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Ashley N. Hamlin 12/1/11 Page 1

NAME: Ashley Hamlin

ADDRESS: 992 West Ave

Brockport, NY 14420

PHONE: (585) 472-6593

EMAIL: [email protected]

GRADE LEVEL INSTRUCTED: First Grade

CONTENT AREA: English Language Arts

SCHOOL: Nardin Academy

Nicole Wright

SCHOOL ADDRESS: 135 Cleveland Dr.

Buffalo, NY 14222

New York State Academy for Teaching and Learning

Learning Experience--Final

Title of Learning Experience: Questions and Exclamations

New York State Standard:

Common Core Standard: ELA L.1.2b

CCR Anchor: Conventions of Standard English

Strand: Language (L)

Grade: First Grade

Standard: 2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing

b. Use end punctuation for sentences.

Source: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Page Number: 26

Standard Instructional Level Being Assessed: Elementary/Beginning Level Intermediate Commencement Alternate/Students with Disabilities

Peer Review Date: October 20, 2011

Peer Review Focus Question: How can I improve the modification section of this learning experience?


Learning Context

Purpose/Rationale for Learning Experience

Students in the first grade use different types of sentences fluently during conversation, but

they do not always understand the difference. The terms “statement,” “question,” and “exclamation”

cause confusion for many young students because they have not had the opportunity to work with each

sentence type individually and truly dissect how each looks and sounds. A student’s ability to use

different types of sentences fluently is especially noticeable in their writing. If a student has difficulty

determining which type of sentence they are using, then they will not know the type of punctuation that

ends the sentence. Errors in punctuation cause the reader to misunderstand the meaning the writer is

trying to convey.

During this learning experience, students learn about questions and exclamations. They build on

their knowledge of sentences in general, and statements, to construct the meaning behind these terms.

Students also discuss how statements, questions, and exclamations are similar and different, as well as

learn to identify examples of each type of sentence. Finally, students learn to associate question marks

and exclamations points with their respective type of sentence, and correctly write the punctuation at

the end of questions and exclamations.

Enduring Understanding

Statements, questions, and exclamations have different purposes. They allow the speaker or writer to

convey meaning and each requires a different type of response from the listener or reader.

Essential Question

Why is it necessary to use different types of sentences while speaking and writing?

Guiding Questions

1. What are the different types of sentences we use?

2. What is the purpose of each type of sentence?

3. How do we know which type of sentence is being used?

4. What kind of punctuation ends each type of sentence?


Congruency Table

Common Core Standard: ELA

CCR Anchor: Conventions of Standard English

Strand: Language (L)

Grade: First Grade

Standard: 2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing

b. Use end punctuation for sentences.

Page Number: 26

Standard

L.1.2b

Student Task Learning

Objectives

Student Product Assessment Tool

2. Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing

b. Use end

punctuation for

sentences.

As a group, the

students identify

the similarities

and differences

between

questions and

exclamations,

including end

punctuation,

usage, and

capitalization.

With assistance

from peers and

the teacher, the

students will be

able to identify

the characteristics

of questions and

exclamations,

including

capitalization,

punctuation, and

usage, with 90-

100% accuracy.

Venn Diagram

(Appendix E):

Students place

sentence strips in

the correct area to

identify the

characteristics of

questions and

exclamations,

including

punctuation,

usage, and

capitalization.

Informal

Observation: The

teacher observes

the students place

the punctuation,

usage, and

capitalization

characteristics of

questions and

exclamations in

the correct are on

the Venn diagram.

In a small group

setting, the

students

participate in a

SMART Board

activity in which

individual students

must identify a

sentence as either

a question or

exclamation and

write the

corresponding

punctuation.

With assistance

from the teacher,

the students will

be able to identify

sentences as

either questions or

exclamations and

write the

corresponding

punctuation with

95% accuracy.

SMART Board

Activity (Appendix

F): Students write

the correct

punctuation for

sentences

displayed on the

SMART board.

Pre-Assessment:

Students complete

Grammar Book

page GR18

(Appendix H) to

place the correct

punctuation,

question marks

and exclamation

points, on the

sentences.

Informal

Observation: The

teacher observes

the students

writing the correct

punctuation for

sentences during

the SMART Board

activity.


Independently,

students correct

the punctuation of

given sentences

and construct a

question and an

exclamation for

homework.

