundae then the students will describe in details how the ice cream looks using their senses. they will describe one of their classroom mates to see how they describe a person. during class work. c. I had a creamy. nose. nose. The students will then describe how they look-hair. where. Students will also need to know how to use other details that describe the how. 2011 Grouping Structure: Large group Grade Level : 3 Student Background: a. and people and create descriptive sentences. After the students get an idea of how to describe something just by looking at it. d. Lesson Connections: This lesson is connected to the previous lessons because the students learned how to add adjectives and other details to make the sentences more descriptive. Lesson¶s Objective/s: After the lesson. students will be able to understand how to add descriptive words and details to sentences by looking at pictures and using their senses with one hundred percent accuracy. and after seeing the students¶ performance on lesson # 1which was about adding adjectives and details to make the sentences more descriptive. Students will then describe how they look by using their senses and adding descriptive words to portray how their eyes. what. Ohio Academic Content Indicator/s: The indictors that will be addressed with this lesson are Indicators-11: Add descriptive words and details and delete extraneous information. In the previous lessons. and why in a sentence to add on the details. Lesson¶s Content: The content knowledge and the skill I¶m working on this lesson is to help students understand how they can use their senses to describe objects. students will need background information on how to use adjectives to make sentences more descriptive. eyes. and mouth looks. short. I became familiar with the students¶ background information by observing how they write in their journals. Generate ideas and determine a topic suitable for writing and use grammatical structures to effectively communicate ideas in writing. chocolaty banana spilt sundae topped with crunchy nuts and luscious whip cream. They are applying that knowledge to this lesson by creating descriptive detailed sentences by using their senses instead. mouth in details so that anyone can see who the person just by reading the descriptions. For example.Kaur 12 Lesson Plan Format WSU Student Name: __Ashish Kaur____________________ Lesson # __2____________ Date/Time: February 17. verbs. muscular. color of hair. Ohio English Language Arts Academic Content Standard: Writing Process and Writing Conventions Ohio Academic Content Benchmark: A. and adjectives correctly. b. face. or objects. when. In order to be successful in this lesson. For dessert. people. Lesson¶s Goal: Help students understand how to write descriptive sentences by using their senses and looking at pictures. The students will look at pictures and use different adjectives and details to describe what they are seeing in the pictures. The students might say. hair. pictures. For this the students will need to use adjectives that describe if the person is tall. This background information is important to this lesson because students are going to learn to use their five senses when describing something. Indicator-11: Use nouns. The students will need to first make a list and then put the ideas together in a paragraph. how the face looks. students were given sentences and they had to recreate those sentences to make them more descriptive and now they . Students¶ background information will be used in planning for this lesson because I (the teacher) will have pictures on the Smart Board and the students will use adjectives and details to describe what they see.

Materials/Equipment: For this lesson. While the students answer these questions I will record the oral responses. after the lesson is taught. Smart Board or white board (make sure the pictures are large enough). small mirrors for the children to look at themselves. students will be using their five senses to describe pictures they see and then create descriptive sentences that paint a picture for an outsider.you can use the different seasons. I turn the question back to them and ask them what they think I am doing while keep on describing things. but instead now they are looking at pictures to write detailed sentences. showing pictures. Children get excited when they have to write about themselves and when they use mirrors to look themselves and write it will build excitement in them. paper. sunset. I will show pictures of different things and through questions. I will ask the students to describe what they see. I have brown hair. For instance. During the lesson. and people and enhance their writing skills. I will determine if the learning goal is met by reading their descriptions of themselves and decide if the students added details instead of just writing. This assessment will also allow the students to think creatively on their own. Based on the post-assessment results I will be able to understand if I should continue talking about using senses to describe things or if I should continue on to the next lesson. I will then ask the students how adjectives and other details are used to make a sentence more descriptive (this will link to the previous background information). As mentioned in the first . observe how each student described the picture. I can see what the students might need extra help and focus on that. students will play Guess Who to see if other students can guess who is the person being described on the paper. different pictures of things that will allow the students to use their senses-banana spilt sundae. the post assessment that I will use to gather evidence of learning is by collecting the students This is Me! paper where they wrote a complete description of themselves using the words and phrases they used for brainstorming. Students will also uses mirrors to look at their eyes.Kaur 13 are using the same concept. The complete description will allow me to see if the students used their senses to describe how they look and if they can use adjectives and details to describe their face. This lesson will connect to the future lessons and learning because the students will learn about similes and metaphors. I will engage on students¶ interest to have them work independently to describe how they look. This is Me! worksheet (see attachment). questioning. pencils. and engaging on students interests. Lesson¶s Opening/Lead: My opening ³hook´ to start this lesson is that I will say descriptive sentences that use my senses until the students either catch on or ask what I am doing. and help those who may need extra help. Teaching Strategies: The teaching strategies that I will be using in this lesson are modeling. and. I will help the students by giving an example that uses many senses to describe something. and doing other types of writing. Once the students learn how to add more details to their sentences they can use that knowledge every time they write. students will understand how to write descriptive detailed sentences using their senses to describe objects. hair. By having the students write their own adjectives or details to describe the picture. With this lesson. I will gather evidence of learning by presenting the picture I want the students to describe and having them write down adjectives or other details on a piece of paper. Lesson Assessments: The pre-assessment that I will use to gather evidence of learning by asking students questions about how they can use their different senses to describe different things. I will also ask the students how they can write descriptive sentences just by looking at pictures. nose. Next. I¶ll say I see a tall. gray door or I hear this or I smell this and tell the students that I¶m using my senses to create adjectives and details to describe something (this will be my pre-assessment). door. and mouth to describe themselves clearly. If there is enough time. pictures. This way I can walk around the class. the materials needed are: computer. I will turn the ideas into descriptive sentences. Finally. I will first use the questioning strategy to ask the students how they can use their senses to write descriptive detailed sentences. Student Activities: In this lesson. I will write on the board their responses and with their help. Finally. heavy. I¶m modeling to the students how I¶m using my senses to describe something.

