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Marc McEwan- Portfolio May 2012

Marc McEwan- Portfolio May 2012






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    Marc McEwan- Portfolio May 2012 Marc McEwan- Portfolio May 2012 Presentation Transcript

    • ESL MarcTeachingPhilosophy McEwanLessonsUnits 695 Park Ave Apt 2Assessments Albany, NY 12208 (845) 321-2243 marcmcwn@gmail.co m *Hyperlinks are clickable in Slide Show mode* Click Home on any page to return to this slide
    • My Teaching Philosophy• To teach effectively one needs to get to know his/her students; Their strengths, needs, interests, etc.• Promote independence wherever/whenever possible• Collaboration is key; between teachers and also between students Home
    • Lessons• Bugs! (Kindergarten- Intermediate)• Elements of a Story– Writer’s workshop (Grades 2-4 Intermediate/Advanced)• Colombian Exchange (Grade 7 Sheltered US History, Mixed proficiency) Home
    • BUGS!• Students learned about bugs through multiple modalities including manipulatives, reading, writing and speaking• Students learned or reinforced bug vocabulary, discussed the verbs hop, fly, walk and what physical structures are necessary to complete those actions, and practiced sentence writing and letter formation• Reinforcement of sight words Home
    • BUGS! Students orally answered the questions • What kind of bug is this? • What can it do? • How do you know? Bug ManipulativesStudents then matched eachmanipulative to its picture onthe worksheet Home
    • BUGS! Students practiced reading, lette r formation and bug vocabulary with My Book of Bug Words Home
    • BUGS! I read the story Amazing Ants aloud while the students took turns acting out the ants actions from the book using the ant manipulative, so I could check comprehensionThe students wrote sentencesanswering the question “What canants do?” using their sight wordswhat, can, and do and they alsodrew a picture to correspond withtheir sentences Home
    • BUGS! FeedbackIn this lesson/activity, Marc did an excellent job of:• Using every minute of the class period for meaningful instruction• Clearly setting the agenda at the beginning of class• Preparing a lesson with several stimulating parts focusing on multiple ELA standards• Capitalizing on high student interest in the topic• Engaging the student in fluid and focused conversation• Assisting the development of fine motor (printing) skills by using a model for reference and providing appropriately lined spaces on papers for guidance• Using a variety of materials – models, pictures, ditto, story book, etc.• Doing a quick assessment of recall after the story (Feedback from Clinical Supervisor- Dee Warner) Home
    • • Students reviewed the elements of a story which they had been learning about throughout the year• Students selected a slip of paper from each bag and wrote a story using their random story elements Elements of a story cut-outs from havefunteaching.com Home
    • Appropriate for multiple proficiency levels and ages 2nd grade- 4th grade- Advanced Intermediate 3rd grade- BeginnerStudents wrote their stories and gave one another feedback using a revision checklist as a guide Home
    • This 7th grade mixed proficiency sheltered English class was starting a unit on the relationship between the Americas and Europe during early U.S. HistoryThis lessonserved as abasis for aconceptualunderstandingof the tradebetweenEurope and theAmericas aswell as avocabulary Home
    • o One side of the room was designated North America while the other was Europeo Each student received a sheet of paper with a goodo Students determined from which continent their product originated and “traded” it with a student with a product from the other side Home
    • Units of Study• Space (3rd Grade- Beginner)• Using Your Imagination (1st Grade- Advanced)• The Headless Horseman (6th-8th Grade- Beginner) Home
    • • Students were exposed to new space vocabulary and concepts from a number of non fiction sources including the story The Night Sky, the mini-vocabulary builder Space (readinga-z.com) and The New Oxford Picture Dictionary• Students had the opportunity to independently apply their new knowledge by writing a fictional space story using the writing process Home
    • We first read the books as a group(Space is a projectable book from readinga- z.com) Home
    • The students then read independently and had theopportunity to use new vocabulary by contributing to the Home
    • Students then explored more space vocabulary independently using The New Oxford Picture Dictionary……and defined their newvocabulary in theirnotebooks using their own Home
    • Students plan out Edit their workthoughts using and makegraphic organizer corrections Write their first drafts using revision checklist Home
    • Student’s work isdisplayed so that thestudent feels a sense ofaccomplishment andauthorship Home
    • Imagination• Students explored the concept of imagination through multiple modalities including text, song, and video• Students learned about using quotation marks for dialogue within a story Home
    • ImaginationAs a group the studentsdid concept developmenton the word imaginationand gave examples timesthey’ve pretended orimagined We then watched the animated book I’m Never Alone on raz- kids.com and discussed the different things one can imagine while readingHome
    • ImaginationStudents read thestoryindependently andthen contributedtheir own pages to Home
    • Imagination We had a read aloud of the story In the Attic and the students discussed all of the things that the little boy imagined throughout the book
    • Imagination Students watched two videos from watchknowlearn.org about using quotation marks correctly……and they completed aworksheet in whichthey were required toadd quotation marks toa dialogue between amother and son
    • Imagination Writing Connection Students wrote a dialogue between the boy and the tiger from In the Attic
