Inquiry 2.
Part A
1.
Describe your target area for guided
lead teaching.
Story Characterization (Venn Diagrams/Organizers)
Story Characterization (Venn Diagrams/Organizers)
2.
Approximately how much time per day
is allotted for your instruction in this area?
25-30 mins
25-30 mins
3.
Which Common Core State Standard(s)
will you work toward?
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story,
using key details.
CCSS.ELA-Literacy.RI.2.9 Compare and contrast the most important points presented by
two texts on the same topic.
4.
How will teaching in this target
area provide opportunities for students to learn important
content
and/or skills that relate to their lives? In what ways does this learning include learning literacy,
learning about literacy, and/or learning through literacy?
The students will learn of the most important parts of a story (characters, settings, and main events) as well as sequencing.
They will learn to compare and contrast stories that have similar ideas or themes. Students will also write their story mirroring a story that is a favorite of their own but with some differences.
and/or skills that relate to their lives? In what ways does this learning include learning literacy,
learning about literacy, and/or learning through literacy?
The students will learn of the most important parts of a story (characters, settings, and main events) as well as sequencing.
They will learn to compare and contrast stories that have similar ideas or themes. Students will also write their story mirroring a story that is a favorite of their own but with some differences.
5.
What types of classroom talk take
place within this target area? To what extent is the talk
teacher-led, student-led, or focused on higher-level thinking? What norms for interaction would you like to build within your classroom as you teach in this target area (e.g., see ideas in Chapter 6 of Strategies that Work, the Berne & Clark 2008 article, or draw from some of the readings done in TE 402 on classroom talk)?
In this target area, each session includes a teacher led reading. This is followed by a class discussion of character, setting, and plot. Further in the unit the discussions will be about story comparisons but first we will be identifying the things we will later compare. During the sessions, modeling of new concepts such as graphic organizers and Venn diagrams will be introduced.
teacher-led, student-led, or focused on higher-level thinking? What norms for interaction would you like to build within your classroom as you teach in this target area (e.g., see ideas in Chapter 6 of Strategies that Work, the Berne & Clark 2008 article, or draw from some of the readings done in TE 402 on classroom talk)?
In this target area, each session includes a teacher led reading. This is followed by a class discussion of character, setting, and plot. Further in the unit the discussions will be about story comparisons but first we will be identifying the things we will later compare. During the sessions, modeling of new concepts such as graphic organizers and Venn diagrams will be introduced.
6.
Which ‘core practice’ do you want to
work on developing/improving as you teach in this target area (refer to
document “Resources for Developing Core Practices”)? How will focusing on this
core practice contribute to your own professional learning?
The core practice I want
to work on improving is assessing.
7.
What resources within the community,
neighborhood, school district, school or classroom do you have to work with in
this target area?
We have a library full of books with similar themes and concepts. There are also literacy games on the school computers where students have to identify key points in a story.
We have a library full of books with similar themes and concepts. There are also literacy games on the school computers where students have to identify key points in a story.
8.
What additional resources do you need to
obtain?
I will need to retrieve some text with similar themes, principles, characters and/or settings. As well as some text where students can easily select the plot, sequence of events, characters, and settings; therefore allowing them to easily grasp the concepts.
I will need to retrieve some text with similar themes, principles, characters and/or settings. As well as some text where students can easily select the plot, sequence of events, characters, and settings; therefore allowing them to easily grasp the concepts.
9.
How will you pre-assess your students in
your target area?
I will assess the students through to write a story and include setting, characters, and a main event in which they will identify.
I will assess the students through to write a story and include setting, characters, and a main event in which they will identify.
10. What
else will you need to find out about all students in your class to help you
develop lesson
plans for your Guided Lead Teaching?
Reading and comprehension levels would be great to know so I can provide particular students with particular reading materials.
plans for your Guided Lead Teaching?
Reading and comprehension levels would be great to know so I can provide particular students with particular reading materials.
11. What else do you need/want to learn about
the ‘core practice’ to support your planning and
teaching?
What other ways are there to assess comprehension of a story’s components besides pulling writing samples.
teaching?
What other ways are there to assess comprehension of a story’s components besides pulling writing samples.
12. What concerns, if any, do you have about
planning and teaching your unit?
None so far.
None so far.
Andrew,
ReplyDeleteI think you are off to a great start! I really like your idea of using Venn diagrams and other organizers for talking about parts of the story. I think it may be helpful for you do do personal interviews or a questionnaire to see if they have had any experience with organizers at all. It might be helpful for you create a mini less about organizers and their purpose if your students have not had any past experience.
Also how many parts of a story on you going to focus on during one session? A Venn diagram is two for comparing two things but can confuse students and get messy if you are looking at more than two elements, you may want to change the type of organizers you are going to use or focus on two main elements at a time if you want to use a Venn diagram.
As you read the story with your students you may want to planning on using sticky notes (idea from Strategies That Work) and have students point out elements of the story and mark them as a class or give each child sticky notes (or a worksheet) and have them fill out the elements of the story as you read to them. I think this will help them to develop discussion after the story. Plus if you give each child a worksheet to fill out as you read the story it could be used as a means of assessment.