texture. parted. but they didn¶t know how to put all of those ideas in a sentence. ³My blue eyes like the ocean are football shaped that are covered with long lashes.´ This evidence tells me that the . I will ask the students what they learned today and go over how you can have descriptive writing once you take the time to look at what is in front of you in order to become better writers and use details during daily conversations. but most of the students needed more help putting their ideas into sentences. shaved. The students used many descriptive adjectives to describe how they look. mouth. nose. they will turn the sheet over and use complete and detailed sentences to describe how they look. I will assess the students learning by collecting the This is Me! paper where they wrote a complete description of themselves using the words and phrases they used for brainstorming. I will ask the students what the five senses are and have descriptive sentence for each sense so that the students can see how each sense is used. I will then put up a picture of the banana spilt sundae and have the students describe what they see-colors or what¶s on the sundae and how they think it tastes or smells. Explicit Instruction: After I say my descriptive sentences using my five senses. and mouth so that the students can understand what I¶m looking for. Post Instruction: I will draw a closure to the learning by asking the students how they liked using their senses to describe different things and how they look.Kaur 14 lesson. I can also ask the students to write at least two descriptive sentences using their senses and record in their journal every day. The complete description will allow me to see if the students used their senses to describe how they look and if they can use adjectives and details to describe their face. I will tell the students that today they will also learn how to write these descriptive sentences when describing things. I will gather ideas and put them together to form a descriptive detailed sentence. I will give them mirrors and they will have to look at themselves and describe how they look. Next. I have brown hair. The students did learn what was intended for them to learn. mouth so that the students can have an idea of what I¶m looking for. because they have practiced a lot.´ Students who needed help to put their ideas into sentences wrote sentences like ³I have short dirty blonde hair and it is in a pony tail´ or ³I have big red lips and I have clean. By having the students describing things using at least two sentences everyday it can help build an automatic habit in the students for writing using details. Extension: To take this lesson a step further I will the students tell to describe their favorite thing in details and bring it to class. I will determine if the learning goal is met by reading their descriptions of themselves and decide if the students added details instead of just writing. gelled. short. straight. or lips. I will make sure I keep reading what kind of information is needed when describing a person¶s hair. I have noticed that students don¶t add a lot of descriptive details when describing things so with this lesson they will learn how they can just use their five senses to add details to simple sentences. After the students are done listing how they look. I will continue to do the same with the other pictures and keep asking the students to focus on using their senses. I will then read my example of how I used my senses to describe how I look-my hair. eyes. some of students wrote ³My long black braided falls on my shoulders´ while another student wrote. Lesson Analysis: a. After the students can come up with descriptive details. The students will write their descriptions in their journals and the teacher will walk around to see if everyone understands and is on the right track. Based on the post-assessment results I will be able to understand if I should continue talking about using senses to describe things or if I should continue on to the next lesson. and will continue until they have described everything. white teeth show when I smile. eyes. I will walk around the classroom to help students if they need extra help. Some of the students had good detailed descriptions that described their eyes. I will tell them that whoever describes the item with descriptive details will win a prizemore computer/recess time. I will pass out the This is Me! worksheet and the students will describe how their hair looks-long. color. Students will learn how they can use their senses to write descriptive details through interactive lecture and engaging on students¶ interest to have them work independently. For example.

e. but they needed help putting those ideas in sentences. ³I have big red lips that show my clean white teeth when I smile. At the beginning of the lesson. the students were having a hard time using their taste sense to describe things. how long it is. but the students did use descriptive adjectives to describe themselves so I will work with them on writing complex sentences. I think they were successful for using descriptive adjectives to describe how they look. students can see different ways to put ideas in a sentence. For instance. I liked the worksheet as well because it helped the students brainstorm their ideas and then put that in a paragraph. rather than saying. The next time I teach this lesson. the This is Me! worksheet tells students what to look for when describing their hair-color and they have to describe the color. c. white teeth show when I smile´ and instead write. The day before the students were recreating sentences using adjectives and I think they understood that concept so that was helpful information for them. I will do things differently so that the students can understand how to put their ideas into a sentence. ³I have big red lips and I have clean. color and they had to compare the color with something so the students knew what and how to describe themselves. Next step for the students is that they will create sentences in a wordless picture book. I think the students might have been confused on how to put the ideas into sentences because they need more help on how to write complex sentences. d. b. I showed pictures to the students and they had to describe the pictures. When I have different pictures up on the SmartBoard and I write on the board words that describe that picture. I will create at least two sentences describing the picture. but I will just do it differently. Also. Also. This tells me that I need to work on helping the students put their brainstorming ideas into sentences that ties together. so next time I might bring in chocolate and have the students describe it using all of their senses. how is it styled. I think I will do everything the same. or their eyes-shape. I thought that was helping because the students had a chance to experience what and how they had to describe the pictures. The next time I teach this lesson.´ After looking at the students¶ performance on this lesson. I think they were successful for coming up with descriptive adjectives because of their background knowledge.Kaur 15 students did understand how to use descriptive adjectives to describe them. By creating more sentences. .

charts and diagrams. This background knowledge is important to this lesson because the students are going to write sentences in a wordless picture book using descriptive details and telling what. what. when. if the picture is showing kids playing outside on the playground then the students will have to will to use their senses and adjectives to describe what is happening. during class work. and why in a sentence to add on the details. and adjectives correctly. Lesson 1 was about adding adjectives and details to make the sentences more descriptive and lesson 2 was about looking at pictures and themselves and describing what they saw in the pictures using descriptive details. c. students will need background information on how to use adjectives to make sentences more descriptive. the noisy children played happily with their friends on the new playground equipment. but have detailed pictures describing what is happening in the story. 11: Add descriptive words and details and delete extraneous information. Students will need to know how to use other details that describe the how. Lesson¶s Content: The content knowledge and the skill I¶m working on this lesson is to help students understand how they can add descriptive details using their senses and adjectives to create a story in a wordless picture book. and persuasive text. Indicator-11: Use nouns. where.Kaur 16 Lesson Plan Format WSU Student Name: ____Ashish Kaur___________________ Lesson # __3__________ This is the lesson I chose to video tape. Students will also need to know how to use their five senses when describing something in the pictures and use different adjectives and details to describe what they are seeing. students will be able to understand how to add descriptive details to describe what is happening in the pictures and then create a story in the wordless picture book with hundred percent accuracy. Lesson¶s Goal: Helps students understand how to add descriptive details using adjectives and their senses to describe pictures in a book and recreate the story in the book. d. In order to be successful in this lesson. and writing conventions. Date/Time: February 23. who. Ohio Academic Content Indicator/s: The indictors that will be addressed with this lesson are Indicators-4: Draw conclusions from information on maps. characters and setting. Students will use their background knowledge of using their senses and adjectives to create sentences to describe what is happening on that page. The students might write. Ohio English Language Arts Academic Content Standard: Reading Application: Informational.´ This example shows how the students might use some of their senses and adjectives to describe what is happening. Students¶ background information will be used in planning for this lesson because I will hand out books that are wordless. verbs. Ohio Academic Content Benchmark: Use supporting details to identify and describe main ideas. writing process. I became familiar with the students¶ background information by observing how they write in their journals. why. ³On a cool Autumn day. Lesson¶s Objective/s: After the lesson. how. b. and when for the picture. and after seeing the students¶ performance on lesson # 1 and #2. Generate ideas and determine a topic suitable for writing and use grammatical structures to effectively communicate ideas in writing. The students need to know what adjectives are and how to describe what they see using details in order to be successful in this lesson. For example. technical. 2011 Grouping Structure: Large Grade Level : 3 group Student Background: a. Lesson Connections: This lesson is connected to the previous lessons because the students learned how to .

