Compound Language Worksheet

The teacher was instructed to teach the learner a series of word pairs which would be used to test the learners’ memory. The teacher would then read one

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

After the students, have worked in their groups to come up with words. Students words are place up in front of the room.

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina is in a group for literacy that focuses on letter recognition and sounds, which will help support her in reading and writing. With support, she is able to communicate her ideas by using sentence starters such as I like_____ or I feel_____. Marina is beginning to gain confidence in her writing and often has beginning and ending sounds in her words. She is encouraged to continue to work on sounding out her words by using the strategy of ‘stretchy snake’. She is also encouraged to work on her spacing and organization when writing in her journal. She would benefit from skipping lines and starting at the left side of the page.

Students will demonstrate their knowledge on vocabularies by identifying the new words listed in the text and researching and explaining at least three of them in their own words

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

4. What new skills and vocabulary did I learn while doing this project? How might I use these going forward, either in a class setting or outside of school?

The lesson was to continue exploring the five senses. The class was read aloud the book “The 5 Senses” by Nuria Roca. The objective was for students to understand how each of the five senses work. The teacher reviewed the five senses and briefly reminded students how each sense works. The task of the lesson was for students to answer WH-questions on a worksheet. Instructions were given in small steps, and the activity was broken up into sequence of smaller steps over the week. The worksheet that was provided had visual illustrations and directions were highlighted. Students were to work in small groups, with partial level of support from teachers and paraprofessionals. The standards were CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RL.2.3: describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RF.2.3: know and apply grade-level phonics and word analysis skills in decoding

writing with pictures to help the pupils with understanding the words. Also, they should be

Show student a long word. (For this introduction, the word excellent was used.) Ask the student to read the word. Because this is a first grade lesson, it is probable that the student will have difficulty. Demonstrate for the student how to break the word into syllables. Then, have the student read the syllables individually and then gradually altogether.

For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.

Last fall, I challenged my AP Language and Composition students to complete an original inquiry research project. I used the words “challenge” and “inquiry” because I wanted to inspire them to “own” this project about any topic or problem they chose. To me, “owning” one’s learning means that one makes choices about how to pursue it and complete it independently, and when necessary, revises based on one’s own judgments and data independently collected.

The small group lesson will be modeled for four students, with specific targeted instruction for the two students previously mentioned. Both students are reading at a DRA level of 10 and 12 respectively, which is aligned with the expectation of the beginning of second grade. While fluency appears to be a challenge for both students, comprehension becomes more difficult as texts become more challenging. This lesson

If working in partners, each student will be given an inflectional ending worksheet and the set of regular spelled word cards that are in a Ziploc bad in the binder labeled, “Give me an –ing, -ed, -s!”

Students need to read and discuss the list of newly created words provided by the teacher (selfie, app, couch potato, etc.) deciding what makes these new words so appealing to become new words. The students in Joseph’s group may then choose to use an online source such as fakewordgenerator or their own creativity to develop 3 new words and items for their group.