Independently,

the students will

be able to correct

the punctuation of

questions and

exclamations with

90-100% accuracy.

Students rewrite

sentences with

the correct

punctuation for

homework on

Grammar Book

page GR19

(Appendix I) and

complete Writing

Questions and

Exclamations

Homework Page

(Appendix J).

Post-Assessment:

Questions and

Exclamations

Rubric (Appendix

K) is used to assess

the students’ work

in: Capitalization,

Punctuation,

Letter Formation,

and Sentence

Generation.


Class Background

This learning experience was implemented in the first grade classroom at Nardin Academy.

Within the classroom, there are two full-time teachers, and one part-time teacher who comes in the

morning to teach one of the reading and math groups. There is a total of 21 students in the class, but

this learning experience was only taught to the middle of the three reading groups, which contains

seven students. The students are placed into groups at the beginning of the year based on their abilities

in reading and math, but students are moved between groups as deemed necessary by the teachers.

When the class splits into reading groups, the highest level reading group gathers in the back of

the classroom at the guided reading table or the reading rug, and the lowest level group goes upstairs to

a smaller classroom with limited distractions. The middle level reading group, which works with my

cooperating teacher, is located in the front of the classroom. Each student in the group has an assigned

“reading seat” at one of the front desks. The floor plan (Appendix B) further illustrates the layout of the

classroom.

Overview of What Students Need to Know

Prior to Implementation

• A sentence starts with a capital letter and ends with punctuation.

• A statement is a telling sentence.

• A statement ends with a period.

During Implementation

• Questions and exclamations are types of sentences.

• A question ends with a question mark.

• An exclamation ends with an exclamation point.

After Implementation

• Questions are asking sentences.

• Exclamations are sentences that show strong feelings.

• Periods, question marks, and exclamation points are all types of punctuation.


Key Vocabulary

1. Sentence: a group of words that begins with a capital letter, ends with punctuation, and

expresses a complete thought

2. Question: a sentence that asks something

3. Exclamation: a sentence that shows strong feeling

4. Statement: a sentence that tells something

5. Punctuation: a special symbol that shows the end of a sentence

Examples: period, question mark, exclamation point

Important Symbols

Period: .

Question Mark: ?

Exclamation Point: !


Assessment Plan

Diagnostic

Before the implementation of this learning experience, the students’ prior knowledge is

assessed using Grammar Book page GR 18 (Appendix H). The students read each sentence on the page

and determine the type of punctuation each sentence needs. The students choose either the question

mark or exclamation point for each sentence, circle their choice, and write it on the line. The students

are assessed on their ability to correctly identify the correct type of punctuation for each sentence, as

well as their ability to follow the directions of circling one of the punctuation marks and writing it on the

line. Students in the group who have not had much exposure to question marks and exclamation points

may have difficulty determining which type of punctuation goes with each sentence.

Formative

Throughout the implementation of the learning experience the teacher will be observing the

students to gain important assessment information. The students read sentence strips (Appendix E) and

place them in the correct portion of the Venn diagram to form a concrete representation of questions

and exclamations as different types of sentences. The students also come to the SMART Board

(Appendix F) to practice identifying questions and exclamations, and adding the correct punctuation.

Through observation, the teacher determines which students are struggling and offers them more

guidance to reach the correct conclusions. Students participate in this portion of the assessment plan by

indicating their agreement with a peer’s answer during the SMART Board activity. Students that agree

with the answer give a thumbs up, students that disagree give a thumbs down. Students assess their

peer’s work, and through instant feedback from the teacher they assess their own understanding of the

concept.

Summative

To complete the learning experience, the students are assigned Grammar Book page GR19

(Appendix I) and the Writing Questions and Exclamations Homework Page (Appendix J) for homework.

The Questions and Exclamations Rubric (Appendix K) is used to assess the students’ ability to accurately

complete the homework worksheets. The rubric allows the teacher to score the students based on

accurate capitalization, punctuation, letter formation, ability to generate an accurate question and

exclamation. (The words in bold represent the connection between the skills the rubric assesses and the

skills outlined in English Language Arts Standard L.1.2b.) The students will not receive a copy of the

rubric prior to completing the assessment, because the first graders do not understand rubrics. Before

the students are expected to complete the assessment, however, the expectations for how the

homework should be completed are discussed, so the students know exactly what is being assessed.