how the kids look playing and describe the kids. Recommended books are books by David Shannon and Alexandra Day¶s Carl the dog books. rainy. I will show a picture from one of the books to the class and ask them what they see in the picture using their senses and adjectives. after the lesson is taught. Materials/Equipment: The materials needed for this lesson are wordless pictures books. I will then use the partner interaction by diving . The students can¶t just write. how are they doing it. now they will write descriptive sentences that describe what is happening on the pages of the story and then they will have created a story in the wordless picture book from the sentences they wrote. I might say it looks like they are outside. David! by David Shannon. Finally. During the lesson. Carl Goes to the Daycare. I will use the questioning strategy first because I will ask the students what authors do and how they write. the post assessment that I will use to gather evidence of learning is by collecting the sentences the students wrote. I will gather evidence of learning by going to each group while they create their sentences and asking them how they are describing the pictures and help guide the students if they need help. Other materials needed for this lesson are a white board. While the students answer these questions I will record the oral responses. I will guide the students by asking questions like what do you see-setting.´ Based on the post-assessment results I will be able to understand if I should continue making the students describe pictures so they can describe what exactly is happening in the picture or if I should continue on to the next lesson. This lesson will connect to the future lessons and learning because the students will learn about similes and metaphors. etc and now they will do the same in this lesson. the shape of things. Carl¶s Birthday. day. Carl¶s Afternoon in the Park. For example. I will also see if the students are learning when the students share some of their sentences with the class and together we help add more details if needed. Teaching Strategies: The teaching strategies that I will be using in this lesson are modeling. and why. the texture of things. After explaining what authors do I will tell them that today they are again going to become authors and write a story using pictures. The final sentences that the students hand in will help me see if the students understood how to describe the overall pictures using their senses and adjectives. Next. or night so that the students can understand what they should be doing and it will also help them when they write descriptive sentences. Carl¶s Summer Vacation. However. I will determine if the learning goal is met by seeing if the students have at least two or more details that describe what is happening in the picture. This way all the students can understand how other students wrote their sentences and see what they can add. I will then use both questioning and modeling strategies to describe what is happening in the pictures. For this lesson. if the picture is showing kids playing outside on the playground then the students have to describe at least what the weather is like. For example. and Carl¶s Snowy Afternoon by Alexandra Day. or describe the playground. what are they playing. paper. Lesson Assessments: The pre-assessment that I will use to gather evidence of learning by asking students questions about how they can describe everything that is happening in the picture using adjectives and their senses to answer the what. I will also describe with is happening in the story so that the students can write descriptive sentences about it. and markers. partner and whole group interaction. how. I will also show a picture from one of the books and create a sentence that describes part of what is happening in the picture and I will ask the students if that if correct. what are they wearing and how the people look. questioning. I will also model what type of questions the students might ask when looking at the picture. what are the people doing. and doing other types of writing. who. ³Many children are playing outside on the playground´ instead they can write ³On a cool Autumn day.Kaur 17 write descriptive sentences using their senses and adjectives to describe a picture and themselves. I will show the students the wordless picture books so that they can see what they will have to do. the books used are: David Gets in Trouble and No. pencils. When the students looked at a particular picture or themselves they described the color of things they saw. when. the noisy children played happily with their friends on the new playground equipment. is it sunny. Once the students learn how to add more details to their sentences they can use that knowledge every time they write.

The students will create different sentences describing what is happening on every page and by the end. As mentioned in the first lesson. I will make sure that everyone has at least one page done. nose. or what the characters are doing in the picture and why? After. All of the sentences will ultimately become a story that the students have written. The students will also share their stories or sentences with the class. Students will learn how to describe the pictures in details by first creating sentences with the teacher. what. eyes. and when things in the pictures. I will randomly open to a page and ask the students what they see in the picture. With this lesson. I will continue to have the students share their sentences until everyone had the chance to present. Post Instruction: I will draw a closure to the learning by asking the students how they liked being an author and writing sentences and how they felt about writing sentences in the wordless picture books. I will go around to each group and ask them questions about what they see and help them if they need any. This lesson will enhance the students writing because after this lesson they can look at any picture or their surrounding and create a story about it using descriptive details. and then review with the whole class. students will understand how to write a story using a wordless picture book and describing what is happening in the picture. I will pick one of the books to do an example with the class. what is the setting. but you say it differently aloud. Lesson¶s Opening/Lead: My opening ³hook´ to start this lesson is that I will again tell the students that they are going to be authors today and write a story. When the students share their sentences. I will then divide the students into pairs and give them one book to write sentences explaining what is happening in the picture. After students share their sentences. in pairs. students start giving ideas of what is happening. I will ask the other students if the sentences described what is happening in the picture and if not then how we can fix it. in this case. Student Activities: In this lesson students will be creating descriptive sentences using their senses and adjectives to describe who. where. I will list the ideas on the board and then make a descriptive sentence to show what is happening in the picture so that the students can see what they are supposed to do. I will then ask the students how they can describe a picture using their senses and adjectives (this will be my pre-assessment). The sentences will allow me to see if the students understood that they had to describe the overall . While working together students can come up with ideas and also hear a different point of view for what is happening and how to describe the picture. the student will have created their own story for the book. I will assess the students learning by collecting their sentences and assess them while they are sharing their sentences in front of the class because sometimes you write something on paper. While the students are creating the sentences. and lips look and I will ask how they described the picture of the sundae or the hot dog (this will link to their previous background information).Kaur 18 the class in pairs and assigning them a book to describe. The students will be working in pairs of two and they will be using wordless pictures books to create sentences that describe what is happening in the book. I will hold up the page that the group is describing so that everyone can see what page is being described. because then the groups are going to come together and share their sentences. I will ask the students to tell me what is happening in the picture. Explicit Instruction: After I tell the students that they are going to be authors today and asking what authors do. how. I have noticed that students don¶t add a lot of descriptive details when describing things so with this lesson they will learn how they can use their senses to create a detailed picture of what is happening around them or in the picture. I will ask the students what they learned today and go over how you can have descriptive writing once you take the time to look at what is in front of you in order to become better writers and use details during daily conversations. After hearing the students responses I will ask them how they described themselves using details about how their hair. I will then use whole group interaction by allowing the students to share their pictures and their sentences so that the whole class can share ideas or see how else they describe the picture.

After looking at the students¶ performance on this lesson. Lesson Analysis: a. For the next time I teach this lesson I will first doing many examples with the students to show them exactly what I¶m looking for. For example. describe people/how do they look. I will that this will help the students think creatively because they have to make a story so it has to be interesting and make sense.Kaur 19 picture and even if they didn¶t describe everything they needed to have explained at least two things. ³It looks like two ladies are talking about something. describe the girl. how do they look. I believe that some of the lesson was successful because the students were having fun looking at the pictures in the wordless picture books and trying to create what was happening. where. I also noticed that I kept saying how could we put this in a sentence. I will also let the students share their sentences because this way everyone will get a chance to see how other people describe the pictures and how they can fix it or describe the picture differently. I will write on the board. and how of pictures in a wordless picture book. but I wanted them to describe the ladies-are they tall. Next step for the students is to continue working on describing things and putting all the ideas into sentences. the noisy children played happily with their friends on the new playground equipment. or describe the playground. The students can¶t just write. I still plan on using the wordless picture books and having them create sentences to show what is happening in the story. what they are doing. For the next time. After presenting my lesson. This will also help them see what information they missed or how they can improve it. how the kids look playing and describe the kids. describe the dog-color. when. I can have the students write a few sentences to describe either what they are wearing or what I bring for them to describe. I just feel that the students were confused on what I was looking for when I wanted them to describe the picture in details. size. what are they wearing. day/night. what I want the students to look for in the picture so I will write.´ In all fairness. sunny/cloudy. Sometimes if students create their own pictures they know why they drew those pictures so they easily be able to write in details what is it and why they drew that. I feel that only some students understood what I had intended for them to learn with this lesson. that might have been what exactly is shown in the picture. and tell the setting is it outside/ inside. I noticed that once the students started working in pairs. who. . I will write the ideas on the board and write the sentences on the board so that they can visually see what I want them to look for. b. e. and their dog and little girl are watching them. create a new character/superhero. or anything thing they want to draw. ³Many children are playing outside on the playground´ instead they can write ³On a cool Autumn day. I wanted the students to write descriptive sentences using their senses and adjectives to answer the what. Extension: To take this lesson a step further. I noticed that the students could tell me what was happening they weren¶t using descriptive details. I had to pull the answer from the students by asking them many questions so that they can see what I wanted them to look for. I might even gather all of the students¶ sentences and paste it on the book so that the students can read their story that they created. and then they have to describe in details what is in the picture. c. what are they playing. For the next time I teach this lesson. d. I will tell the students to describe what is happening in sentences so they don¶t get confused. if the picture is showing kids playing outside on the playground then the students have to describe at least what the weather is like.setting. The students will would just say. how. I will ask the students to draw a picture of something the like to do. which confused the students because they had a hard time putting all of their ideas into one sentence. Also. After the students start working in pairs. because this way they can practice every day how to create descriptive sentences.´ Based on the post-assessment results I will be able to understand if I should continue making the students describe pictures so they can describe what exactly is happening in the picture or if I should continue on to the next lesson.

