I focused on four core areas: reading comprehension, vocabulary, utilization of context clues, and writing.
When I did my baseline, I found that only one student was proficient at reading the passage and answering questions about the main idea and supporting details. All the other students struggled to find the main idea of the passage. All the students scored low in the context clues and vocabulary categories. Only one student attempted to answer the writing prompt completely and he received a 75% , but he had several grammatical errors in his paragraphs. As you can see here John had the highest points in the reading comprehension category and Dominick received the highest points in the writing category.
I learned how to use the Woodcock Johnson III from my mentor Lisa Minor and my Hunter Professor Sara Hines. I took a course class called Assessments of Students with Disabilities. The Woodcock Johnson gave me some insight into how the student decodes and comprehends text.
Please look at the handout of my students. This is my Special Education Teacher Support Services (SETSS) class. I have 5 students – one 12 th grader and four freshmen. All students have an Individualized Educational Plan (IEP). I co-teach this class with my mentor. After examining each student assessments I was able to figure out a focus skill.
The baseline and standardized assessments led to me to identify my original focus skill as decoding. However, after testing most of the students I found out that some students still had not mastered making connections within the text when we read short or long passages in class. After examining students work, I was able to narrow down my focus skill to comprehension. I realized that there were several sub-skills within comprehension: decoding, vocabulary, recalling, and retelling. These skills provided a definite focus in the class because many of my students have trouble making connections within the text.
For example, I realized that some of my students struggled with figuring out unfamiliar words so I decided to have a starter goal of using context clue to figure out unknown words. I also noticed my students had trouble with finding the main ideas and supporting details in passages so I decided to highlight keywords and vocabulary terms when we read passages. The students had to define to vocabulary words and highlighted the repetitive keywords which helped them with finding the main idea and topic of each passage.
Next, I decided by using comprehension as my focus skill I wanted my final goals to be more specific. I wanted my students to be able to identify the main idea and supporting details in expository and narrative passages. I also wanted to apply the reciprocal teaching method by chunking a text into sections and asking questions about each chunk. I also wanted al my students to score at least an 80% on the follow up baseline assessment.
Now, I’m going to talk about the inquiry cycle which includes: instructional strategies, modifications, and assessments.
Hand out student work with initial first strategy and a lesson plan. My first initial instructional strategy to help students improve their comprehension was identifying unknown words by using the different types context clues. By the end of the lesson students will be able to identify the different types of context clues by matching at least 5 signal words to the correct context clue category. For the Do Now, The students looked at a crime scene photo and described the picture using evidence in the photo. For guided practice I showed a PowerPoint that reviewed the different types of context clues along with examples. Next, My co-teacher , Ms. Minor recommended that the students create a chart of all the different types of context clues. Finally, the students partnered with another student and worked on a worksheet.
The students had to cut and paste the correct clue signals to the correct context clue category. The students were allowed to use their charts as a reference. One pair of students completed the worksheet and the other pair did not. This strategy was unsuccessful because most students did not score high on this assignment (please look at the handout with the assessment results). Once I implemented this strategy, I noticed that I gave my students too much information at once and I should have taught each context clue category as a separate lesson.
Based on my last assessments, I decided to make a modification to my first strategy. All my students did not fully understand the different types of context clues so, I decided to use root words as a way to figure out unfamiliar terms. By the end of this lesson students will be able to identify root words along with prefixes and suffixes to figure out the meaning to unknown words when they read text. For the Do Now, I collaborated with my mentor and we decided to have students select an index and create a chart. Each chart will break apart a word and identify its prefix, root word, and suffix. Next, the students watched a PowerPoint that discussed root words, prefixes, and suffixes.
The students completed two work sheets as a check for understanding. One worksheet focused on root words and the students had to write down the base word and create a chart at the bottom of the worksheet. On the other worksheet students had to circle the prefixes and suffixes for each word. This modification to my initial instructional strategy was successful because all my students had high scores on their worksheets (please refer to handout with the formative assessment scores). Everyone knew how to identify the root word, prefix, and suffix. Most of all, the charts and graphic organizers provided them with a good visual to see how a word can be broken apart. My assessment after this second round of strategies indicated that my students know to figure out difficult terms in passage. So, my next strategy needed to involve making meaning out of the text.
For my second strategy I used the Reciprocal Teaching Method. This method helps students with building reading comprehension. I learned this strategy from my Hunter professor Rebecca Gadd. I took a course called Reading and Writing for Adolescents with Learning Disabilities. By the end of this lesson students will be able to predict, clarify, question, and summarize chunks of text by using the reciprocal teaching script template. For the Do Now, students will look at the reciprocal teaching outline of the 5 categories. Next, I explained the 5 categories of reciprocal teaching and we chunked the text into sections. Each student volunteered to read a section and everyone provided at least one answer to my questions about each chunk.