The degree of each student’s proficiency in identifying and creating different types of sentences

will be recorded based on the rubric. Students in first grade at Nardin Academy receive semester grades

based on a scale of proficiency in specific skills, rather than standard letter or number grades. Therefore,

the students’ abilities based on this learning experience will be taken into account at the end of the

marking period in combination with other assessments of the same criteria in order to determine their

proficiency level in identifying and using different types of sentences.


Questions and Exclamations Rubric

4 3 2 1

Capitalization

The extent to

which students

capitalize the first

letter in each

sentence, and use

lowercase letters

for the rest of the

sentence.

Score:______

Before

corrections, all

sentences start

with a capital

letter

AND

there are no

mistakes and

capitalization

within the

sentences.

Before

corrections, one

sentence does not

start with a capital

letter

OR

there is one

mistake in

capitalization

within a sentence.

Before

corrections, more

than one sentence

does not start with

a capital letter

OR

there is more than

one mistake in

capitalization with

the sentences.

Before

corrections, more

than one sentence

does not start with

a capital letter

AND

there is more than

one mistake in

capitalization with

the sentences.

Punctuation

The extent to

which students

place the correct

punctuation at the

end of each

sentence.

Score:_______

Before

corrections, there

are no mistakes in

punctuation.

Before

corrections, there

is one mistake in

punctuation.

Before

corrections, there

are two mistakes

in punctuation.

Before

corrections, there

are more than two

mistakes in

punctuation.

Letter Formation

The extent to

which the students

correctly form

their letters

without reversals,

and space them

correctly on the

line.

Score:_______

Before

corrections, all

letters are formed

correctly

AND

all letters and

words are spaced

correctly on the

lines.

Before

corrections, one or

two letters are not

formed correctly

OR

one or two letters

are not spaced

correctly on the

lines.

Before

corrections, more

than two letters

are not formed

correctly

OR

more than two

letters are not

spaced correctly

on the lines.

Before

corrections, more

than two letters

are not formed

correctly

AND

more than two

letters are not

spaced correctly

on the lines.


Sentence

Generation

The extent to

which students are

able to correctly

generate a

sentence, in

writing.

Score:_______

Before

corrections, both

sentences express

a complete

thought

AND

both sentences

are of the correct

type (question or

exclamation).

Before

corrections, one

sentence is not a

complete thought

OR

one sentence is

not of the correct

type (question or

exclamation)

Before

corrections, one

sentence is not a

complete thought

AND

one sentence is

not of the correct

type (question or

exclamation)

Before

corrections,

neither sentence

expresses a

complete thought.

Total Score:_______

Comments:


Student Work

The students who participated in this learning experience were in the middle of three reading

groups in the first grade classroom. The students are all of normal intelligence and ability. None of the

students in the group receive extra help in academics, and only one student receives occupational

therapy. Almost all of the students were able to complete the pre and post assessments on their own;

only one student received guidance in order to complete post assessment.

Classification of student work from the Pre Assessment: students received one point for writing the

correct punctuation on the line, and one point for circling the correct punctuation.

• Distinguished Students: 10-12 points

• Proficient Students: 6-9 points

• Developing Students: 0-5 points

Level Number of Students Percent of Students

Distinguished 2 29%

Proficient 1 14%

Developing 4 57%

Classification of student work from the Post Assessment:

• Distinguished: Rubric Score of 13-16

• Proficient: Rubric Score of 9-12

• Developing: Rubric Score of 0-8

Level Number of Students Percent of Students

Distinguished 6 86%

Proficient 0 0%

Developing 1* 14%

*One student was considered developing after the post assessment because she needed guidance from

the teacher to complete Grammar Book page 19.


0

1

2

3

4

5

6

7

Distinguished Proficient Developing

Nu

mb

er o

f S

tu

de

nts

Assessment Data

Pre Assesment

Post Assessment

Conclusion

Based on the evidence illustrated in the graph, most of the students successfully obtained the

objectives of this learning experience. After participating in the learning experience and the post

assessment, all but one student moved to the distinguished level of performance. The one student who

remained at the developing level was able to achieve proficiency through assistance from the teacher.

Therefore, the teacher needs to continue to provide extra help and support to the developing student as

she continues to develop her skills in distinguishing questions and exclamations.