David! A page from Carl¶s Birthday .Kaur 20 Below are some of the books used in this lesson: A page from No.

For my last lesson. and why are they doing of a picture or objects. the quality of the writing changes even if there are only five sentences in the paragraph (look at pages 10 and 11 in this document for an example). The students who are below the struggling level go to the Intervention Specialist to get more help. and other details to make the sentences more descriptive. Describe what you know about your students with respect to this content focus. Summarize the content focus of this learning segment. and people and create descriptive sentences. the students will write descriptive sentences that describe what is happening on the pages of the story and then they will have created a story in the wordless picture book from the sentences they wrote. key skills. This summary might take the form of a ³big idea´ or ³essential question. pictures. The students also had to write descriptive sentences rather than just saying. ways of thinking in the subject areas. Academic development (e. I chose to do my learning segment on descriptive writing because by adding many details to our writing. 1.´ This new sentence gives a picture in the reader¶s head about what is happening in the picture. what they can do as well as what they are learning to do. prior knowledge.Kaur 21 Planning Commentary Write a commentary of 7-9 single-spaced pages (including prompts) that addresses the following prompts. the students just started learning about what adjectives and adverbs are so many students still don¶t understand the concept of what an adjective is and . developmental levels. simply refer the assessor to the appropriate page(s) of your lesson plans. I wanted the students to understand how they can use their senses to describe objects. In order to help fix this problem. If you are prompted for any explanations that can be found in your lesson plans. who is in the pictures.g. black dog is sitting quietly on the red park bench on a cool autumn day. I started this learning segment by having the students focus on using adjectives. A few of the students in my classroom are either struggling writers or are below the struggling level.. The students looked at pictures to describe what was happening in the pictures. I have noticed in my classroom that many students don¶t like to write and students who do like to write don¶t use a lot of descriptive details when writing so their writing seems lifeless. Address the following areas: a. ³The big. including individuals and subgroups requiring different strategies. nouns. I¶m in a third grade classroom. ³The dog is sitting. Since. how are the characters in the picture doing things. where is the picture taking place at. 2. For my next lesson. Include how this knowledge influences your choices of instructional strategies to promote student learning of this content. The content focus of my lesson segment is writing descriptive sentences using the five senses and adjectives to describe what they see. when is it taking place-setting. and other special educational needs) There are many different kind learners in my classroom with unique strengths and weaknesses. Consider the variety of learners in your class. The students who are struggling writers need to be motivated to write or need to learn the basics of writing because some of these students will only write a few sentences and move on.´ but instead the students could write.

expressing themselves in constructive ways. However. The students in my classroom do love to read and they¶re always reading whenever they have a chance so when I teach my lessons I will keep this in mind and ask the students how authors write in the books they have read. the students in my classroom do express themselves in constructive ways because they are always willing to help other classmates understand a certain question or let them borrow their art supplies. my students in my classroom don¶t like to write. but these students have different personalities and they all want to express their opinion. The students can still use the adjectives small. With this arrangement. giant. contributions to a productive learning environment) The students in my classroom all get along very well with each other with a few students butting heads with each other. big. but then their sentences have to descriptive as well. but I feel that if I help these students by working with them then they will be able to understand. and some go to my cooperating teacher and each teacher is teaching something different. the students do use adjectives in their daily conversation. some go to the aide¶s group. b. Academic Language Development (students¶ abilities to understand and produce the oral or written texts in English that are part of the learning segment) All of the students in my classroom can understand and produce oral and written texts in English that will be part of this learning segment. small. or little. However.g. happy to describe things.. Students use like big. and this might have an effect on how I teach my lesson because I need to find a way that will encourage the students to write when I teach my lessons. huge. All of the students switch teachers every four weeks so that all of the students can learn the same topics as everyone else. happy. students who may not be placed in high reading groups can still understand the content of this learning segment because they have wonderful teachers in their reading groups that will help them. but there are many clicks in the classroom so sometimes it can be hard dividing the class into groups because the students whine and complain through the whole task for why they can¶t work with their friends. As mentioned above in the context for learning information (page 2) the students at my placement the students have different groups for reading and math. fun. The whole class does try to work together. some students go to the other third grade teacher. some go to the reading intervention. but with different approach or pace. but I want them to move away from using these adjectives and use adjectives like. Social and emotional development (e. blue. Also. As mentioned above. relationships with each other. but they are not aware of it and sometime they use adjectives that are not very descriptive to describe things. The students in the classroom have formed a family environment where sometimes they get along and sometimes they don¶t . tiny. Most of my students are placed in the high reading/writing groups so they have the abilities to understand this part of the learning segment if they get enough practice. Students who don¶t have rich vocabulary might not be able to come up with interesting ways to add details to a sentence.Kaur 22 how it describes a noun. c. cheerful. engaging in collaborative learning.

The male to female ratio is about the same. How do your plans support your students¶ learning of literacy and academic language related to the big idea/essential question of the learning segment? a. making this community mostly middle class. The students like math because right now the students are learning their multiplication facts so my cooperating teacher has many fun games in order to help the students learn their multiplication facts. student interests. the school is a top academic school in the area. go shopping an play dress up. dance. My cooperating teacher does engage the students in collaborative learning because the students are always divided into groups or partners where they have to discuss solve problems or help each other out if someone doesn¶t know the answer. There are also many resources available to help the students who need extra help in different subjects as well as extra-curriculum activities for the students. cultural norms. charity work.Kaur 23 but no matter what. but many do not go on to receive a college degree.g. and have around three people living in their household. The family income of most families is around $45. the quality of the writing changes even if there are few . As needed. All of the students in my classroom like do math and read. 3.V. This community that the school is in is a very close-knit community and they offer such family activities carnivals. My lesson plans for this learning segment are on descriptive writing because with adding many details to our writing. Majority of the community has received their high school diplomas. The majority of the people living in this community are married. As mentioned above. and family-wellness programs. or play with their dolls. but majority of the students like to watch T. Include how you will help students make connections between and among prior and new skills and strategies to comprehend and/or compose text to deepen your students¶ literacy learning throughout the learning segment. d. at the end of the day they know that they are a family and they are always willing to help each other. Family/community/cultural assets (e. The boys in my classroom like football and superheroes and the girls like to draw. The school that I¶m at is a very good school and the teachers work very hard to get the students the best education and for this. Explain how key learning tasks are sequenced in the learning segment to build connections from prior knowledge to new knowledge. relevant experiences and resources) The school that I¶m placed at is unique in the way that even though it is placed in the center of an affluent community. The students also contribute to a productive learning environment by coming up with ideas for a new projects and using their time wisely. Caucasian. sing..000. Many students in my classroom also like to draw. the students in my classroom love to read so you will always see them reading. most of the children who attend are placed in impoverished conditions. The students in my classroom like typical things children usually like. reference the instructional materials you have included.

