IPTE5001 Assignment

8/9/2019 IPTE5001 Assignment

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IPTE 5001

Elementary Literacy Teaching and Assessment Lab

Section 001

Stevie Townsend

John Bunker

2/23/07


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Classroom Context

The writing lesson I taught was with a group of 18 third graders. These students

were all between the ages of eight and nine, very average for the typical third grader, and

consisted of ten boys and eight girls. Three of these students are English language

learners with Spanish as their native language. Three of the students present for this

lesson are on Individualized Literacy Plans and currently receive a double dose of

literacy instruction each day with the assistance of the schools literacy specialist.

This lesson was taught January 24th

in my internships regular third grade

classroom. I have been extremely fortunate with my internship placement as my Clinical

Teacher specializes in writing instruction and often leads the staff continuing education

sessions in the subject. As I entered into the classroom in January, I knew these students

had received excellent writing instruction, and it was clearly evident in the daily writing

workshops. While we both wanted to keep with the writing workshop format, I


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Keeping with the writing workshop routine, I would begin with a mini-lesson

taking place in a group meeting at the front of the room at the blackboard. I really

wanted to provide an intimate setting for the entire class to gather and discuss the lesson

with the goal of building class unity for future writing workshops and really exemplifying

that everyone in the class was there to support each other. When the mini-lesson was

completed, the students would be able to move their desks around the room to find a

personal space in which to practice their writing.

I found a lesson Fletcher and Portalupi developed using the mnemonic RUPR

for students to use when writing to a prompt. The mnemonic stands for the following:

R Read the prompt once

U Underline the FAT P (another mnemonic standing for Format, Audience,

Topic, and Purpose) in the prompt

P Plan your answer

R Reread and revise


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fits all genres of writing and all audiences. My main concern stems from the

standardized testing where his unique use of language may not be considered appropriate.

On the other hand, I do not want to discourage him from his writing style as it really

expresses his passion for writing and interjects his own personality into his stories.

I had a great deal of trouble deciding on this question for my critical friends

group, as I had yet to see a group conducted. While I was sitting, listening to the

directions for conducting the Tuning Protocol for the critical friends group, I had a

growing feeling that I had not selected the best piece of work to evaluate for this

assignment. The student I had selected actually demonstrates some excellent writing

skills but just needs a little more support in a few areas. The first being the discovery of

different genres of writing which was the question I posed. Secondly, I believe he needs

the most work on his basic conventions.

When I presented my question to the group, they were fast to point out the high

quality of his writing and commented on how they believed his usage of voice was in fact


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changed so quickly to other issues within my students writing. In the future for Tuning

Protocols for critical friends groups, I will be sure that I am completely prepared with a

more specific challenge faced by my students in his or her writing.

For the issues my critical friends group discussed more fully, several excellent

ideas were generated for lessons which this student could greatly benefit from. The ideas

discussed included a Five Fingers of Conventions lesson where the students would

learn the five fingers of on their hand could help them remember to include the following

five major points: Topic sentence, spelling, capitalization, punctuation, and ending

sentence. Peer group editing was also mentioned as beneficial way for the students to

learn and practice their editing skills. Other ideas such as homophone lessons, thought

organization lessons, and paragraphing were also discussed. While I think these are all

outstanding ideas, and I believe all of my students could benefit from them, I really

wanted more ideas on how to have the student write more specifically to his audience.

For this assignment, I have decided to combine both some lessons which will


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Punctuation Lesson

Colorado Model Reading and Writing Standards Addressed:

Standard 3: Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling.

Learning Objectives: (Observable and measurable description of student learning linked

to standards addressed)

When given a piece of writing, students will be able to locate and correct errors of

punctuation within the piece.

Setting: (Describe the situation in which the lesson will be taught and the number of

children included)

This lesson will be taught to the entire class of 18 students in the regular classroom with

the mini-lesson portion taught to the group sitting on the floor in the group meeting area.

Prior to this lesson, the students have learned the fundamentals of punctuation including

commas, periods, question marks, exclamation points, and ellipses.

Materials: (Identify the resources needed)

Freak Night writing sample from Ralph Fletcher and JoAnn Portalupi written without

punctuation on flip chart.

Freak NightWe were alone in the old house. At first, we just watched TV in the

downstairs den. Then we got a big thunderstorm. It was sort of fununtil we lost electricity The freakiest thing was that we could hear


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Students will be asked to take turns putting up other punctuation marks on the chart as

needed.

I will then tell the students to work in pairs (they may select their own partners) and edit

the writing they did the previous day for each other, focusing solely on the punctuation.

They are to mark the punctuation with the colored highlighters.

Adaptations for special needs: (Variations in presentation, materials used, or child

responses based on individual needs; adjustments made to accommodate difference in

learning modalities, skill level, and special needs)

Students in need of special assistance will be grouped together and receive direct

guidance and instruction from the instructor during the peer editing process.

Assessment: (Describe methods to be used to assess whether children achieved the

learning objectives; describe how assessment will be documentedhow you will record

observations and results in order to monitor progress and use assessment for future

planning)

This lesson will be assessed by having the students turn in their papers with the editors

name written on the bottom of the page. The editor will be assessed on the quality of

editing done. Specific anecdotal notes will be recorded in my writing record book noting

specific challenges and strengths with editing each individual student displays for use in

future one on one conferencing.

Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by


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Comparative and Superlative Lesson


Standard 3: Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling.



Students will be able to correctly use the comparative and superlative forms of adjectives.

