Archive+Grade+2+Reading+Personal+Narrative

9:30-10:10 Lindsay McNatt Garrett Girouard
 * Grade 2**


 * Unit 2 Reading:** Personal Narrative


 * Timeframe:** Through November 16


 * Essential Learning:** Visualization


 * Proficiency:** Students will know that visualizing is making a picture in your head and how to communicate what they visualize; they will be able to produce a written or graphic version of what they visualize.


 * Assessment:** Read aloud Bad Case of Stripes without pictures. Students were then to draw a picture and explain what they were seeing in their heads.

73% ||  || English language learners focused on small insignificant details. Revisiting the Marzano rubric created clarity with respect to proficiency. It shifted thinking around what is really showing that they understand. Constant repetition of essential learning. Communicate intended learning to students and make sure they can articulate it. || Utilize Activeinspire to group and regroup students. Change goal when receiving or losing students. Utilize numbers of students vs. percentages. || Script - I am going to read you a part of this story. I would like you to visualize as we read. Stop after reading section... "I am going to reread this section of the story. I would like you to visualize it again, then draw your visualization and describe what you saw using words." || Language barrier. Understanding directions. Not enough time to complete. Most drew accurate visualization. Could go beyond what was stated in the text. || Garrett 26% 67% Lindsay 11% 61% || Incorporate visualizing into mini lesson each day regardless of topic; Modeling including details about what they are visualizing. Utilize assessment || Class checklist; anecdotal notes; pre-assessment as a formative assessment. || Select a strategy around visualizing and collect data on how it is impacting instruction. Administer formative assessment: The turtle swims around, flapping her long front flippers like wings. She is flying underwater. She pokes her small nose out of the water to take a quick breath. [ Adapted From //One Tiny Turtle// by Nicola Davies (Candlewick Press, 2001).] || pre-assessment. Score the pre-assessment according to the Marzano rubric; include anecdotal notes about strengths and obstacles. || Grade: 2nd Unit: 2 Start and End Dates: September 26, 2011 Unit Overview: Personal Narrative Essential Questions: Why do authors use unforgettable language in their writing? How does the author use language to help the reader visualize and understand the story? Students Will Know/Understand That: Students will know that visualizing is to create a picture in your head and they will be able to communicate what they visualize in written or graphic form. Students will create a circular story about an event in their own lives. Standards Addressed: Standard 1 – Read and Understand a Variety of Materials, Standard 2 – Write and Speak for a Variety of Purposes and Audiences, Standard 3 – Write and Speak Using Formal Grammar, Standard 4: Apply thinking skills to all areas, Standard 5 – Read to locate, select, and use relevant information, Standard 6 – Read and recognize literature as a record of human experience Pre-Assessment: (R) A visualization graphic and written description of their visualization after hearing Paper Boy read aloud (just read a portion of Paper Boy). (W) Write about a time when you have shown responsibility. Formative Assessments: Reading Responses, Oral discussions (whole group, small group, and partner), play aloud a book on CD and have students visualize in graphic and written form. We would compare this to listening to the radio or books on tape. Summative Assessments: Post-test: (R) A visualization graphic and written description of their visualization after hearing Paper Boy read aloud (just read a portion of Paper Boy). (W) Write about a time when you have shown responsibility. Performance Assessment – real world application: Students write a circular story and share with a partner, partners can create a visual for the story. Interdisciplinary Unit: Reading – visualizing to improve comprehension Writing – create a circular story of an event in their life Content – create a circular diagram representing a plant’s life
 * **Date** || **Step 1**
 * Collect & Chart Data** || **Step 2**
 * Analyze Strengths**
 * & Obstacles** || **Step 3**
 * Establish Goals:**
 * Set, Review, Revise** || **Step 4**
 * Select**
 * Instructional Strategies** || **Step 5**
 * Determine**
 * Results Indicators** || **Next Steps** ||
 * 11/17 ||  ||   || Lindsay:
 * 11/10 ||  || Graphic organizer was a challenge for students. It was new to students to point to places in the text that led to the visualization. || Goals remain realistic. || Finish remainder of the unit and don't dwell on the graphic organizer in lesson 20. ||   || Administer post assessment on Monday 11/16. Format and text will be identical to the pre-test. We will score the post-assessment together on 11/17.
 * 11/3 ||  ||   ||   || Use dragon poem and front load vocabulary. Model using the graphic organizer. Adjust verbiage while including "visualizing" and "mental images." Scaffold independent work with familiar text. Use data to select students. || Graphic organizer for Lesson 20. || Bring results of Lesson 20 to our next meeting. ||
 * 10/20 || Scored formative assessment. Does the picture match the story? Does the explanation reflect comprehension? || Have some pictures - no writing. Writing does not reflect visualizing. They are not being specific enough. Writing does not make sense. Picture in head doesn't match text. ||  || Get clear with students that visualizing is a comprehension strategy. Use student work as a model - with an example and non-example to show how the description should match the text. Create a visual anchor to show that visualizing and story has to match. ||   ||   ||
 * 10/13 ||  || Inability to write.
 * 10/6 || Revisit the status of the pre-assessment. ||  ||   ||   ||   || Finish administering