and lips. I had a creamy. color of hair. or why they like ice cream. and know how to write detail sentences that support the topic sentence. For lesson #2. and other details to make the sentences more descriptive. chocolaty banana spilt sundae topped with crunchy nuts and luscious whip cream. Now the students are looking at pictures to write detailed sentences. I wanted the students to understand how they can use their senses to describe objects. After students start to understand how to use adjectives and other details to add to simple sentences. For example. if the original sentence is ³I like ice cream´ students can make this sentence more descriptive by telling what kind of ice cream it is. Students will need background information on how to use their five senses when describing something in the pictures and use different adjectives and details to describe what they are seeing. because now if they ever write I like ice cream they might remember how they fixed the sentences in lesson 1. For my last lesson. With this lesson I will have pictures on the Smart Board and the students will use adjectives and details to describe what they see. They are now applying that knowledge to this lesson by creating descriptive detailed sentences by using their senses instead. if the picture is of a banana spilt sundae then the students will describe in details how the ice cream looks using their senses. pictures. for this lesson. . and other type of writing that requires descriptive details.´ This example shows how the students might use some of their senses and adjectives to describe what is happening. have an understanding of what adjectives and nouns are. ³On a cool Autumn day. Also. the students will write descriptive sentences that describe what is happening on the pages of the story and then they will have created a story in the wordless picture book from the sentences they wrote. The students might write.Kaur 24 sentences in the paragraph. what toppings they like on their ice cream. This lesson will connect to the future lessons and learning because students will learn about similes and metaphors. For dessert. For example. The students might say. how the face looks. short. hair. This lesson is connected to the previous lessons because the students learned how to add adjectives and other details to make the sentences more descriptive. muscular. if the picture is showing kids playing outside on the playground then the students will have to will to use their senses and adjectives to describe what is happening. they will describe one of their classroom mates to see how they describe a person. students will look at wordless picture books and describe what they see. For this the students will need to use adjectives that describe if the person is tall. The background knowledge that students needed before beginning this learning segment is knowing how to write complete sentences. nose. nouns. the noisy children played happily with their friends on the new playground equipment. The students will then describe how they look by using mirrors to look at their eyes. I chose to use sentences that the students use every day so this is allow them to see how they can fix these sentences. and people and create descriptive sentences. The students will need to first make a list and then put the ideas together in a paragraph. For example. I will move on to my lesson #2. After the students get an idea of how to describe something just by looking at it. In this lesson. I started this learning segment by having the students focus on using adjectives.

and know how to write detail sentences that support the topic sentence. paragraph. d. The designs are structured to achieve specific purposes related to a particular cultural and situational context. Be sure to address relevant genres1. There are no specific genres used for these lesson plans because teachers can use any books to show examples to students on how to write detailed sentences. adverbs. c. or learning about other types of writing that will require students writing complex sentences. Once the students learn how to add more details to their sentences. connector words. key vocabulary or phrases for the concepts being taught and linguistic features2 that enable students to understand or produce the oral and/or written texts in the learning segment. grammatical structures. students may also have trouble adjusting to writing the descriptive sentences because they have been so used to writing simple sentences. Describe any strategies planned to support students with specific learning needs. details. they can use that knowledge every time they write. students will become better writers. The key vocabulary or phrases being used for this learning segment are adjectives. descriptive. However.. Learning about descriptive details can develop academic language because with this new information. Explain how the learning tasks help students at different academic and language proficiency levels develop this academic language. . and senses. or gifted students needing a greater challenge. big. tall if they have limited vocabulary. nouns.3 Some strategies that I plan on using to support students with specific learning needs are that some students may need extra help so for these students I will see if the learning goal is me by determining how many details the students used to describe pictures or their sentences. or learning about descriptive details. 3 This will vary by class. vocabulary patterns.Kaur 25 b. These students can at least add one or two 1 Genres are generic designs applicable across multiple topics to guide the process of interpreting or constructing texts. See Appendix A. 2 E. Students learning to write detailed descriptive sentences will help the students when they start learning about similes and metaphors. have an understanding of what adjectives and nouns are. students are gaining information that they will use. The learning tasks help students at different academic and language proficiency levels help develop the students¶ academic language when students learn a new task like learning to sing. Some linguistic features that could enable some students to understand or produce the oral/or written texts in this concepts are that some students might not fully understand the concept of what adjectives are and some students might use adjectives like small. the background knowledge that students needed before beginning this learning segment is knowing how to write complete sentences. but commonly includes students with IEPs. learning to cook. or text organization strategies. Identify the language demands embedded in the learning segment. throwing a football. Also. English learners.g.

what. Finally. 4. For students who may need extra help I will see if the learning goal is met by determing if the students use at least one or more adjectives and added other details. who. I will also have them sit at another table and I will work with them while other students start writing their paragraphs or sentences. how. While the students answer these questions I will record the oral responses. when the students are in their groups. In addition. During the lesson. Describe any modifications in the assessment tools or accommodations planned to allow students with specific needs to demonstrate their learning. I will also show a picture from one of the books and create a sentence that describes part of what is happening in the picture and I will ask the students if that if correct. I will gather evidence of learning by giving each student a chance to add details to the sentences. My assessments for these lesson plans are informal and formal. The preassessments that I will use to gather evidence of learning is by asking students questions about how they can make a sentence more descriptive by using adjectives or their senses. and why so in other words I will look at the students end product and their process to see if they understand the concept of making descriptive sentences. where. and why. Explain how you will use the evidence from the planned informal and formal assessments to provide feedback to students and to monitor their progress toward meeting learning objectives. Based on what I find. when. I will also keep asking the students to repeat why the sentences are more descriptive now than before and if they have any questions. when. . the post assessment that I will use to gather evidence is by looking at the worksheets students hand-in or listen to their oral responses. I will go around and ask each student to tell me how each sentence can be changed or ask them to list some adjectives or details that can make that particular sentence descriptive. I will look for students using two or more details to describe a picture or the sentences they are writing. after the lesson is taught.Kaur 26 adjectives and adding other details such as who. I will either do more examples to help students understand or form a small group for students who don¶t understand and help them. There are two students in my classroom who are on either IEP or 504 plan and other students who are below struggling readers and writers so for these students I will give them extra time to finish their work. How will you monitor student learning during the learning segment? a. I might also pair these students up with students who I think may understand the concept and is also friendly to help these students because sometimes students understand each other then they do the teacher. b. Based on the post-assessment results I will be able to understand if I should continue on to the next lesson. how. I will also ask the students how they can describe everything that is happening in a picture using adjectives and their senses to answer the what.

I also used the constructivism theory which is which is customized to the students prior¶s knowledge and is similar to Piaget¶s theory. what. students are interacting with others to share their point of views and understand other students point of views. students were also motivated because when they had to look at themselves in the mirror and describe themselves they became very excited. when. Even though students still need more help with the last lesson where they wrote descriptive sentences to describe what was happening on the pages of the story and then they created a story in the wordless picture book from the sentences they wrote. I wanted the students in my classroom to interact more with each other so I included group work for the students.Kaur 27 As mentioned above. Record a daily reflection after teaching each lesson by responding to the following prompts: i. it was always connected to what they had previous learned so that they also could see how their background knowledge is important for each lesson they do. With each lesson that I did. Indicate how specific research/theory guided your selection of specific strategies and materials to help your students develop the skills and strategies for comprehending and/or composing text needed to meet the learning objectives. I used this theory in my lesson plans for when the students work in groups and individual to create descriptive sentences that show the reader what exactly is happening. b. and why to their sentences. 5. and interact with other to understand their point of view. from ideas.) . With my second lesson. On the other hand. What is working? What is not? For whom? Why? (Consider teaching and student learning with respect to both content and academic language development. Reflection: a. I also used the motivation theory to motivate the students by creating sentences that they use in their every day conversation so they were motivated to see how else they can fix these sentences. For all of my lessons. how. I also wanted the students to work independently and become motivated to create descriptive sentences on their own so I had the students work independently after they had worked as a group. I will make accommodations for students with specific needs by differentiating their learning and changing the end product so these students will only be graded for having at least least add one or two adjectives and adding other details such as who. I used Piaget¶s theories when creating these lesson plans because Piaget viewed developing children as busy and self-motivated individuals who explore. where. I also used Piaget theory about creating developmentally appropriate lesson plans that enhances the students¶ logical and conceptual growth.

