Module 5 field test form r3

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Group Summarizing and Compare and Contrast Graphic Organizer

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Module 5 field test form r3

  1. 1. Field Test FormBackground information about the instructor, lesson, and students provided in the sectionsbelow:Instructor’s name: Mindy Van GalderStrategy: Group Summarizing and Compare and Contrast Graphic OrganizerDescription of Group of 5th grade students with learning disabilitiesstudents / learners: 2 boys and 2 girlsContent Area Social StudiesApplication:Unit, lesson, or topic Review for Social Studies Test on the U.S. Governmenttitle:Materials needed for Students notesthe lesson: Compare/Contrast Sheets HighlightersDescription / explanation of the instruction of the strategy including Before, During, and Aftercomponents of the lesson provided in the sections below:Before: To activate prior knowledge the students participated in a JeopardyHow did you introduce Game with their whole class. So, the students were refreshed on thethe strategy, prepare the concepts they had been studying in social studies class.students? I then took the students across the hall to complete the activity. IHow did you activateprior knowledge and introduced it by asking them if it was difficult to keep the branches ofbuild background government organized in their brains. I then told them that I had a wayknowledge? that we could break each one down so that we would be able to remember them better for the test.During: I took one of the student’s notebooks and read their notes on the JudicialWhat did you model for Branch of Government aloud to the group. I then modeled how toinstruction? summarize it into key components. I created a list on the board.What were the students The students were helping me as I did this by answering questions anddoing?How did you support by helping me identify the key concepts. I then paired them up and theystudents during the had to develop a list of key concepts for a branch of government. Ilesson? supported them by walking around and answering any questions they had. The students then recorded their list on the board. We read them aloud as a group. I had them identify some differences they noticed as well as similarities. Next, I passed out the Compare and Contrast worksheet. I demonstrated how to complete the graphic organizer by comparing the Legislative Branch to the Judicial Branch. Students were then paired up and compared the other forms of government by filling out the worksheet.
  2. 2. Each group then shared their answers. We then looked at our board of information and organizers to think of ways we could remember the information. We highlighted things such as Judicial Branch begins with the letter “J” and so does the word Judges. The Legislative branch begins with the letter “L” and they make “L”aws. The President is part of the Executive branch because he is responsible for executing the laws.After: To help the students process the information I had them turn their backsWhat to the board. I then asked them a few questions such as:processing/reflection did What branch of Government do Judges work for?you and your students The President is a part of what branch of government?do about the success ofthe lesson and value of What does the judicial branch do?the strategy for aiding They were able to remember all of the answers.learning?Reflection on the lesson, including student reaction and ideas for modifying or adapting forfuture use provided in the sections below:OBSERVABLESTUDENT The students were very cooperative in the lesson. They liked getting toREACTION: work with one another and share their ideas. They were able to developTwo details explaining fun ways to remember different concepts about the government.the student reaction A modification I would make is to do it with the entire class. It was aincluding attitude of fun activity that I think all of the fifth graders would have benefitedstudents towards thestrategy, ability of from not just my students with learning disabilities. Next year I willstudents to use the suggest that I teach the lesson to everyone.strategy, and/or successof the strategy forhelping studentsunderstand the contentthat is included.
  3. 3. REFLECTIONS I made a change to the original graphic organizer activity by addingABOUT highlighter and highlighting key information. We then used theMODIFICATIONS information to create ways to remember it. This was a very fun way toOR have the students study the concepts. They came up with very creativeADAPTATIONS ways to remember the information that everyone benefited from.STRATEGIES: As stated above the only modification I would make is to teach theDetailed explanation of lesson to the entire fifth grade class. I think the activity was informativehow you analyzed the and one that all students would benefit from.effectiveness of thestrategy and how toimprove the lesson. Forexample: changes forintroducing andmodeling the strategy,supporting students,materials used with thestrategy, and/or howstudents reflected onthe learning strategythrough discussion, arubric, or a checklist.
  4. 4. DIVERSITY: ELL Students: One of the students who participated in this activity wasExplanation of ways you an ELL student. She was able to participate and demonstrated a clearwould adapt and understanding of the task. I think the key to this was that the vocabularyimplement instructional terms were defined in a clear and simple way. Also we were working asapproaches, as well asmaterials, to meet the a group so she was able to ask her fellow classmates and me questionslanguage proficiency when needed.needs of (a) studentswho struggle with B) All four of the students who participated in this activity werelearning to read and struggling readers and writers. Modeling the activity for the students andwrite, and (b) students having them work collectively helped them understand the tasks. Also,who are not fluent with having the graphic organizer helped them be better organized and thatthe English language. For allowed them to make connections.example: changes forintroducing andmodeling the strategywith struggling learnersand ELL learners, (a)students who strugglewith learning to readand write, (b) studentswho are not fluent withthe English language,supporting students,materials used with thestrategy, and/orreflection or follow-up.PROFESSIONAL I plan to share this information with the fifth grade teacher. I think thisLEARNING AND lesson is differentiated and a great way for all learners to grasp theLEADERSHIP concepts. Hopefully, in the future we will use this activity or modify itDescription of how you to fit other review material with the entire fifth grade class. I plan towill share your learning share with her the effectiveness it had with my students, and suggest thatwith individual or groups I use it to review with the entire fifth grade.of teachers. Forexample: level onecoaching such as:providing instructionalmaterials to colleagues(handout of bestpractices, graphicorganizer, a list ofrecommended booksand web sites), adiscussion aboutproviding differentiatedinstruction and/oradaptations that willhelp ELL studentstransfer lessons toobtain full literacy andbe agents of their ownliteracy learning.
  5. 5. Providing differentiatedinstruction and/oradaptations that willhelp ELL studentstransfer lessons toobtain full literacy,demonstrating howstudents can be agentsof their own literacylearning.WrittenCommunicationOrganization andpresentation of ideas isexemplary with greatclarity, cohesiveness,and professionallanguage. Neatly typedpaper, double spaced,12-point font.Zero spelling, grammar,and or mechanicalerrors.

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