Procedure

At the start of this learning experience, students complete the pre assessment: Grammar Book Page

GR18 (Appendix H) as morning work.

Anticipatory Set

• Begin the learning experience with the morning message. One student reads the message, and

all the students take turns correcting the capitalization and punctuation mistakes in the

message. Finally, the students circle each of the sentences.

• After morning message, hold a discussion with the group. Ask the students what type of

sentence they have learned about already (statements), and what characteristics all statements

share. Write the students’ responses on the board.

• Have the students move to the rug to learn about two more types of sentences (questions and

exclamations).

Input and Modeling

• Place two hula hoops on the floor to make a Venn diagram, and have the students form a circle

around them. One hoop is used to represent questions, the other represents exclamations.

• Hold up each of the sentence strips one at a time. Ask one student to read the characteristic. As

a group, the students then decide where in the diagram each characteristic should be placed.

• When all of the sentence strips have been placed on the diagram, chorally read all of them

again.

Guided Practice

• Students participate in a group SMART Board activity in which they identify questions and

exclamations, and write the correct punctuation.

• One at a time, the students come to the board and pop a balloon to reveal a number. They then

match the number under the balloon to the corresponding green number below, and click on

the green number.

• All of the students read the sentence that appears silently, while the student at the board reads

it aloud. The students make a decision, independently, about whether the sentence is a

question or an exclamation.

• The student at the board writes the punctuation that corresponds with the type of sentence

he/she thinks is on the board.

• Ask the other students in the group to give a thumbs up sign if they agree, or a thumbs down

sign if they disagree with the punctuation. If students disagree, hold a discussion to determine

the correct punctuation.


Independent Practice

• Independently, students complete Grammar Book page GR19 (Appendix I) and Writing

Questions and Exclamations Homework Page (Appendix J) for homework.

• As a group, read and discuss the directions for both parts of the homework so the students

understand what is expected of them.

Closure

• Hold a group discussion to review. Ask the students to name the three types of sentences they

have learned about and the characteristics of each type of sentence.

Possible Extension Activities

• Have students look through story books to find questions and exclamations. Students can

practice reading them to a partner using proper vocal inflection to indicate which type of

sentence they are reading.

• Students can play a game on the computer during centers such as those found at

http://www.zoodles.com/free-online-kids-games/first-1st-grade_punctuation which allow

students to practice distinguishing between the three types of sentences.


Resources

Technology

• Technology for this learning experience consists of the SMART Board Activity (Appendix F)

• Students will complete this activity during the guided practice portion of the learning

experience.

References

• http://exchange.smarttech.com

o This website was used to gather ideas for the SMART Board lesson

• Macmillian McGraw-Hill Treasures Series First Grade Grammar Book, year 2010

• www.zoodles.com

Materials

• 2 Hula Hoops

• Sentence Strips with characteristics of questions and exclamations written on them (Appendix E)

• SMART Board activity (Appendix F)

• Grammar Book page GR19 (Appendix I)

• Writing Questions and Exclamations Homework Page (Appendix J)


Modification Table

Even though this learning experience was implemented with only seven students who had

roughly the same abilities in language arts, it is easily modified to fit the needs of a wide range of

students.

Modification Type Specific Modification Rationale Benefits

Environmental/Management Moving from

assigned reading

seats, to the floor,

back to the reading

seats

Moving to different

areas provides

opportunities for

students to sit next to

different people and

interact with each

other in a different

way.

When moving from

one area to another,

the students are able

to release some of

their energy in order

to better focus on

different parts of the

lesson. Also, when

students are able to

leave their assigned

seats, even if only

briefly, it allows them

to become more

engaged in the lesson

because it is

associated with

something different

or new.

Instructional Active student

involvement by

coming to the board

Students are able to

take an active role in

learning the material.

Students gain control

over the lesson when

they are able to come

to the board and

demonstrate their

understanding. They

are able to watch and

learn from their peers

at the board as well.

The teacher is also

able to immediately

correct any mistakes

or misconceptions

they students may

still hold.

Varied prompting of

students during

SMART Board Activity

Some students will

require more help

during the guided

practice portion of the

learning experience

Students who are still

developing a clear

understanding of the

concept during this

portion of the


than others. learning experience

will be able to receive

the support they need

through guiding

questions asked by

the teacher. Students

who have a firm grasp

of the concept will not

need as much support

and will receive little

extra guidance.