small. However. and why they like to do it.´ Another group made the sentence ³My favorite book is The Diary of a Wimpy Kid´ more descriptive by saying ³My favorite book is The Diary of a Wimpy Kid because it¶s jaw dropping funny and the story is very interesting.´ Even though this group could still explain why the story is interesting.Most of the students did learn what I had intended for them to learn because during the small group interaction many students were giving different ideas on what they think would make the sentence more descriptive. I think they were successful with recreating the simple sentences to make them more descriptive. or lips.The students did learn what was intended for them to learn.Kaur 28 Lesson #1 Reflection. Also. The students used many . I don¶t think if I will use anything new. Lesson #2 Reflection. Instead the students could rearrange sentence like this ³Drinking a ice cold coke on a hot day while reading a book is what I like to do in the Summer. I will also use sentences so that the students understand how to edit the simple sentences. This evidence tells me that the students understand how a simple sentence can be more detailed if they just think about what and how they can make the sentence better. I would also have the before and after sample paragraph so that the students can see how to fix the simple sentences by just adding more details instead of writing more sentences. etc. After looking at the students¶ performance on this lesson.´ I will give the students the word ice cream. I chose to use sentences that the students use every day so this allowed them to see how they can fix these sentences when they use it in their daily life. However. For example. I would still provide the sentences to the students so that they have a chance to fix them because I believe that this really helped them see how exactly they can make the simple sentences more descriptive. Some of the students had good detailed descriptions that described their eyes. This tells me that I will have to show these students how adjectives are used and that adjectives are used to describe a noun. mouth. they did understand how to add details to the sentence. For example. about four of the students didn¶t understand how to use adjectives when describing what they like to do. my favorite season´ which would make it easier for them to add adjectives. I like to play football with my dad in our big. The next time I do this lesson. with who. if the sentence was ³Summer is my favorite season´ then the students would start their sentence with summer is my favorite season because I like to play outside with my friends. but I will present my lesson in a different way that will allow the students to make up their own sentences. go swimming in the cold water. However. one of the sentences were about I like to play football. when they like to do it. but most of the students needed more help putting their ideas into sentences. For the next time. I think the students might be confused on how to add adjectives in the sentences because they were just focusing on the sentences that were provided and didn¶t rearrange the sentences. the students will write descriptive sentences by using their five senses. when the students wrote their five-sentence paragraph the students used many adjectives to describe their writing even if some of the students used adjective like big. For the next time. and one of groups made it more descriptive by adding ³On a cool Fall day. wide yard. Next. instead of using the sentence ³I like ice cream. or good. I will give the students words instead of sentences so that this way they can create the sentences however they want to. but they didn¶t know how to put all of those ideas in a sentence. but they did add details that told why they like to do that certain thing.

I noticed that the students could tell me what was happening they weren¶t using descriptive details.´ After looking at the students¶ performance on this lesson. ³It looks like two ladies are talking about something. The next time I teach this lesson. white teeth show when I smile.´ This evidence tells me that the students did understand how to use descriptive adjectives to describe them. I thought that was helping because the students had a chance to experience what and how they had to describe the pictures. I think the students might have been confused on how to put the ideas into sentences because they need more help on how to write complex sentences. For instance. The students will would just say. I feel that only some students understood what I had intended for them to learn with this lesson. Also. I think they were successful for using descriptive adjectives to describe how they look. and their dog and little girl are watching them. I think I will do everything the same. The day before the students were recreating sentences using adjectives and I think they understood that concept so that was helpful information for them. who. how long it is. This tells me that I need to work on helping the students put their brainstorming ideas into sentences that ties together. Lesson #3 Reflection. I wanted the students to write descriptive sentences using their senses and adjectives to answer the what. By creating more sentences. how is it styled. but they needed help putting those ideas in sentences. so next time I might bring in chocolate and have the students describe it using all of their senses.´ Students who needed help to put their ideas into sentences wrote sentences like ³I have short dirty blonde hair and it is in a pony tail´ or ³I have big red lips and I have clean. color and they had to compare the color with something so the students knew what and how to describe themselves. For example. that might have been what exactly is shown in the picture. but the students did use descriptive adjectives to describe themselves so I will work with them on writing complex sentences. ³I have big red lips and I have clean. white teeth show when I smile´ and instead write. rather than saying. the This is Me! worksheet tells students what to look for when describing their hair-color and they have to describe the color. or their eyes-shape. I will do things differently so that the students can understand how to put their ideas into a sentence. but I wanted them to describe the ladies-are they tall. where. ³My blue eyes like the ocean are football shaped that are covered with long lashes. and how of pictures in a wordless picture book. but I will just do it differently. the students were having a hard time using their taste sense to describe things. when. When I have different pictures up on the SmartBoard and I write on the board words that describe that picture. I showed pictures to the students and they had to describe the pictures.´ In all fairness. The next time I teach this lesson.Kaur 29 descriptive adjectives to describe how they look. I think they were successful for coming up with descriptive adjectives because of their background knowledge. how. I will create at least two sentences describing the picture. students can see different ways to put ideas in a sentence. Also. Next step for the students is that they will create sentences in a wordless picture book. some of students wrote ³My long black braided falls on my shoulders´ while another student wrote. ³I have big red lips that show my clean white teeth when I smile.After presenting my lesson. how . I liked the worksheet as well because it helped the students brainstorm their ideas and then put that in a paragraph. At the beginning of the lesson.

size.Kaur 30 do they look. day/night. . Next step for the students is to continue working on describing things and putting all the ideas into sentences. This will also help them see what information they missed or how they can improve it. I noticed that once the students started working in pairs. After the students start working in pairs. I will tell the students to describe what is happening in sentences so they don¶t get confused. I just feel that the students were confused on what I was looking for when I wanted them to describe the picture in details. After looking at the students¶ performance on this lesson. describe people/how do they look. I still plan on using the wordless picture books and having them create sentences to show what is happening in the story. I will write the ideas on the board and write the sentences on the board so that they can visually see what I want them to look for. I will that this will help the students think creatively because they have to make a story so it has to be interesting and make sense. For the next time. which confused the students because they had a hard time putting all of their ideas into one sentence. For the next time I teach this lesson. and tell the setting is it outside/ inside. I believe that some of the lesson was successful because the students were having fun looking at the pictures in the wordless picture books and trying to create what was happening. describe the dog-color. what are they wearing.setting. describe the girl. what they are doing. what I want the students to look for in the picture so I will write. I had to pull the answer from the students by asking them many questions so that they can see what I wanted them to look for. I might even gather all of the students¶ sentences and paste it on the book so that the students can read their story that they created. I will write on the board. I will also let the students share their sentences because this way everyone will get a chance to see how other people describe the pictures and how they can fix it or describe the picture differently. I also noticed that I kept saying how could we put this in a sentence. sunny/cloudy. For the next time I teach this lesson I will first doing many examples with the students to show them exactly what I¶m looking for.