Setting: (Describe the situation in which the lesson will be taught and the number of

children included)




Flip Chart and markers

Activity procedure: (Describe how the lesson/activity will be presentedexactly what

you and the children will do)

- Gather the students in the front meeting area of the classroom and discuss theimportance of using correct wording when comparing different things.

- Discuss the definition of comparative and superlative forms of adjectives and how


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- Discuss the fact that if you use the est superlative form, one does not combine itwith most or best. You can only have one st at a time!

- Discuss the fact that if you use the er comparative form, one does not comine itwith more or better. You can only have one r at a time!- Have the students break into groups of three, give them a noun such as cave or

school and ask the groups to come up with three superlative adjectives and

three comparative adjectives to describe this noun. Then have the students write

one sentence of their own using one of their comparative adjectives and one

sentence using one of their superlative adjectives.

- Share of several of these out loud when completed and write on board. Discussany issues.

- Have the students return to their desks and write three similar examples on theirown.

Adaptations for special needs: (Variations in presentation, materials used, or child

responses based on individual needs; adjustments made to accommodate difference in

learning modalities, skill level, and special needs)

This lesson will be presented in a visual context for visual learners, verbally for verballearners, and within groups for students that learn best through discussion. Paras will be

utilized to proved extra support for students with special needs. The instructor will also

rove continuously throughout the lesson to provide support.



observations and results in order to monitor progress and use assessment for future

planning)


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Writing to Specific Audiences Lesson


Standard 2: Students write and speak for a variety of purposes.



Students will be able to change their voice in their writing based upon their audience.

Setting: (Describe the situation in which the lesson will be taught and the number ofchildren included)




Prepare a couple short letters written in styles appropriate for different audiences. Makeone a letter to the principal, one a letter to your best friend, and one a letter to your

grandmother. Prepare overhead with these mentor letters.

Overhead projector

Flip chart

Activity procedure: (Describe how the lesson/activity will be presentedexactly what


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observations and results in order to monitor progress and use assessment for futureplanning)

Assessment will take place informally throughout the lesson with anecdotal notes taken

in writing record book.

Students will also turn in their letters for review and these will be assessed for each

student with notes taken in a record book for use in individual conferences the next day

during the continuation of this workshop.

Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by

integrating into other subject areas, learning centers or home activities)

These letters can be used for further editing workshops and individual conferences will

be held the following day regarding the use of different voices based upon anecdotal

notes.


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NAME DATE, __IPTE 5001/4001 CFG Written Assignment Rubric 70 Points

FUll. Points Criteria (Exemplary)11(5 obints) All context for assianment is included: (This pertains to the writingI ~ you taught before the CFG).students' grade level, number of students in the group, writing procedures, etc. name of CFG protocol where/when instruction occurred (Pick a place other than the hallway). why group was selected pertinent background on students (e.g. native language other than English,special needs, much older or younger than average age at grade level, etc.),In Request assessment data from CT to help identify student needs.

(SJooints) Question about Student WorkII Question or problem about student work is clearly stated and open ended. I t is' focused and seeks a comprehensive discussion. A copy of the student's writingsample with name deleted is attached to the paper.1/\(5 t\loints) Three Lessons Plans and all forms intended for use are present: The( l e s ~ on includes one teaching objective in the writing process e.g., drafting, revising,. editing. Lesson is detailed, includes content standards, describes in detail whatyOll will do, and demonstrates consultation with your CT, particularly regarding

I ~ e n t needs and lesson purpose. Context for work is clear(10Jooints) Summarv of Ideas:: J ~ u m m a r y of ideas generated by the CFG is complete and detailed.\ Reflection on the ideas is insightful and demonstrates you know the student, his

or her developmental level, the content of the lesson, and the internshipr l a ss r oom .

( 120 .oints) Instruction Plan is Detailed and Authentic~ ~ s e of assessment information to plan, evaluate, and revise effective instruction,- / that meets the needs of students including those at different developmental'. , stages and from different cultural and linguistic backgrounds. Instructional strategies based on child developmental levels Evidence of a wide range of curriculum materials for learners at different stagesof writing development an'd cultural and linguistic backgrounds. Plan includes appropriate activities for the student. A rationale for the plan is''--..

- - ............ ---- --A . --- .... - ---... - .. ....--.... - --- _..

Acceptable(2-3) Context andbackground information issketchy; moreinformation would havehelped the readerunderstand the lessonand your conclusions.Type of protocol isunclear.(2-3) Question is notclearly stated.

(2-3) Description ofstudent work is sketchy,not all forms or othermaterials used arepresent.(2-3)Summary of ideasare present but could bemore developed.

(5-10) Instructional Planis vague or incomplete.Details lacking andrationale is unclear.

Developing(1-2) Littlebackgroundinformation givenType of protocol isnot included.

(1-2) No questionor problem isoffered.

(1-2) Descriptionof student work isunclear. Studentwork is notincluded.(1-2) Few ideassummarized.Reflection issuperficial,sketchy I withoutinsiqht.(1-4) No or weakinstructional planor rationale isincluded.

Townsend 20079


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25 points) Reflection and Conclusion includes:,differently and why?What do you still need to learn? State your teaching goals related to teaching writing.

included. Resources are included in the plan. I I I( 6 ~ 1 5 ) R e f l e c t i o n isReflection on what you learned from this teaching experience present, bu t lacks insight.If you could change your writing lesson(s) with the student, what would you do Goals are unclear or notrelated to this lesson.

Note: As a standard for a graduate level course, it is expected that this paper will be typed and well proof read. Use APA writing style, fifthedition. Papers that are not up to this standard will be returned for revision.

10~ n i v e : r s i . t y of Co l r a d o a . t I > e rn r e rTownsend 2007

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IPTE5001 Assignment