Literacy Program Analysis

Alba C. OrtegaLIT5203

Strengthening LiteracySaturday, May 02, 2015

At my school, a strategy is not in place to

response early assessment requests formerly

the procedure of teaching reading initiates in the

classroom. Such assessment inquiries

involve: Why are we assessing? What are we

assessing? How are we assessing? How

satisfactory have we assessed? 

In its place of being used as a procedure for

assessing and refining my school’s literacy

program quality, assessment becomes

somewhat educators or administrators are

needed to do in order to please superficially

resolute requirements.

When this condition happens, we, the teachers,

have no possession of the assessment strategy

or the produced data. The consequence is that

frequently no one appears to know why the

evaluation data was collected or how it can be

manipulated to adjust teaching.

At my school certain administrators and teachers casually respect

program observing because they distrust data. Some of them have

been smarted by data collected by somebody else. Numerous are

mixed up by the terminology of the surveyor. Others are hopeless

because past outcomes frequently seem questionable. However

others enforce that because educating reading is more an art than a

science, it cannot be systematically calculated.

Finally, at my school, certain parents and teachers consider

that regulated tests are the highest acceptable interpretation

of the importance of a literacy program and the main thing in

determining students' reading performance. They may not

take into consideration another measurement data to be

valued to accumulate and assess throughout the examining

procedure.

The steps I would take to monitor the literacy program in my school are

the following: Take action to recover student accomplishment. Through

this step, we, the teachers, will apply what we have learned and develop

an action plan. The evidence specified through data investigation and the

evidence gathered for the information center can help us, the teachers, to

focus cooperative accomplishment on the selections most expected to

produce positive welfares for learners.

Strategies

How Can I apply what I have learned in the research

to resolve the literacy need at my school?

I feel the following strategies would work in my school. The literacy

board and classroom educators could take the subsequent steps to

observe and assess the school's literacy program.

My Suggestions to the Literacy Group:

• Work with teachers to fabricate evidence assistance about

literacy by reviewing current enquiry, best scheme, and

examples of schools with excellent literacy curriculums.

• Work with educators to recognize influences in the school that

influence learner accomplishment in education to read.

• Controlling an essentials evaluation to recognize parts of

potency and worry in the literacy curriculum.

• Work with educators to express emphasis queries to influence

the supervising procedure.

• Examine school registers, lead evaluations and conferences, or

hold a group conference on learners' literacy accomplishment.

Gather data to respond recognized inquiries.

Establish timelines citation actions to be engaged through data

compilation, and designate parts to make certain the right

evidence is accumulated in a suitable approach.

Work with educators to improve supervising methods for the

classrooms.

Deliver reassurance and evidence to aid educators supervising

events.

Aid educators examine and review data. Consolidate measurable

data into plain occurrence charts or diagrams with evidence

organized by, grade level, class or school; generate graphs by

basically considering examples, results, and pieces. Classify

qualitative data in a strong, simply read organization. Exhibit the

results to school staff.

Work with educators to improve an accomplishment proposal for

executing new literacy approaches in the schoolroom.

My Suggestion to Educators:

To practice many methods of learner evaluation, such

as portfolios, subjective records (The teacher observes and then records

a child's actions and work throughout the day while the activities are

occurring. The recording is informal and typically is based on notes or a

checklist with space for writing comments. It is done only when

appropriate and is not forced; in fact, there may be days between entries,

and presentation assessment (This type of assessment, students are

asked to perform a complex performance task or to create a product.

They are assessed on both the process and the end result of their work).

My Conclusions about Assessment

I believe that contributing in significant and focused literacy doings on

a consistent foundation we, the teachers, can create positive results

on the whole assessment structure. Also, I consider that casual

supervising of learner achievement on detailed performing

assignments can provide data on student literacy achievement.

Teachers can use their supervising structure of learner involvement in

the literacy center. In adjunct, I believe that teacher reflection of

center performances can deliver important evidence about learner

individuality and supportive abilities.