By allowing the students to share their ideas. I used this strategy to raise curiosity in the students because they might start to wonder why I¶m asking them what authors do. For students who I thought we not paying attention I called on them to repeat what someone said in order to see if they were paying attention. At the end of the lesson. ³Wow that was a great sentence. my only regret is that I didn¶t show many . In the video. If you described any of these fully in the lesson plans or the planning commentary. 1. a. How did these strategies reflect students¶ academic or language development. They might think that they are going to learn about what authors do or that they might be writing something. Cite examples of strategies aimed at engaging all your students and examples aimed at engaging specific individuals or subgroups. when the students were divided into pairs. As you can see if the video some of the students are confused and worried because they don¶t know what I mean and also they are worried about how their writing will be.Kaur 31 Engaging Students Commentary Write a commentary of 2-4 single-spaced pages (including prompts) that addresses the following prompts. then working in pairs. Then I showed the students the wordless picture books so in order to show them what they will have to do. students can see how else they describe the picture and hear different students point of view. Then I tell the students that today they are going be authors and write a story. asked questions. just reference the relevant description. However. In my video clips. describe strategies you used to engage students in learning tasks to develop skills and strategies to comprehend or compose text. I engaged the whole class when the different groups shared their sentences with each other. did everyone hear that?´ This way I was not singling out anyone. or cultural and lived experiences? I feel that all of these strategies were usually to the students because first having the teacher model what and how to describe the pictures. I also made the whole class pay attention by saying. I also engaged all the students in my conversation by asking questions about what authors do. and helped guide them to understand what was happening in the pictures. I went to every group. social/emotional development. how are their sentences-detailed or not. Next. I modeled some questions that the students might be asking themselves while they are looking at the picture. what kind of books they write. In the instruction seen in the clip(s). b. and finally share the ideas with the class were good strategies that helped the students understand what they had to do. I used many strategies to help students understand the goal of the lesson plan. I then used both questioning and modeling strategies to describe what is happening in the picture and asked the students what they see happening in the picture. I introduced the lesson by asking the students what authors do.

Identify both successes and missed opportunities for monitoring all students¶ . through questioning about what else they see in the picture or having them describe how one character looks and then moving on to another character helped the students understand how to describe the pictures. The students would just say. how did they look. 2. I noticed that the students could tell me what was happening in the pictures. how is the weather. I helped the students understand the content of the lesson and promoted their language development because during the beginning of the lesson. day/night. I¶m constantly asking the students questions about what they see in the picture-what are people doing. From the video. and I noticed that the students were getting bored and frustrated with me because they didn¶t know how to put all of the ideas in a sentence. or asking the students how else they can describe the picture or what else they see. but they weren¶t using descriptive details. However. a. In the video.Kaur 32 examples to the students to show them exactly what I¶m looking for. The students would just say. size. I should have wrote the ideas on the board and wrote the sentences on the board so that they could visually see what I wanted them to look for. describe the setting and their surroundings. sunny/cloudy. Describe your strategies for eliciting student thinking and how your ongoing responses further their learning. From the video clip. the little girl is sitting on the dog and they are in a park instead of making the sentence more descriptive. 3. Reflection: a. Cite examples of language supports seen in the clip(s) to help your students understand the content and/or participate in literacy discourse central to the lesson. that might have been what exactly was shown in the picture. but I wanted them to describe the ladies-were they tall. describe the girl.´ In all fairness. Reflect on students¶ learning of concepts and academic language as featured in the video clip(s). How did these strategies reflect students¶ varying language proficiencies and promote their language development? From the video clip. Cite examples from the clip(s). the strategies I used really weren¶t successful with this lesson. I helped the students understand the content of the lesson and promoted their language development by asking questions and modeling what I wanted them to know. and tell me something about the setting is it outside/ inside. setting. I feel that because I didn¶t do many examples with the students. or anything else. you can see that once I started asking their questions some of the students began to pick up on what I wanted them see. For instance. ³It looks like two ladies are talking about something. I kept asking the students questions like what else is happening. what does it look the dog is doing. and their dog and little girl are watching them. but they had a hard time putting their ideas in a sentence that would be make sense and isn¶t too wordy 4. describe the dog-color. students described the picture by saying exactly what they see with no details that describe the characters in the picture.

describe the girl. what are they wearing. After the students start working in pairs.Kaur 33 learning and for building their own understanding of skills and strategies for comprehending and/or composing text. I will tell the students to describe what is happening in sentences so they don¶t get confused. and tell the setting is it outside/ inside. I also noticed that I kept saying how could we put this in a sentence. how do they look. I just feel that the students were confused on what I was looking for when I wanted them to describe the picture in details. After presenting my lesson. If you could do it over. I feel that only some students understood what I had intended for them to learn with this lesson. how. size. I will write the ideas on the board and then write the sentences on the board so that they can visually see what I want them to look for. This will also help them see what information they missed or how they can improve it. I would first do many examples with the students to show them exactly what I¶m looking for. I believe that some of the lesson was successful because the students were having fun looking at the pictures in the wordless picture books and trying to create what was happening.´ In all fairness. ³It looks like two ladies are talking about something. describe the dog-color. that might have been what exactly is shown in the picture. I wanted the students to write descriptive sentences using their senses and adjectives to answer the what. sunny/cloudy. where. what might you have done to take advantage of missed opportunities or to improve the learning of students with diverse learning needs and characteristics? If I could do this lesson again.setting. After looking at the students¶ performance on this lesson. but I wanted them to describe the ladies-are they tall. For the next time. and how of pictures in a wordless picture book. which confused the students because they had a hard time putting all of their ideas into one sentence. day/night. and their dog and little girl are watching them. when. b. I noticed that the students could tell me what was happening they weren¶t using descriptive details. who. I might even gather all of the students¶ sentences and paste it on the book so that the students can read their story that they created. I noticed that once the students started working in pairs. I will write on the board. The students will would just say. I had to pull the answer from the students by asking them many questions so that they can see what I wanted them to look for. what I want the students to look for in the picture so I will write. describe people/how do they look. . what they are doing.

Kaur 34 Assessment Commentary Write a commentary of 5-7 single-spaced pages (including prompts) that addresses the following prompts: 1. adjectives. but I also noticed that after two weeks of teaching this lesson. b. but they had a hard time putting all those ideas into a sentence that wasn¶t too wordy. Overall. Detailed Sentences Criteria Students will be able to do the following after completing this learning segment: . the students could list what was happening using descriptive words/adjective. Students will also use nouns. Attach your evaluation criteria. Students will be able to understand how to add descriptive words and details to sentences by looking at pictures and using their senses with one hundred percent accuracy. Summarize student performance in narrative and/or graphic form (e. After completing this learning segment students were able to describe what was happening in the picture or if they were given a simple sentence and they had to add details. verbs correctly. 2.g. table or chart such as the optional chart provided in Appendix B).. However. However. prompt 4. Refer to your lesson plans and cite the specific standards/objectives from the learning segment plans that are measured by the assessment chosen for analysis. I noticed that if students were giving simple sentences like ³I like hot dogs´ then by the end of this segment. and note any changes from what was planned for assessment as described in the lesson plans or in the Planning commentary. some students were using their senses and descriptive adjectives to turn that simple sentence into a more descriptive and detailed sentence. Create a summary of student learning for the whole class at this point in the learning segment relative to your evaluation criteria. a. students were forgetting about add descriptive words to their writing unless they were reminded. This also told me that I had to work on help students put their ideas in sentences that weren¶t too wordy. Majority of the class was having trouble putting their ideas into descriptive sentences so I changed my criteria so that students don¶t get points taken off if everyone in the class is having trouble writing the sentences. I noticed that students were beginning to use some adjectives and descriptive words in their writing. The standard/objectives for this learning segment are that students will be able to add descriptive words and details and delete extraneous information.

