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Jennifer Twist Find My Meaning

Jennifer Twist Find My Meaning. District/Elementary School. Orchard Park Central School District: Ellicott Road Elementary School Cooperating Teacher: Mrs. Schwarzenholzer Classroom Aide: Mrs. Norman Blended Teacher: Mrs. Smith. Grade Level. Fourth Grade: Self Contained – 12:1:1

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Jennifer Twist Find My Meaning

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  1. Jennifer TwistFind My Meaning

  2. District/Elementary School Orchard Park Central School District: Ellicott Road Elementary School Cooperating Teacher: Mrs. Schwarzenholzer Classroom Aide: Mrs. Norman Blended Teacher: Mrs. Smith

  3. Grade Level Fourth Grade: • Self Contained – 12:1:1 • Blended Classroom (General Ed.) - 18 students ~ Participants in the 12:1:1 blend with the general ed. classroom during the following instructional periods: science, social studies, and math.

  4. General Ability of Students • The students within the 12:1:1 have various disabilities ranging from LD, ADD, OCD, APD, and CP. • Virtually of the students function below grade level in at least one of the following academic areas: ELA, math, social studies, or science.

  5. Lesson Time Frame • The time allotted for this instructional block (ELA) totals about 90 minutes.

  6. Objectives • The students will be able to reference their textbook glossary in defining the six vocabulary terms (adopt, atlas, carriage, couple, misery, and platform). • The students will be able to complete the vocabulary word and definition worksheet. • The students will be able to cooperatively work in pairs, engaging in a game of vocabulary matching.

  7. Essential Questions • What do the following vocabulary words mean? ~atlas ~adopt ~carriage ~couple ~platform ~misery

  8. Enduring Understanding • How will these vocabulary memory cards help me? ~ We will be reading the story Train to Somewhere. Reviewing these terms will help you to understand what the author is trying to tell us. ~ You will use the vocabulary memory cards to review for a Train to Somewhere quiz.

  9. Student Tasks • The students will participate in a class-sized discussion of the six vocabulary words. • Guided: Utilizing their glossary, the students will complete 2 of their definitions. • Partnership: The students will complete the remaining definitions, writing their responses on the memory worksheet. • The students will cut/paste each item onto squares of construction paper. • The students will play vocabulary memory.

  10. New York State StandardsWriting Standard 1: Students will read, write, listen, and speak for information and understanding. Performance Indicator (a): • Take notes to record data, facts, and ideas both by following teacher direction and by writing independently. Pg 19

  11. Formal Assessment • The students will be assessed based on their ability to: • reference a textbook glossary, accurately copying each the definition onto the vocabulary memory worksheet • cut/paste each vocabulary word/corresponding definition onto squares of constructions paper • work with a partner, playing vocabulary memory game

  12. Self- Assessment: Memory Cards • This checklist allows students an opportunity to self-assess their work. Teacher’s Initials:_______ Teacher’s Comment: _____________________ _______________________________________

  13. Teacher Exemplar

  14. Vocabulary Memory Rubric

  15. Student 3 Distinguished: Memory Cards

  16. Student 3Distinguished: Checklist

  17. Student 2Distinguished: Rubric

  18. Student 2Proficient: Memory Cards Proficient: Memory Cards

  19. Student 2Proficient: Checklist

  20. Student 2Proficient: Rubric

  21. Student 1Developing: Memory Cards

  22. Student 1Developing: Checklist

  23. Student 1Developing: Rubric

  24. Modification TableType: Tasks

  25. Reflections I would like to take this opportunity to thank my peer review group for all of their advice and suggestions regarding my learning experience. In particular, the peer review process has allowed me to become increasingly aware of alignments within my congruency tables.

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