Literacy Lesson Plan with

Evidence Based Strategies

Monday, April 27, 2015

Grade 2

Reading

Alba C Ortega

Literacy Need: Readers need to interpret the lesson by asking

themselves, “What is the author trying to teach me?” or “What lesson did the

character learn?” or “How and why did the character change?” 

Lesson Title: Identifying the Theme of a story

Overview: Reading understanding evaluation is presently a theme

of discussion and some apprehension (Paris & Stahl, 2005).

Recognizing the theme of a story is a difficult order skill and

involves the reader to make an interpretation. Subsequently,

some students have a problematic time recognizing themes.

Because this skill is often assessed on state reading tests, it is

important that your students recognize themes with logical

consistency. I find that correctly teaching students how to recognize

themes goes a long way in the direction of meeting this goal.

Standards:

RL.2.1   Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key details

in a text.

Objectives/Learning Outcomes:

In this lesson students will increase a fundamental comprehension

of two of the characters. They must come away comprehending

that Jack and his mother are poor, can no longer trust on their cow

for food, and that Jack is ready to aid his mother with their

difficulties. Students will need to be able to find key elements in

the text and generate a drawing with descriptions based on those

details. This lesson will deliver a basis for the students to later

understand the motive behind Jack’s determination in defeating

the experiments hi faces in the story.

Special Materials:

• Copies of the anchor text “Jack and the Beanstalk” for each student.

2014-12-09.16-00-42-20140919_1604_jackandthe_jackandthebeanstalk_pdf.pdf

Copies of the student notes sheet for each student.

Name: _________________ Date: ___________  Student notes for: Jack and the Beanstalk Day: 1 1. Who are the characters in the story?   2. What problem do Jack and his mother have at the beginning of the story?  3. The author says that Jack’s mother is “wringing her hands.” What does this mean?  4. How does Jack try to help his mother?

Name: _____________________________Date: ___________

 

Focus question: Using evidence from the text, how can you

describe Jack and his mother at the beginning of the story using

pictures and words?

 Procedures:

Give students pencils to make notes about the text as they look for

words they are uncertain of during the first read, and when they

look for details about Jack and his mother later in the lesson.

• Give to each student the “Student notes Sheet”. It will provide

students with the text dependent questions related with this

lesson.

• During class, students can use this sheet to record their

responses to the focus question.

• Following class, collect student notes to use as a formative

assessment.

• Explain to students that they will be concentrating on Jack and

the Beanstalk for the week. Tell them that it is a fairy tale, and

that fairy tales have been retold for hundreds of years. This

means that this adaptation may be different than the one they

must have heard before.

• Give students time to read and look at the story on their own,

circling words they are not familiar with.

• Confer for a moment what the students observed about the story.

Were the differences between this one and the one they were

familiar with? What words were unfamiliar?

Presentation:

• Reread the story aloud, stopping momentarily to talk over any

vocabulary words that fall in the first quadrant that weren’t

conferred earlier.

• Identify the characters in the story. Once students are able to

identify the characters, they will be able to additional discover the

individualities of those characters in following questions and

tasks.

Answer: The characters in the story are: Jack, Jack’s mother, a

man with the beans, a giant, and a giant’s wife.

Assessment:

Look for students: properly recognize all of the characters in the

story, and make sure that students go back into the story to find all

of the characters.

Guiding questions and prompts: 1) what are characters? 2) Who

are the people in the story?

Notes: Remind students about what a character is.

In order to check if the students built a consideration of the family’s

poverty they should be able to explain Jack’s motivation to

overcome later challenges.

Look for student’s answers:

Jack and his mother are poor. Jack’s father has died, leaving his

mother a widow. Both of them count on the cow to offer milk that they

can exchange for food. In spite of the cow has stopped providing milk.

They should recognize that the family is poor, count on the cow for

food, and that the cow has stopped providing milk.

Students should give details to confirm their answers.

The following are questions and prompts to help students to reflect

and to show that they have understood the text main parts.

