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Action Example Template

GRADE: 1 TEACHER(S): Steve Sapere

CONTENT TOPIC: What I Like About Spring (Reading Enrichment Unit) STANDARDS FOR THE 21 -CENTURY LEARNER GOALS: Standard 1: Inquire, think critically and gain knowledge. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Standard 4: Pursue personal and aesthetic growth. Skills Indicator(s): 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Benchmark(s): -Connect ideas to personal experiences. -Present facts and simple answers to questions. -Follow school guidelines related to the acceptable use of technology. -Read, view, and listen to a variety of fiction and non-fiction for enjoyment and information. -Use technology tools to create and present ideas. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 4.2.1 Display curiosity by pursuing interests through multiple resources. Responsibilities Indicator(s): 1.3.5 Use information technology responsibly. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
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4.3.1 Participate in the social exchange of ideas, both electronically and in person. Self-Assessment Strategies Indicator(s): 1.4.4 Seek appropriate help when it is needed. 3.4.2 Assess the quality and effectiveness of the learning product. 4.4.2 Recognize the limits of own personal knowledge. CONNECTION TO LOCAL OR STATE STANDARDS: Grade One: READING COMPREHENSION & WRITING Reading: Reading, writing, speaking, and listening skills are necessary tools for effective communication. The mastery of these skills is essential for enrichment and lifelong learning. Several years of research has yielded much information about how children learn to read. This research tells us that to become more skilled and confident readers over time, students need multiple opportunities to build essential skills. In their formative years of instruction, children must be read to and provided opportunities to practice independent reading. Children must develop their ability to read with fluency and understanding in order to build their knowledge of the world. COMPREHENSION: ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student: a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. f. Makes connections between texts and/or personal experiences. g. Identifies the main idea and supporting details of informational text read or heard. h. Self-monitors comprehension and rereads when necessary. i. Recognizes cause-and-effect relationships in text. Writing: The student begins to write text that develops a central idea or tells a story. The writing begins to show consideration of the audience and purpose. The student progresses through the stages of the writing process. The students writing begins to reflect the conventions of written English. WRITING: ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a response to literature that: a. Captures a readers interest by stating a position/opinion about a text. b. Begins to demonstrate an understanding of the text through oral retelling, pictures, or in writing. c. Makes connections: text-to-self, text-to-text, text-to-world. e. May have a sense of closure. h. May be published.

OVERVIEW: Before reading a series of books about the season of spring to the class, teacher will lead a class discussion about what students already know about the changes that occur during spring. After each read-aloud, students will individually select additional titles about spring from either the classroom library or the school library in order to broaden their knowledge about the season. Students will respond to a question about their own experiences with spring on a classroom blog set up specifically for this lesson. In addition, students will take an AR test on one of the books read during the read-alouds. Finally, students will create a picture that represents the subject of their blog post. FINAL PRODUCT(S): Students final products will be in the form of their blogged responses to the following prompt: In a sentence or two, tell about an interesting thing/plants/animal you have seen in your yard during the spring. You could also write about a favorite activity that you enjoy doing in the spring. Be sure to explain why you chose the particular thing you selected. Tell what you like or find interesting about it. Students will also create a picture that represents the subject of their blog post which includes a brief caption/description of it. ASSESSMENT Product: Students will self-assess their blog posts using a teacher-designed rubric. Process: Teacher will formatively assess student knowledge through informal questioning and viewing of student blog posts. Student self-questioning: What did I find interesting about the thing/plant/animal/activity I chose as the subject of my blog post? How do I appropriately express myself in a blog post?

INSTRUCTIONAL PLAN Resources students will use: Selected books from the classroom and school libraries Computers w/internet access Wordpress blog site:

INSTRUCTION/ACTIVITIES: Modeling and guided practice: Teacher will model the reading process as well as leading students through discussion of the reading. Teacher will also lead a discussion over students prior knowledge of spring and the change of seasons. During the first lesson, the focus will be on reading several books about the various changes seen in the spring. The second lesson focus will be on students writing of their blog posts. The third lesson will focus on the students creation of original drawings of the subjects of their blog posts. Independent practice: Students will select and read one additional book about spring in order to better formulate their blog posts. Sharing and reflecting: Students will post their responses to the question on the blog created for this lesson. ASSESSMENT OF STUDENT LEARNING Blog Rubric for Student Self-Assessment
4 Accomplished Purpose My blog entry has a clear My blog entry is about the My blog entry is mostly purpose and is about the correct topic. about the correct topic, but sometimes my blog correct topics. entry is off subject. Content My blog entry is accurate and interesting. I use the information from my reading to draw original conclusions about the topic. My blog entry is accurate. Most of my blog entry is I use information from my accurate. I try to draw reading to draw some conclusions, but my conclusions about the entry is not always based topic. on facts. My blog entry is often inaccurate. I rarely draw conclusions. I usually just copy information from other sources. My blog entry appears to be about unrelated topics. 3 Proficient (Target) 2 Developing 1 Entry

4 Accomplished Voice

3 Proficient (Target)

2 Developing

1 Entry

My writing shows that I My writing shows that I care deeply about the care about the topic I am topic I am writing about. I writing about. clearly want my readers to understand my point of view. Writing

Sometimes, my writing shows that I care about the topic I am writing about.

My writing shows that I am just completing an assignment and do not care about the topic.

My writing style is My writing style is I try to write so my My writing is confusing interesting and understandable. If I have audience can understand and often does not make appropriate for my any errors in grammar, my message. Errors in sense. audience. I have no errors spelling, punctuation, or grammar, spelling, in grammar, spelling, sentence structure, they punctuation, and punctuation, do not take away from my sentence structure capitalization, or sentence message. sometimes make my message hard to structure. understand.

14 16 = Accomplished 10 13 = Proficient (Target) 7 9 = Developing 0 6 = Entry

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