Material Sentence strip Venn

diagram

Allows the students to

compare/contrast the

characteristics of

questions and

exclamations.

The interactive Venn

diagram is a semi-

concrete

representation of the

characteristics. The


interact with it and

physically move the

characteristics to the

correct location on

the diagram.

Tasks Completing the

sentence strip Venn

diagram

Highlights the

similarities and

differences between

questions and

exclamations.


interact with the

characteristics of

questions and

exclamations.


see how they are

related to one

another, as well as

how to tell them

apart.

Teacher chooses

students to read each

sentence strip for

Venn diagram

Students with higher

reading capabilities

can be chosen to read

the harder sentence

strips, and students

who have lower

reading capabilities

can be chosen to read

sentence strips that

are more accessible to

them.

Students who struggle

with reading will still

be able to participate

in the activity without

becoming frustrated

by reading. Students

who are more capable

readers will be able to

participate in the

same activity and still

have their reading

skills challenged, so as

to not become

disruptive because

the task is too simple.


SMART Board activity Allows students to

practice

differentiating

between questions

and exclamations, and

associate the correct

punctuation with each

type of sentence.

The students are able

to practice the new

skill they are learning

under the guidance of

the teacher. Any

mistakes that the

students make are

able to be corrected

immediately, and


learn from

explanations provided

by their peers.

More one-on-one

time available after

the lesson

Allows students who

are struggling with

this skill to receive

extra help at a

different time during

the day.

Some students may

have difficulty

distinguishing

between questions

and exclamation, so

the teacher should be

available to those

students at a different

point during the day

for them to provide

extra help or clarify

questions they may

have.


Time Required

Planning

Planning for this learning experience should last about one and a half hours. During this time,

the teacher should create the slides for the SMART Board activity, write the characteristics on sentence

strips, and make copies of the writing questions and exclamations homework page. The teacher should

also gather the other materials necessary for this learning experience into the area where it is to be

implemented.

Implementation

This learning experience is designed to be completed during half of the morning reading period,

roughly half an hour. Finally, any students who are still struggling with the new skill should be provided

with extra support at the end of the day, before completing the post assessment.

Assessment

The pre assessment, Grammar Book page GR18 (Appendix H), should be completed prior to the

lesson, preferably during morning work, and should only take about 5 or 10 minutes for the students to

finish. The post assessment, Grammar Book page GR19 (Appendix I) and the Writing Questions and

Exclamations Homework Page (Appendix J), which are to be completed for homework, should take

about five minutes or less per student to grade based on the Questions and Exclamations Rubric

(Appendix K).

Schedule/Unit Plan

This learning experience is part of a unit about sentences which is taught at the beginning of the

school year in first grade. This unit is the first to be taught during reading groups because it is a building

block for all other reading and writing conventions the students will learn throughout the year.

Identifying different types of sentences while reading helps the students with phrasing and reading

fluently, and varying types of sentences in writing makes it more interesting to read. Students will

continue to work with this skill throughout the year, but it is important that they have a basic

understanding early in the year in order to build on the skill later.

Prior to implementation of the learning experience, the students have already learned about

capitalization at the beginning of sentences, and the characteristics and punctuation associated with

statements. After this learning experience, the students will continue to work with the three types of

sentences (statements, questions, and exclamations), and they will learn to distinguish all three when

presented with a group of sentences.


Reflection

This learning experience was developed and written as part of my capstone class, Teaching to

the Standards with Dr. Jeff Arnold, at Daemen College. I implemented this learning experience as part of

our unit on sentences in my cooperating teacher’s reading group. The students had been studying the

beginnings and endings of sentences in general and, more specifically, statements. The students were

able to use questions and exclamations in their everyday speech, but they did not have much exposure

to these types of sentences in print form.

The purpose of this lesson was to allow students to work with questions and exclamations. The

students had the opportunity to learn about the characteristics of each type of sentence, why we use

them, and what they look like. They also learned how to distinguish statements, questions, and

exclamations from each other. Statements, questions, and exclamations are the basic types of sentences

that make up our speech and writing; therefore, students will encounter these types of sentences, and

various others, throughout their daily life, as they grow and expand their knowledge of written

language. Eventually, the students will be able to build on the three types of sentences to create

paragraphs, essays, research papers, stories, etc. If the students are not proficient at distinguishing and

creating various types of sentences, then their writing and comprehension of written text will be

hampered. Outside of school, the students will be expected to have command over sentence structure

in verbal communication, as well as written, and future employers will not be inclined to hire, or

promote, an employee who struggles with these basic skills.

