QRI-5 Assessment Report and Paperwork

QRI-5 Assessment Papers

QRI-5 Assessment Report

ELL Case Study

ELL Case Study

Week 12- Lesson with Technology Integration

Candidate’s Name: Gitel Itzkowitz

Grade Level: 3-5

Title of the lesson: Digital Storytelling Project

Length of the lesson: 6-7 class sessions

Central focus of the lesson: Students will use essential literacy skills such as the elements of the writing process (planning, drafting, revising, editing, and publishing) to compose an original text. Students will use technology to produce a digital storytelling project based on their original creative writing, utilizing technology skills such as voice/sound recorder. Students will present complete project to class as culmination of the learning segment.   Key questions: ●      Can the student produce and present a complete digital storytelling project based on own creative and original work? ●      Do students understand the procedurals involved in the makings of a story board and production of a digital storytelling project?

Knowledge of students to inform teaching: Students require background knowledge on basic story writing and skills, including grade appropriate phonemic and phonological awareness. Students had to have already practiced writing personal narratives in previous lessons and will now adapt it to digital form. Students should also have previous knowledge on how to work computers and basic technology skills to be able to manipulate the digital storytelling tools.

Common Core State Standards CCSS W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Support literacy development through language: ●      Students will use their language skills as they use both recorded voice-overs and written words to produce their digital storytelling projects and then present them to their class. ●      Students will produce and present their digital storytelling projects. Vocabulary ●      General academic terms: analyze, describe, explain, interpret, retell, revise, draft , brainstorm, ●      Content specific vocabulary : digital storytelling, creativity, storyboarding, presentation Sentence Level ●      Sentence structure, transitions/connectives, complex verb tenses Discourse ●      Text structure, message, conversation, discussion

Learning objectives 1.     SWBAT utilize elements of the writing process  to compose an original narrative text/story. 2.     SWBAT research and produce a collection of images, voice-overs, and music relating to their narratives to create a storyboard that will serve as basis for digital storytelling project 3.     SWABT utilize technology to create a digital storytelling project based on their storyboards 4.     SWBAT present their projects in a clear and comprehensive manner to class

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      Students will be assessed on participation and collaboration with peers throughout planning sessions. ●      Students will be assessed on completion of formal assessment storyboard worksheet and correct application of their work to digital storytelling project. ●      Digital storytelling project production and presentation will be assessed on the following rubric: Digital Storytelling Project Rubric

Instructional procedure ·       Begin session by showing students sample of a storybook on Interactive whiteboard and use Story Kit on board to display one that is teacher-created. Ask students how the images and sound recordings help enhance the actual text of the story. ·       Review writing process of a story which has already been learned in previous lesson and refer to chart on wall listing the writing process: prewriting, drafting, revising, editing, and publishing. ·       Student should compose a narrative using graphic organizer to help construct the story and ensuring all elements of a narrative are included. Students can work in pairs and teacher should walk around to observe and assist when necessary. ·       Have students share writings with partners and peer review their partners work as well. Revising and editing may take more than one lesson . Provide ample time and meet with students in small groups to revise accordingly. ·       Display on Interactive Whiteboard the chart on how to create a great story to help with planning and organize storyboard. Review chart and discuss what students like about their favorite books or movies that caught their attention. ·       Model how to complete storyboard chart on board. Review concept and explain that the storyboard will help take the text they’ve written and transform into material ready to be produced via digital storytelling tools. Hand out Storyboard sheets and have students work on creating their storyboards. Walk around and assist when necessary and observe to ensure students are on the right track. ·       Review the storyboards and make sure students have included where they will put which music, images, and text on which slides for their digital storytelling projects. Explain they will now spend time on iPads and use their storyboards to create their digital story. ·       Make sure to have all the available hardware (microphones, iPads) assembled before beginning. Also make sure to do trial runs with the software before demonstrating the processes to students to minimize the teaching time needed. ·       The next few sessions should be utilized for students to create their digital storytelling projects. Have more teachers in class or volunteers to assist with process so everyone’s needs will be met to the best of teacher’s abilities. Provide positive reinforcement and assist when necessary so students will be motivated to produce great work. ·       After the projects are complete, conclude learning segment by having students present their projects on interactive whiteboard in front of class. Parents can be invited as well to partake in this activity and celebrate students’ success. Accommodations and modifications: ELLs/struggling readers: Visual and technology is used throughout lesson making it interactive with supports. Assistance is provided and when necessary, additional teachers will be in class to help cater to every student. Collaborative learning is instituted as well so students can help each other  produce better work.

Instructional resources and materials  ·       Storyboard Chart ·       Clues to a great story ·       iPads with internet and recording capabilities ·       Digital storytelling software such as Story Kit ·       Interactive Whiteboard ·       Writing utensils ·       Writing Process chart ·       Narrative graphic organizers

Reflection ●      I feel instruction in this lesson supported students learning by providing a lot of visual support such as using graphic organizers for planning and constructing stages and using technology tools and apps to engage students and motivate them to produce exemplary work. There is constant support provided and collaborative learning so students can learn from and help each other. Positive reinforcement is provide as well as research shows when students are made to feel good about themselves and their writing, they will be motivated to further produce greater work.

