Portfolio Element 2
Integration
Standards:
Foundational Literacy Standards - Word Composition:
K.FFL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
a. Write uppercase and lowercase manuscript letters from memory.
b. Write a letter/letters for most consonant and short vowel sounds (phonemes).
c. Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.
d. Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.
e. Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel.
f. Write some common, frequently used words (am, and, like, the).
g. Print many upper and lowercase letters.
Foundational Literacy Standards - Fluency:
K.FFL.F.5 Read with sufficient accuracy and fluency to support comprehension.
a. Read emergent-reader texts with purpose and understanding.
Speaking and Listening:
K.SL.CC.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Foundational Literacy Standards - Word Composition:
K.FFL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
a. Write uppercase and lowercase manuscript letters from memory.
b. Write a letter/letters for most consonant and short vowel sounds (phonemes).
c. Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.
d. Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.
e. Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel.
f. Write some common, frequently used words (am, and, like, the).
g. Print many upper and lowercase letters.
Foundational Literacy Standards - Fluency:
K.FFL.F.5 Read with sufficient accuracy and fluency to support comprehension.
a. Read emergent-reader texts with purpose and understanding.
Speaking and Listening:
K.SL.CC.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
The Instructional Coach, Tara Anderson, and I worked together to assist one of our Kindergarten Teachers to enhance her ELA Group work/rotations to increase knowledge, skills and accountability of students.
We created a PowerPoint Management System and assisted with implementation of routine and with the variety of skills in each group. This is a week-long rotation routine to get all students through the weekly skills.
We created a PowerPoint Management System and assisted with implementation of routine and with the variety of skills in each group. This is a week-long rotation routine to get all students through the weekly skills.
Activities:
Here is a look at the PowerPoint and activities created:
(Student names have been hidden for the purpose of this Portfolio Element.)
There are 2 or 3 students in each group; each rotation is 20 minutes and the teacher pulls groups of students for 10 minutes to her table, so there are times that students only have 10 minutes in that specific group.
The students pulled will vary and will not necessarily be from the same group - students could be pulled to work on specific skill deficits or to be introduced to new skills, after a whole class Direct Instruction Activity.
(Student names have been hidden for the purpose of this Portfolio Element.)
There are 2 or 3 students in each group; each rotation is 20 minutes and the teacher pulls groups of students for 10 minutes to her table, so there are times that students only have 10 minutes in that specific group.
The students pulled will vary and will not necessarily be from the same group - students could be pulled to work on specific skill deficits or to be introduced to new skills, after a whole class Direct Instruction Activity.
iReady:
Students go to the desktop computers in the classroom - there are 4 student computers, so with 2 students per group, there can be 2 "groups" at the desktop computers at a time. Writing: Students have color-coded popsicle sticks with a variety of settings and characters. They pull a setting (one color) then characters (a second color) and write a story using those characters. They also tell their partner their story. Laptops: Students use the laptops to work on BrainPop to complete an activity assigned by their teacher. I worked with each group to show them how to see that there was an assignment, go to it, and how to watch the video then complete the assignment. Read to Self: Students go to the classroom bookshelf, choose a book and read to self using optional phonics phones. Free Write: Students write in their journals and draw a coordinating picture about anything they would like. The teacher writes a response to each student. Sight Words: Students use sight word cubes to 'roll the dice" to practice sight words - saying it out loud, then copying to a sheet to practice handwriting. iPads: Students use the iPads to go to Epic! and listen to books read to them (each word pops out as it is read aloud). After completion of listening to the assigned story, the student completes/attempts completion of the coordinating quiz. If this activity is done with time remaining, students may choose a story to listen to until time is up. Reading Skills: Students work on the weekly reading skill to be determined by the classroom teacher. |
Evidence:
The evidence will come from teacher observations, reading/responding to student journals, conversations with students, as well as data from the iReady, BrainPop and Epic Programs.