Essential Question: How will I demonstrate impact on student learning as a result of my differentiated lesson?
As stated in a previous post, I use my initial acquisition of individualized word lists as my pre-assessment. We are then going to graph those results. The aim is to show a positive trend of the number of correct words read from the same list over a number of revisits to the original 10. Here is the actual plan.
A Story of 5 Words
Name: A story of 5 words
Grade Level: K
Unit: Foundational Reading Skills
Lesson Topic: Practice reading and writing 5 high frequency common words
Materials: Flash cards of high frequency words from the Dolch list, computer, digital recording device, scanner (available devices determines creative options), VoiceThread.com
New Vocabulary: varied—student is given list depending upon their individual needs.
Practice identifying, reading, and writing 5 high frequency, common words.
To develop foundational reading skills with kindergarteners with differentiated options in presenting their projects with use of technology
The learner will demonstrate improved acquisition of high frequency, common words by creating and presenting a story created out of their 5 acquired words.
The learner will graph their progress to give evidence to improved learning.
Grade Level Standard(s):
3. Know and apply grade‐level phonics and word analysis skills in decoding words.
c. Read common high‐frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
Anticipatory Set (30 min. per session—revisited over a series of days)
Lesson Activities in Sequence:
- During a rotation time, students will be asked to read from a series of 10 flash cards which include high frequency, common words. Each student’s set will be different. From that list, the student will be given 5 misread cards as a learning list. If the student reads a majority of the cards, the series may surpass 10 until 5 unknown words are acquired. (Keep track of each student’s full set of 10 for re-assessment).
- The learner will then be given their 5 words on their learning list. This list will be read over with the student (and possible pictures added for understanding) to make sure that they understand what the word is.
- The learner will then write a short story using all 5 words. The story doesn’t need to be 5 sentences long, but it must contain all 5 words. The students must spell and use the words correctly.
- The learner will then present their stories through which available manner suits them (i.e. recording a video, drawing pictures, using already uploaded digital pictures, using puppets…).
- Each creation will be recorded digitally and presented to parents by way of VoiceThread.com
- During the course of the project, learners will be asked to read their original list of 10 words and progress graphed.
Assessment of Learning:
The graph of the original 10 (or more for advanced readers) words will be the pre and post assessment. The projected outcome is a positive trend in number of words correctly read.
As a class, we will watch the various stories and share the link with parents and invite POSTIVE feedback.
No homework—they’re kindergarten. Unless it is to show off to their family.
Early Finisher Activities:
Early finishers may write another story using their words and create pictures (there may not be time to add these creations to proposed product, but the creativity is still a good practice).
Modifications for Special Needs:
Some students may need more one-on-one time with the teacher, or more prompting. These students will have modified word lists limited to only three letter words. The story may be written for them, but the recreation of their story will be their own.