PRE-PLANNING
UNIT
o Directed Reading-Thinking Activity
TEKS o III.D.1- Child retells or re‐enacts a story after it is read aloud.* o III.D.3- Child asks and answers appropriate questions about the book.*
*Revised Texas Prekindergarten Guidelines, 2008
MATERIALS o Squirrel’s Busy Day by Lucy Barnard o Drawing Paper o Crayons o Pencils o Highlighter
LEARNING OBJECTIVE o TLW make predictions based on picture clues, context clues, and prior knowledge. o TLW comprehend what he/she is reading through pictures, predictions, and discussions. o TLW revise predictions as the story continues.
LANGUAGE OBJECTIVE o C.1.A- Use prior knowledge and experiences to understand meanings in English. o C.4.G- demonstrate comprehension of increasingly complex
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The teacher will assess whether the student understood and adhered to the moral of the story in their sentences. If the students did not understand or adhere to the moral of the story when creating their sentences, the teacher will provide feedback and help steer students onto the right track.
The summative assessment will begin with students in the classroom discussing in pairs what their predictions were throughout the book and which predictions were true. The teacher will walk around the classroom and listen to what students tell their partner about their predictions throughout Squirrel’s Busy Day. Students will then share to the class what their partner predicted. The teacher will ‘grade’ students based on their performance, participation, and ability to recall their predictions and distinguish what happened from what did not happen. MODIFICATIONS
(CRITERION LEVEL)
Bilingual Students: Bilingual students should be paired with children more fluent in English so that they can hear intonation and have a chance to interact and expand their vocabularies with a more advanced speaker. Children are more comfortable expressing themselves to one another as opposed to the teacher, so this would be a good modification to
“Should all students be bilingual.” NEA Today 20.8 (2008): MasterFILE Premier. EBSCO. Web. 18 Feb. 2011.
Summative Assessment- The summative assessment will be the paper due on day six. The paper will be worth fifty points and a rubric can be found in the materials and resource section.
She reviews the history of summative assessment in the United States starting in the late 1800s. She explains that there are two basic forms of summative assessment 1) “Teacher judgment in the form of grading classroom summative assessments and assigning report card grades” and 2) “External testing for scientific, program, and institutional evaluation purposes”. She reviews the history of teacher judgment and explains that there is a lack validity and reliability of these judgements which is why the use of standardized testing has been preferred in the United
Bilingual education allows for an emotionally safe transition. This program lets children communicate in their native tongue, while being exposed to a new language. It's hard enough to be "the new kid" in school. It is easy to imagine the difficulty children have not being able to communicate with anyone and not understanding what is going on around them. Many argue that children will use the bilingual classroom as a crutch and will never learn English because of it. In actuality, it has been proven that children learn English faster if they are taught in their native language first. The goal of bilingual education is for students to learn while not falling behind. Without bilingual education programs, children come i...
Increased or early exposure to courses that a student may not take normally at a specific level is an excellent tool for learning when they are paired with an upper level student. There are excellent benefits to all the participating parties being that the upper level students gain extra knowledge and expertise in the subject which they are assisting their lower level partners with by immediately applying the knowledge they just learned in class. The same is to be said in a primary school where students spend most of the day together if they are in a split classroom. Students in the class will be able to assist others in their strong subjects and be helped in their weak subjects. By giving the students the ability to teach and be exposed to advanced material, the education system could be made stronger for the future.
A smooth transition into society is a necessity that only a few institutions like bilingual education can offer. Every year, hundred thousands of students enter the United States from all over the globe: in the 2008/09 school year, over 672,000 international students came to this country. While many are here to pursue higher studies in college, a great number of international students enroll in primary education. It is during these elementary educational years that developing speaking and social skills are vital. Language barriers present a hindrance in doing this effectively. Hence, public schools have instituted bilingual programs like ESL...
...lso be helpful as the teachers can be able to choose individuals with whom they are of the same personality types thus leading to compatibility that is necessary for them to work together.
When we asked these teachers whether they supported or were against the bilingual education system, they each shouted their answer as if it were instinctive. Although they had different reasons why, each and every one of the teachers said they supported the system without a doubt. We were given a multitude of reasons why bilingual education is advantageous. Ms. Velez stated that she supports bilingual education because, first and foremost, she is a product of it, and second because she believes the program allows the children to earn credit and learn the language at the same time. She said that if the non-English speaking child were immersed in the English mainstream classes they will fail, and as a result the already high drop out rate of Latinos would increase. Ms. Harrison felt that the bilingual education program would be even stronger and more effective if it served more of the ethnic groups in Hartford. The Vietnamese, Lao, and Albanian students are often put in transitional classes because there are not enough in that particular ethnic group to create a bilingual class that will help them to learn English, while maintaining their primary language. Presently, the state requires twenty students who need assistance in the same language to hire a teacher to create a class for them. She also stated that the students in bilingual education classes have just as many difficulties in academics as do the students in mainstream education, and that the bilingual education program is often used as a scapegoat for those students not achieving.
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
Each student will take a quiz, asking them two questions on the lesson. This will assess whether the objectives were accomplished.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
“Teachers help students use assessment as a window into their own growth and identify as learners so, they develop the power and agency necessary to take charge of their learning (Tomlinson, 2010). Summative assessments are a mirror to student thinking. Summative assessments help teachers and students see a trajectory of their learning. Teachers can use them to identify which students are ready for other tasks; and which students need more time to develop specific concepts. The assessment that we administered asked students to answer a series of questions using information from a graph. It also prompted them to create a graph using the results of survey for our field trip. This assessment combined constructed response questions with a meaningful task. “The paper and pencil multiple choice test is not the only way to assess learning. It is a limited way to gain insight into what some students know and are able to do”(Berliner, 2010, p.113).
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Schools are set up to promote this bilingual language learning. Teachers are persuaded to use cooperative learning, hands-on material and visual and graphic displays to teach the content material. The schools are required to have classroom materials in both languages, and school wide materials such as library resources and computer software in both languages. They ask for support from families and the community. They make serious efforts to ensure that both languages and cultures are thought of equally, and the families are included in the school decisions.