1. Who lives with Jack?

2. Can you define widow?

3. What happened to Jack’s father?

4. How do Jack and his mom depend on the cow?

5. What does the cow give to the family?

Notes the teacher should add to her/his lesson:

The word “widow” is not described in the story, and the teacher will

need to support an additional comprehension of what has happened

to Jack’s father.

The teacher will need to build some background around exchanging

in order for students to comprehend how Jack and his mother use

the cow’s milk to exchange for food.

To eliminate the possibility of readers' relying on picture clues rather than their

understanding of the text, Silvaroli and Wheelock (2004) and Burns and Roe (2007)

exclude illustrations entirely. 

Learners may have some difficulty in making conclusions that because the cow has

stopped supplying milk, Jack and his mother will have nothing to eat. Teacher will take

into account enabling discussion around this after the students have a comprehension

of what jack and his mother use the cow for.

The purpose of the following question, (Why is Jack’s mom squeezing her hands?) is to

help my students understand that Jack’s mom is concerned. This will help to explain

Jack’s later behaviors. Students should answer that when people squeeze their hands

they are regularly concerned about something. Jack’s mom is concerned about the cow

not providing milk.

What teacher should expect from students:

Going back into story for information

Linking “ squeezing” to previous information about worrying

Supposing why Jack’s mom is squeezing her hands

Directing questions and prompts:

Show me what you understand “squeezing your hands” look like.

Have you ever seen anyone squeezing their hands? How were they

feeling at the time?

Why should Jack’s mom be worried?

Teacher’s Notes:

Even though there is some circumstance to provision the word

“wringing” the teacher need to deliver additional information about

what it is by demonstrating or explaining.

Reason:

The goal of this query is for students to advance understanding into

Jack's character and a better grasp of his incentive for later tests.

Students will need to look for particulars in the text in order to

answer this question.  

Response:

Jack proposes to trade the cow at the marketplace.

Teacher makes sure students go back into the text for more

information.

Controlling inquiries and prompts:

What did Jack say he would do after his mother was wringing her

hands?

Teacher’s Notes:

This question is a basic one but very important to call attention to

how eager Jack is to aid his mom.

Reason:

This query is designed to argument the learners in the text preliminary with a basic

perception of the two characters. Learners need to have a sense of the scarceness

they are confronting, and that Jack is prepared to aid his mom. This will shape to an

identification of why he needs to defeat the test of poverty and what pushes him to

continue when confronting those tests.

Response:

Drawings and subtitles would determine that Jack and his mom are deprived. This

might be demonstrated in numerous ways like little house, unkempt clothing, etc.)

Jack’s mother is a widow, and they both rely on the cow as a font of milk to trade for

food. The cow discontinues delivering milk, and Jack’s mother wrings her hands,

demonstrating her concern. Jack is enthusiastic to bring the cow to the marketplace

to trade it to aid his mom.

Teacher will expect the following responses that will include many facts associated with

the story:

Drafts that contain Jack, his mom, and other associate facts such as a home, a cow,

etc.

Subtitles like widow, deprived, concerned, or supports his mother for the individuals.

Controlling queries and persuades:

Imagine Jack’s appearance. Say to your classmate what you realize. ( Replicate the

same question with Jack’s mother)

In what way might you demonstrate that jack and his mother are deprived in a picture?

Besides that what could you supplement to a draft to define Jack and his mom?

Extra Proceedings:

The teacher might need to assist the learners over

subtitles. Teacher can demonstrate models from

additional story and suggest some opinions to the

entire group.

Presentation

Teacher’s Proceedings: Educator will use the subsequent queries

as an involvement implement for learners who make a great effort

to response the emphasis inquiry.  The inquiries use a

metacognitive method to demonstrate the aimed reading

understanding proficiencies.

Applying assistance from text, how can you define Jack and his

mom at the launch of the text using images and writings?

In this session you will study how to show a supportive of important

facts about characters by reading and imagining.

Let’s Review:

Fairy Tale

Characters are the people and animals in a story.

Key Details:

The boy had bright brown eyes.

The house was green.

Reread the part of the passage when the characters are first introduced and

underline details about the characters.

Ask yourself, “What do these details tell me about these characters?”

