Performance Domain A: Planning Prepartion for Student Learning

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In fall of 2009, I created a learning center based on the academic standards for English and Reading. I created three different activities based on three different aspects of the standards and then
 created a learning center for third graders from them.

 


I've included below the first three assignments given to us in my 
Educational Psychology class in preparation for the final learning 
center. I also included a explanation of my learning center and links 
to all the assignments I included in my learning center.


Performance Domain A:  Planning and Preparation for Student Learning

A1.
The teacher demonstrates an understanding of subject matter and
subject-specific pedagogy during planning.

A2.
The teacher uses principles of learning and development, and
understanding of learners and learner diversity during planning of
instruction and assessment.

A4.
The teacher develops and selects appropriate instructional goals and
objectives.

A6.
The teacher selects, adapts, and/or creates appropriate instructional
resources and materials, including instructional technologies.

A7.
The teacher plans for an inclusive, nurturing, stimulating, and
academically challenging learning environment.

Paper 1:

Overall Trends in The Standards

In grade three the trends for reading are mostly concrete. By following the standards children in grade three should be able to connect new information or ideas in text to known information which is a fairly abstract idea for children. Another abstract concept children in grade three children must be able to do is to produce work in at least one literary genre that follows the conventions of the genre. By grade five the topics children are being taught are more abstract then grade three. Children should be able to relate new information or ideas from text to that learned through additional reading and media. Children in grade five also should be able to produce at least one literary genre that follows the conventions of the genre.  By grade eight the reading lesson are becoming much more abstract which give children the opportunity to add their own flair to the lessons being taught.  They must be able to compare and contrast different texts, make extensions to related ideas, topics, or information and analyze the positions, arguments and evidence in public documents. Also they should be able to produce at least one literary genre that follows the conventions of the genre. By grade eleven the work is much more abstract with children being expected to be much involved in their education. Students at this level should be able to locate various texts, media, and traditional resources for assigned and independent projects before reading.

 

Evaluation

I believe the standards follow development guidelines for children very well. They do not introduced topics that would be too complex for children to follow. The reading curriculum starts out with using very few very abstract complex and using mainly concrete ideas, but as the children's brain develop more abstract topics are then introduced.

 

 

Teaching Ideas

 

  • One major project for the year can involve the students their own books, in order to learn about the different story elements.

  • Having group discussions so the students can see other students' perspectives on the text.

  • Reading short stories and answering questions about them to test comprehension of that story.


Paper 2:

 

Standards Being Addressed

 

Academic Standards for Reading- Third Grade

 

1.1. Learning To Read Independently

 

C: Using knowledge of phonics, word analysis (e.g. root words, prefixes and suffixes), syllabication, pictures and context clues to decode and understand new words during reading

 

D: Read text using self-monitoring comprehension strategies (e.g. predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate).

 

G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

  • Retell or summarize the major ideas, themes or procedures of the text.

  • Connect the new information to ideas in the text to known information.

  • Clarify ideas and understandings through rereading and discussion.

  • Make responsible assertions about the text by citing evidence from the text.

 

1.2. Reading Critically in All Content Areas

 

A: Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion within text.

  • Distinguish between essential and nonessential information within a text.

  • Make inference from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.

  • Analyze text organization and content to derive meaning from text using certain criteria.

Learning Activities

  1. Read Johnny Appleseed: My Story as told by David L. Harrison. The children in the group take turns reading a page in the story. The learning goal of this activity is understand the story of Johnny Appleseed. This activity draws on the linguistic theory of intelligence and also the interpersonal theory of intelligence. The materials I would need for this activity are a few copies of Johnny Appleseed: My Story.

  2. Make a Johnny Appleseed puppet and use your puppet to retell the story from your own perspective. The learning goal of this activity is to demonstrate after reading, understanding and interpretation of the text. This activity draws on the visual spatial theory of intelligence and interpersonal theory of intelligence. The materials I would need for this activity are paper bags, crayons, scissors, glue, and the pattern for the puppet.

  3. Individually do a fact versus opinion paper on Johnny Appleseed. The learning goal of this activity is to learn about facts and opinions and be able to differentiate between the two. This activity draws on the intrapersonal theory of intelligence. The material I would need for this activity is a worksheet on facts and opinions.

 

Paper 3:

Standards and Objectives

 

1.1. Learning to Read Independently

 

G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

  • Retell or summarize the major ideas, themes or procedures of the text.

  • Connect the new information to ideas in the text to known information.

  • Clarify ideas and understandings through rereading and discussion.

  • Make responsible assertions about the text by citing evidence from the text.

    • Students will complete a Venn diagram comparing and contrasting Johnny Appleseed truth and legends. (Evaluate)

    • Students will write a short paragraph describing three of their favorite things about Johnny Appleseed, and then to explain why these three things are their favorite. The students are applying previous knowledge and proving they have retained it. (Apply)

    • Students will complete a true/false worksheet based on the readings of Johnny Appleseed.   (Knowledge)


1.2. Reading Critically in All Content Areas


A: Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion within text.

  • Distinguish between essential and nonessential information within a text.

  • Make inference from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.

  • Analyze text organization and content to derive meaning from text using certain criteria.

    • Students will each be given a worksheet with various statements on them containing to Johnny Appleseed. The students will then have to mark whether each statement is a fact or opinion worksheet. (Understand)

    • Students will be asked to construct a time line of Johnny Appleseed's life. The timeline should contain at least four major points and contain information about important parts of Johnny Appleseed's life. (Analyze)


 

C: Produce work in at least one literary genre that follows the conventions of the genre.

  • Students will each write a short story about what they think it would be like if Johnny Appleseed lived in the year 2009. (Create)


Learning Center:


learning center pic.bmp 

 

Standards and Objectives

 

1.1. Learning to Read Independently

 

G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

  • Retell or summarize the major ideas, themes or procedures of the text.

  • Connect the new information to ideas in the text to known information.

  • Clarify ideas and understandings through rereading and discussion.

  • Make responsible assertions about the text by citing evidence from the text.

    • Students will complete a Venn diagram comparing and contrasting Johnny Appleseed truth and legends.


1.2. Reading Critically in All Content Areas

 

A: Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion within text.

  • Distinguish between essential and nonessential information within a text.

  • Make inference from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.

  • Analyze text organization and content to derive meaning from text using certain criteria.

    • Students will each be given a worksheet with various statements on them containing to Johnny Appleseed. The students will then have to mark whether each statement is a fact or opinion worksheet.

 

 

C: Produce work in at least one literary genre that follows the conventions of the genre.

  • Students will each write a short story about what they think it would be like if Johnny Appleseed lived in the year 2009. 


Assignments: 

 

true false ja.bmp

short story ja.bmp

fact opinion ja.bmp


Extra Credit:

For my final learning center project, I based it on a Johnny Appleseed theme and had three assignments for students to do:

  • a true false quiz in which the students read statements regarding
Johnny Appleseed and then chose whether each statement was true or
false

  • a writing lesson in which the students had to write and essay based on
the prompt: What do you think it would be like if Johnny Appleseed
lived in the year 2009

  • a fact versus opinion worksheet in which the students prove they can
differentiate facts from opinions based on the subject Johnny
Appleseed

 

 

 

 

 

 

 

 

 

 

 

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