The students also filled in a vocabulary worksheet and used the pictures to aid comprehension. Finally, the students had to complete a Venn Diagram describe two layers of the rainforest and find its similarities. This teaching strategy was successful because my students figured out the vocabulary words by reading text and examining the picture. I had my students look back in the text for clues to tell them information about each vocabulary word. They also completed their Venn diagram with very specific details and everyone cooperated in the round robin discussion.
What did I learn about my students? I learned that I need to scaffold instructions and I need to be very specific. My students cannot process too much information at once. Less is best as long as the information is precise. I also noticed that they process information better if its in a chart or visuals are present. My students need constant reinforcement and repetition because they cant retain information. Most of all, I learned that my students have different learning styles and needs. .
Now I have a better understanding of the steps I need to take in order to make every student in my class successful academically. The first step is to get to know my students on a personal basis, so that I can get a true understanding of who they are as a person. Next, I can use the knowledge that I have about them and create lessons that are tailored towards their specific needs. Finally, I should incorporate life skills along with academic skills.
My next steps will include the following: I will have the students facilitate at least three reciprocal teaching sessions. Each student will become the teacher for the day and ask all the questions about the story. Next, I will incorporate peer-editing into my daily lesson plans. I will get the students more involved in the curriculum by having them assess their peers classwork. Not only will I implement peer-assessing, but I will have each student self-monitor their own academic progress by keeping a daily journal. I will continue to build up my students vocabulary by implementing bi-weekly vocabulary games. Finally, I will conduct individual conferences with students and discuss realistic academic and life goals. Since my class does not have a curriculum, sometimes I can focus on life skills such as writing a resume.
Dol draft jan 2013 revision 1 (1)cla
DEFENSE OF LEARNING BY: RAVEN ALCORN NEW VISION HUNTER COLLEGE HILLCREST HIGH SCHOOL JANUARY 8, 2012
INTENDED OUTCOMES Starter Goal: •Use various context clues to figure out the meanings to unknown words •Highlight keywords and vocabulary terms in the passage
INTENDED OUTCOMES Final Goals: •Identify the main idea and supporting details in expository and narrative passages •Apply the reciprocal teaching methods by chunking a text into sections •Receive at least 80% or higher on the summative assessment
FIRST STRATEGY Students Will be Able To: Identify the different types of context clues by matching at least 5 signal words to the correct context clue category Do Now: Students will look at a crime scene photo and describe the picture using the evidence (clues) in the photo .Guided Practice:PowerPoint - Teacher will review the different types of context clues and signal words coupled with examplesGraphic Organizer - Students will create a chart of all the different types of context cluesThink/Pair/Share - Students will work with a partner and cut & paste the correct clue signals to the correct context clue categorySummary - Students will fill out exit slips
MODIFICATION TO FIRST STRATEGY Students Will be Able To: Students will be able to identify root words along with prefixes and suffixes to figure out the meaning to unknown words when they read text Do Now: Students will select an index card and create a chart.Guided Practice:PowerPoint - Teacher will explain what are root words, prefixes, and suffixes in along with examplesGraphic Organizer - Students will create a chart that breaks apart a word by its prefix, root word, and suffixFormative Assessments - Students will complete two worksheets
FORMATIVE ASSESSMENTSRoot Word Prefixes/Suffixes Note CardWorksheet Worksheet
SECOND STRATEGY Students Will be Able To: predict, clarify, question, and summarize chunks of text by using the reciprocal teaching script template Do Now: Students will look at the reciprocal teaching outline of the 5 categoriesGuided Practice:Modeling - Teacher will explain the 5 categories of reciprocal teachingRound Robin - Each student will take turns reading chunks of the text. At the end of each chunk, the teacher will ask questions based upon the 5 categoriesHandout - Students will fill in the vocabulary worksheet and use the pictures to aid comprehensionGraphic Organizer - Students will complete a Venn diagram
WHAT DID I LEARN ABOUT MY STUDENTS?• Scaffold instructions and be very specific• Provide visuals and graphic organizers• Repetition• These students are very diverse and everyone has different learning styles and needs
REFLECTION OF MY PERSONAL GROWTH AS ATEACHER• Get to know my kids• What can I do differently?• Incorporate more differentiation in my lesson plans• Focus on academic and social skills