My Reflections

My Reflections Prezi https://prezi.com/view/0SsWBYByCp26jKOJSDyx/

Week 11 assignment #2

I chose - K-W-L Charts 

I think KWL charts are an excellent tool and strategy when beginning a unit. It is priceless feedback to the teacher about what the students already know, and what interests them.
To employ in the classroom, hand out a KWL chart


Have the students fill out K and W.
After the unit, they can fill in  L


Scholarly article - "Revisiting the K-W-:: What we Knew; What we Wanted to Know; What we Learned"  (Anne Crout Shelly, Becky Bridwell, Linda Hyder,Nina Ledford, Paula Patterson) Published Jan/Feb 1997


KWL Lesson Plan

Thematic Unit

View my thematic unit on Google Docs: https://docs.google.com/document/d/1Qw0XfAzlcnqu35CVEs_5gF2VUyp-DH4LBXb5z-rhMWg/edit?usp=sharing

ELL Case Study - Keystone

ELL Case Study:  https://docs.google.com/document/d/1zIIx6xkH-aYML80Mhlik1u38FGCLnjnU0FGYKWx5zKE/edit?usp=sharing

SOLOM 1  https://www.dropbox.com/s/m03weerzmq97xib/SOLOM_1.doc?dl=0
SOLOM 2 https://www.dropbox.com/s/5fzm1c5o0bv4gg1/SOLOM_2.doc?dl=0

Eitan's Book https://www.dropbox.com/s/agantitgz1eomea/eitan_eitan_what_do_u_c.pdf?dl=0

Week 10 Assignment #2

My Screencast on teaching ELLs

Week 9 Assignment#3

Lesson Plan (https://docs.google.com/document/d/1gRxpObv1TFhQ8sG-FvOARCOeG7-9rW6EZDnlzNx1ZZo/edit?usp=sharing)

Running Record - Keystone

*Link to the Text: https://docs.google.com/document/d/1BAqj_zDto-3vaJsroU-bBGhvYCZihypnGHTeQK_nHTE/edit?usp=sharing

*Mini - Lesson Plan: https://docs.google.com/document/d/1D17qGCYiAKGmv2fSQcMOHldIwFFerwWJIu-2wKFUThY/edit?usp=sharing

Running Record:

Retell Scoring Form

(JG - asked me not to use his real name, he saw me writing notes, and was so cute, he started asking me what I was doing and why, since I am not his teacher and he was not accustomed to these types of assessments, so I am honoring that request)

After concluding the running record with JG I determine that his accuracy rate was 91% on his instructional level. An accuracy rate of 91% indicates that he was just about at his instructional level. Most of J's errors were related to meaning and his self corrections were often visual. He just gave up on the words alley, backyard and chickens ( I was a little surprised he missed chickens, being that it was in the title, however maybe he was not paying so much attention to the title). He did attempt Tucson, especially given the phonetic sound in parentheses, but got very confused. He did have good comprehension and answered questions about details and made predictions about what might happen as the chicks got older. He had background knowledge about how chickens hatch and how they need to stay warm and eat to live his error rates was 1:13 and self correction rate was 1:5 The book was on his instructional level, although it bordered on challenging.

Were I his teacher I would note that he is able to get the basic message of the text and content. He uses meaning cues and visual cues and tries not to let errors stop him. He was interested in the story, but doesn't want to “waste time” with accuracy.

I would use this to evaluate his level and group him with students with similar needs. He needs to look more closely at words. I would do it often enough to monitor his progress.

My Reflections Document on Google Docs