My objectives for the students were that they learn to identify the characteristics of questions

and exclamations, identify examples of questions and exclamations, and correct the punctuation of

written questions and exclamations. Based on the data from the pre and post assessments, the students

had a better understanding of questions and exclamations after the lesson. During the lesson, I was able

to judge, through formative assessments that the students were feeling more comfortable with

distinguishing between questions and exclamations as the lesson progressed. At the conclusion of the

lesson, I was confident in the students’ abilities to identify questions and exclamations and write the

corresponding punctuation for each. Almost all of the students were able to achieve the distinguished

performance level on the post assessment, and seemed to truly understand the differences between

questions and exclamations, which supported my conclusion at the close of implementation of the

learning experience. Only one student still struggled with distinguishing between questions and

exclamations, and based on her initial post assessment was still developing the skill. After receiving

extra support in the morning from me, this student was able to receive proficiency on the post

assessment. When she was working with me one-on-one, after successfully completing the post

assessment, she exclaimed “I get it now!” and she told me the difference between questions and

exclamations. This helped prove to me that the next time the students are expected to know the

difference between questions and exclamations, and apply that knowledge, all of the students in the

group will be successful, including the student who required extra support.

The only threat to the validity of the data I collected based on this learning experience occurred

when the students completed the post assessment for homework. Many of the students in this first

grade class receive help from their parents in completing their homework on a daily basis. There is a

chance that some of the students may not fully understand the difference between questions and

exclamations, and how they are represented in print. Therefore, more lessons about types of sentences

must be implemented with this group of students, and more data should be collected during class, in

order to gain a fully accurate picture of how much the students understand at this time.


My learning experience was peer reviewed on Thursday, October 10, 2011 by Colleen, Dylan,

Melissa, Ben, Julie, and Carol Ann. I asked my peers to focus specifically on my modification table as they

were peer reviewing and offer suggestions as to how it could be improved. When writing my learning

experience, I felt that my modification table was lacking, and I needed help identifying other

modifications that I made while teaching or that could be made in future implementations of this

learning experience. Through the questions that my peers asked and the conversation that followed

during the review process, I found that I was explaining other modifications I had made while teaching,

but had overlooked while writing my learning experience. One such modification took into account the

reading levels of the students, and how I accommodated students who may struggle to read during the

Venn diagram portion of the lesson. Based on our conversation, I was able to add numerous other

accommodations to my modification table after my peer review.

Other suggestions that my peers made included extension activities that I could use in later

implementations of this learning experience in order to provide students with a variety of exposures to

the same concept. One activity that I would love to use in the future is to have the students look in

books they are reading to find other examples of questions and exclamations, and use think/pair/share

to get the students talking about the different examples they found. This activity would not only help

the students become more familiar with identifying questions and exclamations, but they would also see

how authors use them in print to make the writing more interesting.

I accepted all of the comments and suggestions that were given to me during the peer review of

my learning experience, and incorporated many of them into the final edition. Based on all the

comments overall, I felt very confident in the product I created, especially when I was told that my

learning experience was “very well constructed,” and my lesson was “very interactive and provided the

students with many opportunities to learn and practice the skill.” I believe that Dylan, Ben, Melissa,

Colleen, Carol Ann, and Julie provided me with useful comments and suggestions that helped me to

greatly improve this learning experience.


Appendices

A. Sample Letter Home About Learning Experience

B. Classroom Floor Plan

C. Classroom Rules

D. Classroom Procedures

E. Picture of Venn Diagram

F. Slides from SMART Board Activity

G. Completed Slides from SMART Board Activity

H. Grammar Book page GR18

I. Grammar Book page GR19

J. Writing Questions and Exclamations Homework Page

K. Questions and Exclamations Rubric

L. Teacher Exemplar of Grammar Book Page 18

M. Teacher Exemplar of Grammar Book Page GR19

N. Teacher Exemplar of Writing Questions and Exclamations Homework Page

O. Student Sample #1: Distinguished

P. Student Sample #2: Proficient

Q. Student Sample #2: Developing

R. Peer Review Feedback

S. Power Rubric


Appendix A: Sample Letter Home About Learning Experience

Dear Parent/Guardian,

Over the next few weeks, your child will be learning about how sentences are constructed, and

different types of sentences. We will be discussing how to begin each sentence with a capital letter, put

finger spaces in between words, and end with punctuation. Your child will also learn to differentiate

among statements, questions, and exclamations, and the specific types of punctuation associated with

each type of sentence.

