Assignment 4A - Signature Assignment

1 Assignment 4A – Learning Map Stages One and Two Carina Valadez National University ITL 608: Design and Process of Teaching Dr. Patrick Kahill December 11, 2023

2 Assignment 4A – Learning Map Stages One and Two Objective: In this assignment, you will finish and submit a Learning Map addressing Stages One and Two. To complete this assignment, you will use content from Assignments 1A, 2A, and 2B. Please note that you will need to complete the second part of Stage Two for this assignment. To ensure additional practice, make sure you select a different Whole Class OR 3 Focus Students from your previous ITL courses. Stage One – Planning Your Instruction Identify your Lesson Standard(s) CA Content Standard(s) List the Standard(s) RL1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details ELD Standard List English Learning Development Standard(s) A1-Collaborative- Exchanging information and ideas via oral communication and conversations B5-Interpretive- Listening actively and asking or answering questions about what was heard. Unpacking the Standard Before beginning this section, please navigate to this video that describes how to unpack Common Core Standards. Prior Knowledge What do students have to know coming into your lesson? Think in terms of instructional academic language and vocabulary. 1. Engage in class discussion. 2. Engage in read-aloud 3. Group readings 4. Be able to retell stories. 5. Listen and predict what happens next in a story 6. Answer simple comprehension questions. 7. Know different parts of a story. 8. Able to create a concept map of a story.

4 Goals: Learning Objectives Describe the who, what, where, when, and why. This video can be a helpful resource. Learning Objective Components: Performance Condition Criterion Describe what students will know and be able to do the end of the lesson by using a given strategy. Decide on your instructional strategy. Complete the following steps below to put together your learning objective. Strategy Identify the instructional strategy: Students will show more interest when they are asked to choose 10 words from the reading. Providing categories like, most interesting words or more important words, students will be able to form discussions in groups explaining how these words connect in their daily lives Performance Verb List the verbs using Blooms or DOK:  Articulate  Extending  Commenting  Relating  Collaborating Condition 1.Support with Tools and Resources 2. Environment Describe the circumstances under which the performance takes place: Include: 1. Tools/Resources/Supports (what students will or will not use) 2. Environment (where the performance takes place) Read aloud are used to develop the students background knowledge. It is also used to spark their interest in literature, increase comprehension and critical thinking. Students will be able to explore the text by providing them with visual, auditory, computer skills and hands on tools. Will provide students with maps and will create story boards using the SWABT strategy Criterion Speed or Accuracy How will you measure student learning? Describe what the criterion is: Describe what the criterion is:  Describe characters,  Describe settings  Describe major events in a story, using key details.  Identify the main character  Determine the character's role in the story  Understand the character's actions  Explore the Main Character Relationships  Evaluate their learning by group discussion Write a Learning Objective Students will in (environment) be able to (verb) by using the strategy of _______________, with the support of (tools/resources) with (speed or accuracy) as measured by (how will you record the evidence of student learning). Ex, Students will in small groups, be able to compare wind and solar power by using the strategy of identifying details in the text, by highlighting 5 details of solar power in blue

5 and 5 details of wind power in green, then complete a Venn Diagram of similarities and differences with mastery learning as measured by teacher anecdotal charting. By the end of the lesson the students will be able to identify the characters, determine what role each character plays in the story, Understand the actions of each character, and know what relationship the characters have with one another. This will be done by asking and answering questions to understand the reading. Student Learning Target I can statement: I can ask and answer questions in detail about the story. I can describe the setting, describe character traits and relationships comparing them to real world situations. Social and Emotional Learning Strategies Students will benefit from the learning skills and provide opportunities to analyze emotions together throughout the lesson. Leading discussions and interactions will allow students understand how to value each other’s contribution to their reading and thinking steps. Student Misconceptions Student misconceptions are that reading once is enough. Devices are to improve reading speed and skimming through pages to describe characters, setting and events. Explore reading precisely by asking and answering questions in detail about the story. Explore the setting and describe the characters traits and their relationships. Compare their thoughts to real world situations. Stage Two - Instructional Approach: Teaching Write a Description of Students’ Assets and Learning Needs (Whole Class) Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do? 1. Engage in class discussion. 2. Engage in read-aloud 3. Group readings 4. Be able to retell stories. 5. Listen and predict what happens next in a story 6. Answer simple comprehension questions. 7. Know different parts of a story. 8. Able to create a concept map of a story. English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels: Focus Student #1 – SM  Limited English Proficiency Focus Student #2 – LC  Emerging roughly at grade level Focus Student #3 - JB ELA grade is an F, but MAP score is 220 Cultural and Cultural resources and funds of knowledge:

7 and interests related to the content lesson: Focus Student #1 -SM  His strengths are working with peers and being a leader.  Takes responsibility.  He will be put in groups where he can model his leadership qualities and lead communication amongst other group leaders. Focus Student #2 - LC-  Assigned as the groups.  May find success being outside of the classroom environment.  Engaging demonstration member in a group could be a positive experience for him and may not cause stress. Focus Student #3 – JB  Responsibilities in group can include doing research and building models for projects. Lesson management structure What behavioral expectations will you model and expect?  Engage respectfully with their group members.  Follow classroom rules.  Follow outside school rules.  Be considerate of keeping noise level down during outdoor activities.  Be able to work together in groups and distribute roles and tasks equally. Content of the Lesson What do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? Students are expected to deeply understand how to ask and answer questions about key details in a text. They are also expected to describe characters, settings, and major events in a story, using key details. After the lesson students are expected to retain how to use these different parts along with key details to explain major events in the story. What misunderstandings or misconceptions do you expect students might have from the lesson? Some misconceptions I expect the students to have is, that they may think that reading the story once will help them ask and answer questions as well as understand the different parts of the story. Another would be that comparing the story to real life situations and when using devices to read they will realize that its different than skimming through a book. What knowledge and skills do you expect students to By the end of the lesson the students will be able to identify the characters, determine what role each character plays in the story, Understand the actions of each character, and know what relationship the characters have with one another. This will be done by

8 have after engaging in the lesson? asking and answering questions to understand the reading. I will also expect them to find the main idea and key details of each paragraph in the story and point out the different parts of the story as well as retell beginning, middle and end. I will also expect the students the know major events in the story. Assessment / Checking for Understanding What essential questions will you ask to determine if students are not meeting, meeting, or exceeding the learning goal(s) of the lesson?  How does asking/answering questions help me understand what I read?  Why is it important to use key details to describe the characters, setting and major events in a story? What will students do to demonstrate achievement of content during the lesson? Identify the UDL Principle Guidelines incorporated. Students will be able to demonstrate achievement by offering them choices to work on assignments given and support students with differentiated instruction. For those students that may have difficulty with writing I will offer them a choice board where they can organize their thoughts using slides, create a organizer on Canva or create a thinking map. Some UDL strategies that I will use are: Graphic organizer for describing the parts of story. Create a comic strip of beginning, middle and end of story. I will also allow students to make a slide presentation of the major events of the story. How will you know students understand the content? What evidence will you collect? Identify the UDL Principle Guidelines incorporated. I will be able to informally assess what students are understanding by collecting the data of the assignments the students turn in. They will be able to turn in the work in various forms. Structured Student Learning Activities What activities will the students Students will be able to gather in groups to discuss the major events of the story. Through this they will each be able to support one another when creating their

10  Canva app What adaptations and accommodations, including, as appropriate, assistive technologies, will support individual student learning needs beyond the UDL supports built into the lesson? Adaptation and Accommodations  Text to speech  Extra time  Chunk assignments  Clear and concise instructions  Graphic organizers Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 33