    • Imagination FeedbackIn this lesson/activity, Marc did an excellent job of:• Creating a carefully scaffolded ELA lesson with a stimulating core• Adapting easily to a potential change in plans due to unforeseen circumstances• Encouraging student participation in a brainstorming activity• Keeping a chatty child in focus• Modeling the writing process and writing himself…remarked upon by students• Tying examples of imagination or pretend games to students’ real experiences on the playground• Interacting naturally and with gentle, but firm, expectations Home
    • • Students read the story The Headless Horseman in a unit which included concept development of scary stories, concept development and vocabulary building of character traits and motives, and discussion of literary subtext• Students completed an assessment at the end of th
    • I started the unit by doing a concept development on scary stories. I asked the students to give me words and concepts that they associate with the word scaryWe discussed thesetting of the story andI tied it into theirdeveloping map skills Home
    • We discussed the new vocabulary and reviewed it daily prior to reading the storyThe text was high interestbut a low reading levelappropriate for beginnerlevel English LanguageLearners of Middle School Home
    • We discussed thewords trait andmotive and as agroup thestudents came upwith traits thatdescribed me andfigured out whatmy motive is as ateacher Home
    • We thendiscussedthe traitsandmotives ofeachcharacter inthe story Home
    • The studentsidentified thetraits and motivesof each characterusing a word bankfor support Home
    • 2) 1) Test partnerAt the end of the unit the Read to a partner with vocabulary flashcardsstudents completed acollaborative centers-based 3) 4) Story Vocabularyassessment Cloze Activity Sequence Activity After the assessment we watched the Disney’s The Legend of Sleepy Hollow and the students contrasted it with the book Home
    • In this lesson/activity, Marc did an excellent job of:• Creating an integrated unit with a highly engaging story as an anchor• Using pictures, charts, moveable cutouts, graphic organizers, hand-drawn illustrations, acting out, and verbal clues to provide/stimulate recognition and build vocabulary• Capitalizing on student interest in the form of word list generation to increase involvement• Using cues from observing student understanding (or lack of) by using a concrete example of his own traits• Eliciting student response from all students• Managing materials and keeping the flow of the lesson on target• Fostering verbalization by maintaining a respectful, friendly, interested response mode Home
    • Assessments• U.S. Regions Unit Assessment (Beginner 6th-8th grade)• The Headless Horseman Unit Assessment (Beginner 6th-8th grade)• Modified 8th grade Industrialization Unit Test (Sheltered Social Studies)• Quarter Progress Monitor (Elementary) Home
    • • After a 3 week long unit on the regions of the United states which included map skills, chart reading, climate and weather vocabulary, geographical feature vocabulary and discussion of American life and culture in these different regions• Test administered to a group of 15 beginner level students grades 6 through 8 Home
    • Studentslabeledcompassrose andU.S.regionsusing aword bankfor support Home
    • Each studentreceived a map of adifferent state and aregions chart andanswered withhis/her individualresponses Home
    • Students matchedeach geographicalfeature to itscorrespondingpicture Home
    • In this lesson/activity, Marc did a good job of:• Preparing a summary quiz for his unit on geographical features• Presenting materials in the quiz in a variety of ways to help learners with differing styles and different language capabilities• Interacting with students in a positive, helpful, manner• Working diligently with each reader, making sure progress is being made• Managing a diverse group of students with humor and structure• Creating a welcoming environment for all ESL students, including those from the classroom next door• Partnering smoothly with his Cooperating Teacher, easily sharing space and students (Feedback from Clinical Supervisor- Dee Warner) Home
    • • After a week long unit on the story The Headless Horseman which included concept development of scary stories, concept development and vocabulary building of character traits and motives, and discussion of subtext students completed a unit assessment• 14 beginner students rotated between 4 stations with a partner and completed each task Home
    • 2) 1) Test partnerStudents rotated Read to a withbetween 4 partner vocabularystations and flashcardschecked offeach task as it 3)was completed. Vocabulary 4) StoryStudents were Sequence Cloze Activityrequired to: Activity Home
    • • Students take turns • Students take turns reading test to one testing one another another with vocabulary flashcards Home
    • • Students complete a • Students sequence cloze activity using a the story using word bank with the sentence strips story vocabulary Home
    • Modified 8th Grade History Industrialization Unit Test• This test modified from 8th grade U.S. History unit exam on the industrial revolution• Changes made: • Added visuals • Word banks • Simplified language • Condensed content Home
    • • Assesses student’s progress in 3 domains (Oral production, Reading, and Writing) using student work samples and informal observations• Assesses student’s current stage in the English language acquisition process (All forms and rubrics from Shenendehowa Central Schools ESL Department) Home
    • OralProduction, Readi ng and Writing Rubrics Home
    • Progress in each language domain is marked in thecorresponding column. Written report gives the parent/guardian amore specific view of student progress Home
    • “The magic glasses of English enable speakers to behold the world on a global scale, and to shape life on our fast-changing planet in a language that is, itself, quickly changing.” -Leslie Dunton-Downer, The English is Coming! Thank you for your consideration Home