Since these are important skills for your child to master in order to be successful in all writing

experiences, I encourage you to work with your child to practice at home. Your child will be given

homework throughout the unit that will be used to reinforce the concepts learned in class. Feel free to

help your child with the assignments at home, and practice the skills in any other way you deem

appropriate. One suggestion would be to make a game to see if you can speak only in questions

(statements, exclamations) for a few minutes.

I appreciate your help in teaching these important skills to your child. If you have any questions,

please feel free to contact me.

Sincerely,

Classroom Teacher

School Phone Number:

Email:


Appendix B: Classroom Floor Plan


Appendix C: Classroom Rules

1. Follow the teacher’s directions.

2. Raise your hand to talk or ask for

help.

3. Keeps your body parts, objects and

unkind words to yourself.

4. Use your walking feet inside.

5. Work quietly in your seat.


Appendix D: Classroom Procedures

1. Entering Classroom:

Take your “Take Home Folder” out of your backpack. Put your backpack and jacket in your

locker. Put your homework and any notes for the teacher in the appropriate trays by the door. Put your

“Take Home Folder” in your “Take Home Cubby” by the door. Go to your seat and begin your morning

work that will be on your desk.

2. Going to the Bathroom/Getting A Drink/Sharpening Your Pencil:

If you need to get out of your seat during a lesson to go to the bathroom, get a drink, sharpen

your pencil, etc. raise your hand and wait to be called on by the teacher.

3. Transitioning to the Reading Rug:

When everyone is ready to move, the teacher will call one group of students at a time to push in

their chairs and walk to the rug. When you get to the rug you will sit next to each other in rows. If you

are tempted to talk to the person sitting next to you, you will be given a chance to move before the

lesson begins. Everyone should be sitting “Criss Cross Applesauce” so that the people in the back can

see.

4. Independent Work:

When working independently, stay in your area and work quietly. You may speak to your

neighbor, but if it becomes loud the teacher may ask you to work silently. If you need help, or if you

have completed your work, raise your hand and the teacher will come to you. When the teacher collects

your work, you may read a book at your seat until the rest of the class finishes.

5. Walking in the Halls:

When moving to other rooms within the school, everyone will form a straight line by the door.

While in the halls, everyone will remain in the line with all eyes facing forward. Other classes are in

session throughout the school, so it is important to move quickly (without running) and quietly so as not

to disturb them. If a door is closed, the first person in line will hold the door for everyone in the class

and will rejoin the line as the last person.

6. Dismissal:

The teacher will call one group of students at a time to get ready to go home at the end of the

day. When your group is called, go to the “Take Home Cubbies” and take everything from your cubby

back to your seat to pack up your “Take Home Folder.” Once your folder is packed, leave it at your desk

and go to your locker to get your backpack and your jacket. Bring everything back to your seat and pack

everything in your backpack. Once you are all ready to go home sit in your seat and wait for directions.


Appendix E: Picture of Venn Diagram


Appendix F: Slides from SMART Board Activity



Appendix G: Completed Slides from SMART Board Activity



Appendix H: Grammar Book Page GR18


Appendix I: Grammar Book Page GR19


Appendix J: Writing Questions and Exclamations Homework Page

Name:

Write one question.

Write one exclamation.


Appendix K: Questions and Exclamations Rubric

4 3 2 1

Capitalization

The extent to

which students

capitalize the first

letter in each

sentence, and use

lowercase letters

for the rest of the

sentence.

Score:______

Before

corrections, all

sentences start

with a capital

letter

AND

there are no

mistakes and

capitalization

within the

sentences.

Before

corrections, one

sentence does not

start with a capital

letter

OR

there is one

mistake in

capitalization

within a sentence.

Before

corrections, more

than one sentence

does not start with

a capital letter

OR

there is more than

one mistake in

capitalization with

the sentences.