A poor widow with a son Jack and his mother take care of themselves.

The milk from the cow Not much money to live on

What shall we do? Wringing hands Jack’s mother is worried and doesn’t

know what to do

All right mother we will sell cow Jack tries to make his mother feel better

and help her sell the cow

Make a picture in your mind to represent what each character

should look like and make a sketch.

Think, what other details are important to know about

these characters and add to your picture and write captions.

Mom is worried. She is a widow.

Jack tries to be helpful. Jack has an idea.

Think, what other details are important to know about

these characters? Add to your picture and add captions.

Using evidence from the text, how can you describe Jack and his mother at

the beginning of the story using pictures and words?

Reread the part of the story where the characters are first introduced

and underline the details about the characters.

Ask yourself, “What do these details tell me about these characters?

Make a picture in your mind to represent what each character should

look like and make a sketch.

Think, “What other details are important to know about these

characters? Add to your picture and write captions.

In this lesson you have learned how to demonstrate an understanding of key

details about characters by rereading and visualizing.

Closure/Teacher Reflection:

• Throughout this type of lesson, teacher will emphasis on illustrating

deductions inside and through textbooks, making associations between

texts, and replying to text by assessing its plan and its main mechanisms.

• Mihalyi Csikszentmihalyi (1990) ties readiness to the demands of the

challenge that confronts the learner: "Playing tennis, for instance, is not

enjoyable if two opponents are mismatched. By watching each student

operating in the small group, the teacher can transmit or reteach singular

learners or a small group if learners are having trouble with picture their

suppositions.

As the teacher walks between the groups, she/he may use a list of

student names to register subjective summaries and data

concerning learners’ contribution, information of getting deductions,

and use of reading approaches.

By watching each learner working in the small groups, the teacher

may convey or reteach singular learner or a small group if they are

encountering complication detecting literary components or with

encountering citations from the story as indication of the

components.

By detecting each student working in the small groups, the teacher

can readdress singular learners or a small group if they are

encountering trouble recognizing literary fundamentals or with

encountering citations from the story as indication of the

components.

Gathering the diagrams for the continuing activity will suggest the

occasion to measure each learner’s requirements.

Teacher can use the following checklist to assess her/his students’ comprehension:

Student deducts centered on story support.

Student mentions suitable citations from the story as indication to backing suppositions.

Student reveals the aptitude to associate important literacy features like location,

personalities, struggle, and decision topic amongst two or more texts.

Learning to create, assess, and manage evidence in new means is the key to training

learners for the world beyond of school. I believe we can no longer consent literacy

advance to language arts teachers. Each teacher need understand to example their

intellectual procedures and “make the unseen noticeable” to students. With the

narrowing of the higher-order intellectual sequence, the literacy merge will be absolute.

Lesson, Part 2Writing About Reading

• Supported Writing Lesson: Teacher directs a prompt that

endorses profounder comprehension about the former day’s

directed reading text. Each student forms an oral response

before writing and the teacher provides aid as needed.

• The students will reread Jack and the Beanstalk while the

teacher does a running record.

• Students will compose sentences about the stories. Rewrite a

new ending?

Reference:

Burns, P.C., & Roe, B.D. (2007). Informal reading inventory (7th ed.).

Boston: Houghton Mifflin

Csikszentmihalyi, Mihaly (1990). Flow: The Psychology of

Optimal Experience.New York, NY: Harper and Row.

Paris, S.G., & Stahl, S. (2005). Children’s reading comprehension and

assessment. Mahwah, NJ: Lawrence Erlbaum Associates.

Silvaroli, N.J., & Wheelock, W.H. (2004). Classroom reading

inventory (10th ed.). New York: McGraw-Hill.

A survey inviting colleagues to provide input on lesson plan

presentation

1. Do you think I have too few, enough, or too many assessment

activities?

2. What went well? Why?

3. What needs work? What do you think I should do to improve the

lesson?

4. What special considerations are there, and how should I handle them?

5. Please give your praise, additional comments, thoughts, suggestions,

questions.