Module 10 Artifact Beltran
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School
University of North Texas *
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Course
4820
Subject
Arts Humanities
Date
Apr 3, 2024
Type
docx
Pages
5
Uploaded by nancybeltran11
Module 10 Summative Artifact
By Nancy Beltran
PART 1
K ELAR Lesson: My Senses Are Amazing Example 1: Identifies objective/specific elements to be learned
Page 8, under Domain Instruction - ●
“Explain that over the next several weeks, students will learn about the different parts of their bodies and the wonderful things their bodies can do.
●
Ask students if they have ever heard of the five senses. ●
Explain that the five senses are sight, hearing, smell, taste, and touch.”
Before introducing both the lesson and the read aloud, the teacher specifically tells students what they will be learning throughout the lesson. The teacher effectively states the learning objectives to students and allows them to engage in their own learning in a meaningful way. Students were also provided visuals to the senses right after objectives were stated. Example 2: Activates and builds background knowledge
Page 8, under core connections “Have students close their eyes. Tell them to try to identify an object or objects by hearing, smelling, touching, or tasting.” Before introducing the read aloud, the teacher demonstrates different objects to students so they can identify the object using their 5 senses. She circles around the world asking appropriate questions with each object to gauge student’s comprehension and usage of vocabulary. This is an informal observation to see if students are engaged or using their senses appropriately, and most likely to assess how heavy she needs to hit on vocabulary words. To support and connect their background knowledge, she expands their vocabulary and knowledge on the objects by reading a poem and providing visuals (page 9-10), the visuals she provides are images of the 5 senses that were just discussed to help solidify students’ comprehension. Example 3: Provide example and if appropriate, non-examples
Page 12, under Word Work: Harm.
During this section or her lesson, the teacher recalls a sentence from the poem they just heard and explicitly states “harm.” The students are instructed to repeat the vocabulary word and provide the context it was given in. Students are instructed to repeat the word along with the teacher. Then, the teacher gives context behind the word “harm” and reviews its significance. An example of the word is provided and allows students time to discuss and share with one another other examples. To close, she does an activity where students are to identify if something can cause danger (harm) or not. Practicing this word (harm) allows students to create a
connection with the word while applying it to different examples and non-examples; this helps solidify their comprehension. PART 2
K ELAR lesson: My Senses Are Amazing Analysis of student’s strengths and instructional plan to support student growth
The student’s strength proves to be an understanding of the objectives taught. He was able to illustrate at least 4 senses; eyes, mouth, nose, and ears. Since the teacher had to ask the student what was drawn or to interpret the drawing a bit more, it leads me to the conclusion that the student is struggling with his fine motor skills. This could mean that he also struggles to produce letter names, especially seeing that his “m” are not connected. Student was able to provide the last sense in conversation so I do think that the student could use a bit of reteach to provide all senses next time. Based on this work sample, I would be really curious to find out what “ d, o, r, o” could possibly stand for. To narrow in on my curiosity as a teacher, I would do a letter-sound inventory to see what letters and sounds the student can identify, as well as penmanship to identify handwriting struggles, if any. Pending the results of the inventory, I will create lessons that target the letter identification, formation, and sounds that are unknown. Starting with lessons that aid the student to identify letters and sounds. Upon success, the student will be identifying initial sounds and their corresponding symbols. Once the student is successful with identifying letters and sounds, the student will work on handwriting. Writing some of those letters during morning work (tracing with marker on a clear protector sheet) Depending on levels with other students, this individualized instruction would be provided either one-to-one correspondence during my ELA block or in a small group setting with other students who have similar struggles. For this lesson, I am going to assume this student has zero knowledge of letter/sound correspondence. With this assumption, I will begin by teaching him the basic CVC sounds so with him writing o I would begin with short vowels o and a along with (b, d, n, t)consonants. My materials for this lesson are as follows: object images that correspond to each vowel and consonant sound (apple, octopus, ball, dog, nose, turtle) along with letter cards for the 2 vowels and the four consonants (b, d, n, t) and a white board with a marker. It is important to teach consonants that look and sound alike early on so the student can differentiate the two early on and build CVC words successfully.
Scripted and systematic lesson
Teacher: Today we are going to learn about two vowels and three consonant sounds.
Each letter name has a unique sound. Let’s take a look at this card. This letter is called “a”. It is formed with a small circle stopped by a stick. The letter A makes an /a/ sound like in the word
apple.
Listen, /a/-
pple. The object card and the letter name card will be placed with one another so the student has a visual. *Points to the letter A* Now, can you tell me what this letter sounds like?
Student: I don't know, teacher.
T Yes you can! Let's see, what is the image next to this letter?
S: apple
T: Very good. Now, what is the first sound you hear when saying the word
apple
? S: a-pple it makes the /a/ sound
T: Excellent! This letter makes the /a/ sound. You did it! I think you’re ready to try the next vowel!
S: I think I am
T: You are! The next letter is curved all around. It looks like a circle. It is the letter O and it sounds /o/. Let's say it together - /o/. How does the letter O sound?
S: /o/ T: Correct. Identify the image that begins with the sound /o/ ?
S: The word star starts with /o/!
T: Yes! Which image will you place this letter name with?
S: *points to the octopus*
T: Explain why
S: Because the letter O sounds /o/ and the octopus begins with the sound /o/
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T: Kiss your brain, you’re doing so good! Let's continue with the next letter. This next letter is a consonant letter, and it has a short stick with a curve around the line /b/. Say it with me -
S: /b/, /b/, /b/
T: You’re doing great! What image will you put next to this card?
S: Maybe the ball because it starts with a /b/ sound
Teacher: Correct! The word ball begins with the sound /b/ Let's continue with more consonants because you’re doing great! The next letter is a D, this looks like the letter B but it is not the same. It has a straight line followed by a curve that faces the other way. This letter makes the /d/ sound. The letter D says /d/, /d/, /d/. What does the letter d sound like?
Student: /d/
T:Which image starts with the sound /d/?
S: the dog T: Awesome! Kiss your brain once more. It is the dog because it starts with /d/ The next letter is a T, this has a line going straight down then another line crossing it. This letter makes the /t/ sound. The letter T says /t/, /t/, /t/. What does the letter t sound like?
S: /t/ /t/ /t/
T: Great! Which picture matches the /t/ sound?
S: The turtle. He’s green and its a turtle so it matches. T: I love the detail that he is green and yes good job! Last and final letter is a N, this has a line going straight down then another line going straight down with space in the middle. Now for the fun part, a line connects these two diagonally like this. (shows it pointing to the letter card) This letter makes the
/n/ sound. The letter N says /n/, /n/, /n/. What does the letter /n/ sound like?
S: /mmmm/
T: That sounds like the sound you make when you eat something delicious but let’s make the /n/ sound. Look at the placement on my tongue. See how it curls at the top of my mouth? I’m going to flick
it down to make the /n/ sound. Can you try?
S: *Mimics my motions* /n/ T: Amazing job. Which picture would you choose to match this letter? S: The nose. It starts with /n/ Hey that is a sense! T: Kiss your brain three times! That was excellent, you did good mimicking me to make the right sounds and it made me happy to see you connect your sounds with something we learned in science
today with senses! S: Yeah! T: You learned the 6 new sounds! Before finishing, let's review them. The A sounds /a/ like in apple. The O sounds /o/ like in octopus. The B sounds /b/ like in ball. Letter D sounds /d/ like in dog. Letter N sounds like /n/ like in nose. Letter T sounds like /t/ like in turtle.