Before

corrections, more

than one sentence

does not start with

a capital letter

AND

there is more than

one mistake in

capitalization with

the sentences.

Punctuation

The extent to

which students

place the correct

punctuation at the

end of each

sentence.

Score:_______

Before

corrections, there

are no mistakes in

punctuation.

Before

corrections, there

is one mistake in

punctuation.

Before

corrections, there

are two mistakes

in punctuation.

Before

corrections, there

are more than two

mistakes in

punctuation.

Letter Formation

The extent to

which the students

correctly form

their letters

without reversals,

and space them

correctly on the

line.

Score:_______

Before

corrections, all

letters are formed

correctly

AND

all letters and

words are spaced

correctly on the

lines.

Before

corrections, one or

two letters are not

formed correctly

OR

one or two letters

are not spaced

correctly on the

lines.

Before

corrections, more

than two letters

are not formed

correctly

OR

more than two

letters are not

spaced correctly

on the lines.

Before

corrections, more

than two letters

are not formed

correctly

AND

more than two

letters are not

spaced correctly

on the lines.


Sentence

Generation

The extent to

which students are

able to correctly

generate a

sentence, in

writing.

Score:_______

Before

corrections, both

sentences express

a complete

thought

AND

both sentences

are of the correct

type (question or

exclamation).

Before

corrections, one

sentence is not a

complete thought

OR

one sentence is

not of the correct

type (question or

exclamation)

Before

corrections, one

sentence is not a

complete thought

AND

one sentence is

not of the correct

type (question or

exclamation)

Before

corrections,

neither sentence

expresses a

complete thought.

Total Score:_______

Comments:


Appendix L: Teacher Exemplar of Grammar Book Page GR18


Appendix M: Teacher Exemplar of Grammar Page 19


Appendix N: Teacher Exemplar of Writing Questions and

Exclamations Homework Page


Appendix O: Student Sample #1 Distinguished






Appendix P: Student Sample #2 Proficient

• None of the students were in the proficient level after the post assessment.


Appendix Q: Student Sample #3 Developing







Appendix R: Peer Review Feedback

Criterion Warm Comments Cool Comments

Relation to Learning Standards • Good use of bolding key

words and ideas to directly

link the standard to the

congruency and throughout

the lesson.

• Incorporate a

communication standard,

because inflection of the

voice is important as well as

writing.

Intellectual Challenge • Strong pre-assessment to

determine what aspects of

the lesson will need the

most attention.

• Having students decide

what the similarities and

differences are provides a

great opportunity to see the

level of each student.

• You could have students

write out more examples so

they see how to use the

different types of sentences

instead of just looking at

worksheets.

• The definition of question

and statement are the same

in your writing.

Assessment Plan • Strong use of a variety of

assessments throughout the

lesson, from the

SMARTBoard to the

homework sheet, to assess

the students in a variety of

learning styles.

• It was a great idea to get

the students to write the

sentences.

• The thumbs up/down is a

quick, easy way to assess

students.

• Use different sentences for

the homework so students

do not memorize the

answers or already have the

answers.

• Be more explicit with what

guidance you give the

students during the

formative assessment.

• As a result of some students

being better at verbalizing,

you could have them come

up with a statement and say

it aloud.

Engagement • Good idea having kids come

up to use the SMARTBoard

and also having them read

the sentences aloud.

• Using the hula hoops and

reading to the students is a

great way to have them see

the differences in the

sentences.

• Have students look in books

for different examples of

sentences and use

think/pair/share.

Adaptability • Good idea having students

move multiple times

throughout the lesson to

keep them engaged,

especially for those with

• How could you adapt this

lesson for the visually

impaired or those with other

difficulties?

• How can you adapt the


A.D.D. and those who

cannot sit still for too long.

• The lesson is able to easily

be adapted into a mini-

lesson if the students are

already familiar with this

concept.

lesson for students who

struggle to read or write?

• Do you know the students’

backgrounds? Different

cultures speak differently.

Technology Integration • Good use of the

SMARTBoard to get

students moving and

engaged in the lesson.

• Find an online activity for

students to further explore

this concept independently.

• Also, include a song or video

to go along with this lesson

to cover multiple

intelligences.


Appendix S: Power Rubric






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New York State Academy for Teaching and Learning Learning ... › offices › tlqp › LE › AshleyHamlin... · The middle level reading group, which works with my cooperating teacher,