Dr. Hui-Yin Hsu Spring 2014

Week 12- Assignment #2

Reading all the information assigned to us this week basically established a fact that I’ve already been aware of and believed in. For students to become successful in today's day and age, they have to be taught the skills that will allow them to do so. Being that everything today revolves around the use of technology, it is imperative for students to become proficient with information and communication technology (ICT) that will inevitably be used as they prepare for their future jobs and positions in society. As the article so aptly stated, ”New information and communication technologies also make possible new instructional practices.” With this fact in mind, we cannot rely solely on the traditional practices of old and need to accept the changes to the face of the world of literacy instruction and train and work on professional development in the areas of new literacies and technology integration in the classroom.  

Technological tools I would like to learn more about and would want to integrate in my classroom are tools such as blogging platforms, electronic whiteboards, or tablets. There are tools that play into the concept of digital storytelling, another technology I would like to integrate in my classroom. Digital storytelling tools, such as Storybird.com, provide a great platform for students to express creativity and utilize technology skills as well. There are many educational apps available that also help with targeting specific students and differentiating instruction as students can play individualized games on their own computers or tablets. The concept of collaborative learning via social media has both great pros, as a fun and engaging way or students to learn together, and cons, regarding security and privacy concerns. Edublogs is one example of a collaborative publishing and communications environment that is a bit more locked down than public platforms, like Twitter and Facebook, and therefore may be a bit easier for concerned administrators and parents to accept.  

DIBELS Assessment Report

DIBELS Report

Week 12 - Prezi

http://prezi.com/zw7i-vkitbxu/?utm_campaign=share&utm_medium=copy

WEEK 10- Assignment 5

Candidate’s Name: Gitel Itzkowitz

Grade Level: 5

Title of the lesson: Analyzing Texts: Putting thoughts on Paper

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) The central focus of this fifth grade lesson is for the students to be able to write a informative/explanatory response to a text after analyzing a topic and discussing author’s viewpoint. They should be able to convey ideas and information clearly.  Also, this lesson will have students draw evidence from literary or informational texts to support analysis, reflection, and research.

Knowledge of students to inform teaching: Students needs the requisite skills of grade appropriate levels of Phonemic awareness, phonological awareness, writing skills, and be able to construct a writing a response to a text they can proficiently read and comprehend. Knowledge from previous lessons on the passage on Lewis and Clark is required for this lesson as well.

Common Core State Standards Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").

Support literacy development through language (academic language) ●      language functions: Students will analyze and discuss author’s viewpoint which will help support their written response ●      Class will have collaborative discussions to support the writing and text. Vocabulary ●      General academic terms: analyze, describe, explain, interpret, retell, summarize ●      Content specific vocabulary: viewpoint, writing response, author’s viewpoint Sentence Level ●      Sentence structure, transitions/connectives, complex verb tenses Discourse ●      Text structure, message, conversation, discussion

Learning objectives 1.     Students will be able to support a topic with concrete details and information by analyzing the text and constructing a written response. 2.     Students will be able to draw evidence from the text to support thinking and reflection of the text during collaborative discussions.

Formal and informal assessment: ●      The written responses of the students will be used as the formal assessment for this lesson.  Additionally, observations of responses during small group discussion, which include students’ thoughts and opinions on lesson concepts, will add to the assessment of ELL students.

Instructional procedure: ●      Begin by reviewing previous lesson and concept of ‘viewpoint’. Facilitate group discussion that will provide opportunities for all students to share their opinions on ‘viewpoint’ and what their take on the concept is. ●       Present class assignment and explain they will compose written responses that will demonstrate what they understood of the text on Lewis and Clark. Explain some students will be completing the assignment independently on their own and some will join with teacher to complete assignment. Everyone will be completing the same assignment. Review instructions to ensure understanding of what is expected of the students regarding the task.   ●      Gather the ELL students into small group and have the rest of the students begin task as well. ●      While working with group, initiate group discussion on what was just discussed previously during the whole class discussion regarding author’s viewpoint as a review. List ideas on chart as visual aid that will help organize information. ●      After reinforcing concept, collaborate with students to begin assignment, starting with first sentence. Provide time to complete task and support where and when necessary. ●      Collect the completed tasks from students and discuss/review the work as well to ensure overall comprehension of lesson and task. Accommodations and modifications: ELLs/struggling readers: Small-group discussions and more opportunities for oral expression and support during actually writing when necessary.

Instructional resources and materials used to engage students in learning. ·       Sentence strips to guide discussion on author’s viewpoint on Lewis and Clark passage. ·       Whiteboard, markers, chart paper ·       Writing assignments sheets/journals

Reflection I feel the instruction supported overall learning for the class, especially as it was differentiated according to students literacy levels and abilities. ELL students were given support by completing the assignment with the teacher via a small-group discussion. There is a balanced approach of both whole class instruction and individualized independent instruction. Engaging students in discussion will help them be able to develop their writing as when students speak their thoughts and ideas it is easier to form the writing.  Even more time devoted to discussion and development of ides would’ve been beneficial for students to be able to analyze and speak so writing response to text  could be even more developed and thought out.

Dr. Hui-Yin Hsu Spring 2014