Week 6 - Assignment #3

Candidate’s Name:Kelsey

Grade Level: 1st Grade

Title of the lesson: Black Cat, Tan Cat

Length of the lesson: 2 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions:  -what do you want your students to learn? To read with clarity -what are the important understandings and core concepts you want students to develop --- -within the learning segment? How to read at a more steady pace

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know? How to pronounce words more clearly What can they do? Read more efficiently What are they learning to do? Become better readers What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Enough to determine either why they are able to keep up or why they are falling behind

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use       The students reading speed level is average A key learning task would be for the student to comprehend what he or she is reading To properly sound out what you can not understand when it comes to reading out the words

Learning objectives 1. It allows the student to see where they went wrong and correct their mistakes   2. Be patient with the student as they will make mistakes from time to time 3. Will keep track of their progress

Formal and informal assessment (including type[s] of assessment and what is being assessed) -It allows the student to see where they went wrong and correct their mistakes

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Having the students read the passage at their own pace Correct any mistakes the student may make along the way Ask the student what the reading passage was all about to make sure they have a good sense of reading comprehension

Instructional resources and materials used to engage students in learning. http://www.superteacherworksheets.com/pinterest/images/black-cat-tan-cat.jpg

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? No, it was only done for one person What changes would you make to support better student learning of the central focus? Include the entire class on the reading exercise instead of just one student Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.