Week4Assgn_Brown_D

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Feb 20, 2024

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1 Week 4 Assignment Devona Brown Master of Science in Education, Walden University READ 6705J-2: Reading and Literacy Today Dr. Cathy Gibbons November 26, 2023

2 Week 4 Assignment The purpose of this paper is to design an engaging literacy instructional plan that includes North Carolina Department of Public Instructions – Cumberland County Schools Content Standards. The lesson was taught in my fifth-grade classroom of thirteen students. As a whole group an ELA lesson genre poetry “Blue Ribbon Dreams” was taught using a creative PowerPoint put together collaboratively by my fifth-grade team and me. The Seven Pillars of Effective Reading Instructions are evident in this lesson. Such as teacher knowledge, motivation and engagement and assessment. Categorical data was collected from observation of group activity and using a rubric for independent practice. Samples of assessment were taken from a proficient student (on-level), progressing student (below grade-level) and an IEP student. Part I – MSED Instructional Plan According to the International Reading Association, “Comprehension instructions should include opportunities for students to read text with an intensive focus on meaning, and with lively and critical discussions of ideas in the text. DPI standards align with this and CCS standards RI.5.4, RL.5.2, RL.5.4, RL.5.5, L.5.5 and W.5 standards outlines the content that students will determine theme of a poem, identify figurative language, use text evidence to explain poetic features, determine meaning of words and phrases and compose a poem using experiences, and background knowledge. The Depth of Knowledge of the assessment questions are easy 1 and 2, medium 2. The objectives are written in measurable terms and Bloom’s Taxonomy levels of Understanding, Applying and Creating are evident throughout the lesson. Discovery learning allowed students to connect real world contexts to the lesson. Students worked in groups to discover ways poetry relates to real life and the effects it may have on people. Students make connections by discovering that the power of words can be used in

3 everyday life to express or communicate one’s feelings. According to Osborn, “Poetry is so important because it helps us understand and appreciate the world around us.” In this lesson students recognize that their experiences and perceptions have value, and they can share with others this experience by writing a poem. Poems are creative way to get a theme or message across. Before executing the lesson my fifth-grade team and I during PLCs collaborated on how we would teach Unit 3 Week 5 Lesson – Genre Poetry, CCS aligned standard RL.5.2. To deliver the content we created a beautiful PowerPoint presentation that entailed theme, and poetic elements. We also decided to use Wonders Comprehension worksheet page B2 for independent practice. In addition, we discussed a list of poetic elements the lesson will focus on and created a rubric for each to easily collect data on our student’s performance on the assessment. Part II When we write we read and when we read, we compose meaning (Anderson, 2011) this lesson incorporated both reading and writing aspects. The introduction of this lesson entailed writing on the whiteboard words and phrases from the unread poem. Students were instructed to locate the words or phrases by highlighting and using their Chromebook to research the meaning of each. This timed activity was set for 5 minutes. When the time is up students discussed with a shoulder buddy their findings. Next, I modeled reading the poem “Blue Ribbon Dreams” with fluency and expression. Each student was given a copy of the poem, and I used my pointer to help students follow along. Students actively engaged in the reading of the poem and excitedly changing their tone as they read. Then, students were grouped together with their graphic organizer and rough paper to collaborate on a theme they will come up with together and write a fun two stanza poem. This activity will help motivate students that are not good readers or

4 writers. They will have an opportunity to hear their peers’ thinking and the way the poem should be constructed. At the end of this timed activity each group exchanged their poem with another group. They were to read it and determine the theme. Moreover, they were to write at the back of the group’s poem one positive feedback. Finally, students were instructed to complete the independent practice worksheet B2. They were to reread the poem and notice features of poetry. Use text evidence to answer comprehension questions. The assignment was modified for my IEPs, Els, and 504 students. Strategies I used for this group of students were to allow them to talk about what they wanted to write with me at the small group table and together we wrote notes on the organizer to help them with their thinking. I also provided a list of words they can use in their writing along with sentence starters. The objectives were met as is evident in the assessment. Students were able to state the theme of a poem. They showed understanding of poetic elements such as repetition and rhyme. The three students’ sample work attached to this lesson shows the following observation: On- level students were able to use comprehension strategies and go back to the text for evidence to answer the questions on the assessment. Whereas the other student progressing (below grade- level) appears to have a difficult time locating lines in the poem to answer specific questions. However, the student still demonstrates a strong knowledge of poetic elements. The IEP student completed number 2 only which was finding an example of repetition in the poem. What idea does it help emphasize? This question has more than one instruction to it and not to overwhelm this student I reword the instructions and used the phrase “go back to the poem and look for words or phrases you see appear more than once.” The student was also encouraged to underline or highlight the words that appeared often in the poem. As this is an ongoing standard that we will continue to work with this genre for the remainder of unit 2. Our next step is for the

5 students to have an ample amount of time to practice writing to express themselves through poetry. While instruction should be informed by assessment, it is important that it not be constrained by it (The National Institute of child Health and Human Development, n.d.). Using categorical data, I was able to mark off poetic element’s students mastered or needed to revisit. The Wonders comprehension assessment is what was used to collect this data. As I worked with the students with special accommodation on this assessment it became time-consuming to sit with them and answer one question from the paper. I could have paired these students with my top students (Peers, more than teachers, inspire us to learn, n.d.) students perform much better academically when the answer is provided by their peers rather than the teachers. In all, to become a better version of yourself, you must embrace feedback and criticism and reflect on your own teaching (Renard, 2019) as I reflect on the effectiveness of this lesson according to the objectives being met, I feel pleased that I explained and provided guided practice for my students. Great teachers have an abundance of tools in their instructional toolbox to ensure that every child is helped to reach his or her full potential when learning to read (Reutzel, 2019). I gave my students a piece of paper with a short poem to read at the end of the lesson and had them select the theme from the list provided. Out of 13 students 10 of them selected the correct theme and the other 3 are my struggling students so I know I need to provide them with more practice of the skill in small groups. I also wrote down points in my teacher journal so when I meet with my colleagues for grade level planning we can discuss and compare how our lesson went and what we can do differently as we continue with Unit 2.

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