ECE+Archive+Unit+4+Farms


 * ECE**

**Unit 4 Literacy:**

2:15-2:45

Archive Unit 2 All About Me


 * Unit 4: Farms

Timeframe:**

and ending sounds to increase alphabetic knowledge using farm animal photos. || motivation. ||
 * 1 || Using a picture walk to focus on verbs. ||
 * 2 || Using questioning techniques to test comprehension. (What is happening? What is this text about?) ||
 * 3 || Use Let's Talk About It to increase oral language skills about a farm photo. ||
 * 4 || Students make sound-symbol relationships using beginning, middle,
 * 5 || Pose and answer specific questions about text to improve comprehension strategies. ||
 * 6 || Focus on beginning, middle ending sounds using a speech bubble. ||
 * 7 || Pose and answer specific questions about text to practice comprehension strategies. ||
 * 8 || Use B -I-N-G-O to increase letter awareness. ||
 * 9 || Questioning to help them identify character
 * 10 || Sorting farm equipment to categorize. ||
 * 11 || Use a repetitive phrase to support fluency. "Not I..." Little Red Hen ||
 * 12 || Predicting what comes next in the book. (The Mitten) ||
 * 13 || Introduce new vocabulary words in a story. (gigantic, huge, garden, yank) ||
 * 14 || Review left to right progression. ||
 * 15 || Let's Talk About It - Oral Language ||


 * Essential Learning:**

Initial sounds

farm barn duck hen pig rabbit tractor vegetable lamb mouse


 * Proficiency:**

Students will name eight of ten objects in the farm photo and will be able to produce the initial sound of those eight objects.


 * "Assessment":**

What is this (picture)? What sound does _ begin with?

Prepare for the Data Team Process** || **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** || Primary reason five students did not achieve proficiency was due to language.
 * **Date** || **Step A:
 * 1/26 ||  ||   ||   || Sue: Exceeded goal: 0-9/15

Cyndi: 5 students achieved proficiency. || Visuals Centers Realia Matching cards Weaving content throughout the day. Constant repetition. Letter recognition.

Difficulties: Choosing initial sounds. Perhaps next time we could develop vocabulary and oral language skills: classify things from a farm and say something about each item. ||  || Review Cyndi's post assessment. Do Step A for the community unit. || Students don't have farm background knowledge; vocabulary; know that you read from left to right; "first" and "beginning"
 * 1/12 ||  || (See separate data sheet) || **Obstacles:**

Interesting to the kids! Can relate to the pumpkin patch.Some students can name the initial sound! || Cyndi: 2-9
 * Strengths:**

Sue: 0-6 || Small group instruction using visuals:

Horse H What animal might be inside the barn?

Alphabet bingo.

Memory match. || Checklist recording whether students were able to guess an animal that matched the initial sound. || Use the visuals during small group time. Record results and observations on the checklist, and bring it to the next meeting. ||
 * 12/15 || Have not yet administered the pre-assessment. ||  ||   ||   || Lesson 3: Use realia to represent each of the initial 10 sounds. ||   || Administer and score pre-assessment. List strengths and obstacles you noticed in your pre-assessment data. (Step 2). Determine how you will know if your named strategy is successful. ||
 * 12/8 || Defined proficiency and created the pre-assessment. ||  ||   ||   ||   ||   || Create flipchart. ||
 * 12/1 || Finished charting learnings and chose what was essential. ||  ||   ||   ||   ||   ||   ||
 * 11/17 ||  ||   ||   ||   ||   ||   || Continue charting intended learnings to determine what might be essential. Consider re-writing some of the lessons to match what is essential. ||