´ After reading these descriptions you can kind of get a picture of how these students might look. I was only looking for students having details to describe themselves and this student clearly does that. ³I have big red lips that show my clean white teeth when I smile. 4. how long it is. For example. because this student was focusing on one object. most students were able to describe what was happening in the picture or if they were given a simple sentence and they had to add details. hair. but should include descriptive words. y y Students should use one or more of their senses to describe a picture or when creating sentences.´ As mentioned in the criteria. but they needed help putting those ideas in sentences. the students could list what was happening using descriptive words/adjective. An example of wordiness from one of the students work samples is. From the three work samples I collected. ³I have short dirty blonde hair and I have soft hair too. I also think that the students were successful with this lesson plan because of the This is Me! worksheet which tells students what to look for when describing their hair-color and they have to describe the color. For instance. or needs (including a need for greater challenge) that were apparent for some or most students. it seems like all of the students understand how to use descriptive words/adjectives to describe how their eyes. ³My eyes are wide. color and they had to compare the color with something so the students knew what and how to describe themselves. Cite evidence to support your analysis from the three student work samples you selected. white teeth show when I smile´ but instead this student could have written. However.´ Another student wrote this while describing his eyes. confusions. one of the students wrote. but they had a hard time putting all those ideas into a sentence that wasn¶t too wordy. after completing this learning segment. As mentioned above. or their eyes-shape. but the other student had a hard time describing what was happening in the picture overall. Sentences do not have to complex.´ For example I noticed that students did understand how to use descriptive adjectives to describe them. if relevant. Even though the first student¶s description was more of a complete sentence then the second sentence. ³I have big red lips and I have clean. one of the students wrote this to describe their hair. 3. any misunderstandings. ³My blonde curly hair is parted to the right with bangs. This tells me that I need to work on helping the students put their brainstorming ideas into sentences that ties together. Discuss what most students appear to understand well. and. nose. For the two focus students (see previous page for how to select these students) . However. and lips look. but at least both students used descriptive words to describe how they look.Kaur 35 y Students will be able to add two or more descriptive words/adjectives and details to describe what is happening in the picture. how is it styled. Students will be able to create sentences using those descriptive words. with lesson #3 two out of the three students were successful in adding descriptive details using their senses and adjectives to create a story in a wordless picture book. but small and they are hazel mixed with a dark green.

language proficiency. Student one did a great job describing himself because he used many descriptive words/adjectives that the reader create a picture of who he is. but if he is placed in a ³struggling´ group then this student will have an attitude that says I¶m the best. The teacher uses tic-tac boxes to give the student choices which will allow this student to become an independent student. Student two also did a great job describing herself. Math is this student¶s least favorite subject because she has a hard time in math understanding the formulas and the different steps.Kaur 36 a. prior knowledge of the content. This student usually understands a new topic if it¶s presented in a way that shows lots of examples.g. ³My blonde curly hair is parted to the right with bangs. The cooperating teacher uses online resources from the school website that is posted by the Gifted Intervention Specialist that allows this student to become an independent student. but writing is his least favorite and he knows it too so he will do anything to not write. What did you conclude from the work sample? Consider your knowledge of each student¶s learning relative to the learning objectives. This student is good is every subject. short eye lashes about my eyes. but instead goes over why they picked the answer. Student 2-Low Average: The other student that I chose to focus on is an average student. academic development.´ This student . weepy. This student wrote. The student wrote. Although the student could still add more to how his eyes are-long or short or are they soft. I have noticed that this student is quiet so she will not say anything. special needs) relative to what was measured by the assessment. This student learns best when working alone or with a group that doesn¶t just say the answer. but her sentences are wordy. but is almost at the far end of the spectrum. This student is in the Gate Program so goes to a different school once a week. This student enjoys working alone and in groups. My straight teeth are in my oval mouth«´ This student describes how they look using details to describe every part of how they look. but I¶m only grading how many details they added and if he has sentences. I think this student will not have a hard time coming up with descriptive adjectives/ words because he has a big vocabulary. For this student I was looking to see if she could use descriptive words/adjective to describe how she looks.. ³I have short dirty blonde hair and I have soft hair too. my medium sized green eyes look as green as the grass. This student is in different math that only has three students and is in the high level reading group. Describe each student¶s individual learning strengths and challenges (e. Student 1-Giftedness: The student that I chose to focus on has been identified as gifted. I have hazel eyes. This student might have trouble with this lessons because she tends to focus on one object and she doesn¶t have a big vocabulary so she might have a hard time describing the pictures. b. Use the work samples to cite specific evidence to support your conclusions.

. what is the color compared to ect to make this writing even better! d. I told this student what a great job he did describing how he looks. either within the learning segment or at a later time? Both of the students will be given the opportunity to improve their work. Student 1-My feedback addressed to the student¶s needs and learning were that he needs to proofread his papers before handing them in because he has many sentences that don¶t make sense due to the organization so he should look at that. etc to make this writing even better! Student 2-My feedback addressed to the student¶s needs and learning were that she needs to look at her sentences and see what extra information she can delete. To support your explanation. 6. What opportunities did students have to apply the feedback to improve the work or their understanding. Reflection: a. comments on work sample. but she needs helps putting all ideas in a simple sentence where she is not repeating herself. but later in time. c. central focus.g. I will be able to see if the students still remember about adding descriptive details. or the eyes-what shape are your eyes. I also want to see if the students use the feedback I gave them. but needs help with the sentences. describe the next steps for instruction for your students. I will give the same worksheet and they will describe themselves again. The student also uses adjectives to describe her hair and eyes so I would say she understood the point of this lesson. in a pony tail. standards. I also mentioned that she should look at other ways she can add more to this description such as for her hair-is it braided. and/or relevant academic language for the learning segment. When I do give the students a chance to redo their work. The students are still learning about adding descriptive details until everyone has a good understanding of how to add details. cite specific examples of written feedback (e. Based on the student performance on this assessment. These next steps may include a specific instructional activity or other strategies to support or extend continued learning of objectives. Explain how your feedback addressed individual student needs and learning objectives. I want to give the students a while before they can redo this assignment because after a long period of time.Kaur 37 does describe herself. thread of conversation) or of oral feedback on an audio/video clip.. I also told this student what a great job she did describing how she looks. Also. but I mentioned that he should also look at other ways he can add more to this description such as for the eyes-talk about your lashes-are the long and think or short and thick. e-mail.

calm way. I will have her work with a partner who I picked based on his/her understanding of the topic and their personality. describe any individualized next steps for the two students whose individual learning you analyzed. If different. because they have practiced a lot. b. By having the students describing things using at least two sentences everyday it can help build an automatic habit in the students for writing using details. student two is very shy and she will not say anything so it¶s the teacher¶s responsibility to partner her up with someone who will explain things in a nice. This student will work with a partner until she begins to understand how to add details and putting her ideas in sentences that are not wordy. but for student two. .Kaur 38 To take this lesson a step further I will ask the students to write at least two descriptive sentences using their senses and record in their journal every day. I will ask the students to notice when they use simple sentence during everyday conversations and when they are writing and see how they can create new descriptive sentences instead. As mentioned above. There are no individualized steps for student one.

Sign up to vote on this title
UsefulNot useful