5 Strategies used in my classroom The Read-Aloud A teacher reads to their students.

It may be any kind of book, but the majority of the time is done with a picture book. Standards: CCSS.ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue Why I chose the read-aloud: I chose the read-aloud because it is one of the most effective ways for young students to hear fluent reading. A read-aloud can be used in the beginning middle or end of a lesson. It can be used for an introduction to engage students. It could also be used as a way to incorporate literacy into a lesson and used to wrap up a unit. A read-aloud can hold the students interest, stimulate discussion, bring a different culture or voice to your classroom, and match the social and emotional levels of the listeners. I want to accomplish prying open prior knowledge and bring new vocabulary to students. I would also want to accomplish aligning my curriculum with the State Common Core Standards. Lastly I wish to accomplish expanding the students knowledge on the particular subject that we are studying. Steps to a Read-Aloud: 1. Ask students to join me at the reading rug. 2. Students will sit on their bottoms, with legs folded and hands in their laps. 3. Show the students the cover of the book and ask them to make some predictions based on the cover. 4. Give the students a basic summary of the author. 5. Start to read, pausing to allow critical thinking and questions. Ask students to make predictions and ask questions about unfamiliar vocabulary throughout the read-aloud. 6. Finish with questions from students and give a brief summary of the book or story. Materials: 1. Books

Examples: None provided. Hard to do a read-aloud on a piece of paper.

The Exit Slip In my class these will be pre-made slips of paper. On the exit slip the student will write three things they learned. Lastly they will write one thing that surprised them, or one thing they would like to learn more about. (More about the subject of the lesson.) Standards: CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Why I chose the Exit Slip because I can use them with many different parts of my classroom, and they will help me assess whether my students are meeting standards and objectives set forth in my lessons. I also chose exit slips because they work great with a read-aloud and I love using a read-aloud. The exit slip can also tell a teacher if they have the students engaged in the lesson. I also chose exit slips because they are a way of assessing without it being high stakes. I want to accomplish a quick assessment of a students comprehension of lesson. If the students fail to achieve the correct knowledge on the exit slip I know I need to re-teach. The exit slip is a formative assessment that allows me as the teacher to gage where my students are before the summative assessment. Steps to an Exit slip: 1. 2. 3. 4. 5. Complete a lesson, read-aloud or anytime I want to use a quick formative assessment. Have my student of the day pass out the slips. Students fill out slips. Bring slips to designated bin on my desk. Students read quietly until all of their classmates are finished.

Materials: 1. Pre-made exit slip pieces of paper. 2. Pencil Teacher Example:

Exit Slip Name__________________ Write in complete sentences three things you learned from the lesson. 1. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ 2. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ 3. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Write one thing that surprised you about the lesson or something you would to know more about form the lesson. 1. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Student Example:

Exit Slip Name: Mathew Weygandt Write in complete sentences three things you learned from the lesson. 1. Paul Revere was a national hero and patriot. 2. Paul Revere was a silversmith, courier and dentist in Boston. 3. Paul Revere was actually captured on the night of his famous midnight ride. Write one thing that surprised you about the lesson or something you would to know more about form the lesson.
1.

What happen to Paul Revere after the Revolutionary War?

The KWL and H chart

The KWL and H chart is a great lesson introduction tool. It is also a tool that will help a teacher confirm what the student has learned. The K stands for what the Student already has knowledge of. The W is what the student would like to learn. The L is what they have learned. The H is a newer component of the chart. The H stands for how the student would like to learn about a topic. Standards: CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Why I chose the KWL and H chart. The reasoning behind this choice is pretty simple really. I believe the KWL and H chart engages students. It can also help recall prior knowledge and then tie that knowledge to new information acquired. Lastly you can use the KWL and H chart from the beginning to the end of a lesson or unit. It can be used a reference point and to close what the students have been learning. What I hope to accomplish with the KWL and H chart: I hope to accomplish learning my objectives and aligning those objectives to the Common Core Standards. More than that though I hope to foster a community of learners. The students will be sharing their ideas and concepts with their peers. Steps to use a KWL and H chart. 1. Draw a chart on the board or something like a flip book (large) or even on poster board. 2. Start with a topic. 3. Students fill in the K category. All answers go on the chart. 4. Students fill in the W category. Again all answers go on the chart. 5. We skip L until the end. 6. Students fill in H with ideas of how they would lie to learn about our topic. Materials Used: 1. Dry erase board, poster board or large notebook like paper flip book. Even a smart board with a KWL and H template that could be saved and added to. 2. Dry erase markers, pencils and markers.

Teacher Example:

KWL and H Chart

K What we know.

W What we would like to know.

L What we have learned.

H How we would like to learn.

Student example:

KWL and H Chart W L K What we What we have What we know. would like to learned. know. Paul Revere What did he Paul Revere is was a do after the from Boston silversmith war? He was let go He was dentist Who was the after he was other man captured. He was a with him on patriot. his ride? He lived out his life in Was he Boston after Paul Revere captured? the war. worked for the British. H How we would like to learn. Read-aloud Videos Internet Textbook

Unsent Letters Unsent letters can be done with almost any kind of lesson. Unsent letters are form writing that teach style and form. Since this is a second grade class the letters will generally be no more than a paragraph. Standards: CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-Literacy.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Why I chose unsent letters: They are a way to incorporate writing into a lesson. They also show what a student may have learned about a particular subject. Lastly they can add a personal connection. They are also a great way to use formative assessments. What I hope to accomplish by using unsent letters. I hope to align my lesson to English and literacy common core standards while also being able to meet the objectives of the unit. I also hope the letters reaffirm to students that there are many ways to communicate besides just verbal speech. I also hope to be able to use letters as a formative assessment, to measure knowledge that students have obtained. Steps to doing unsent letters: 1. 2. 3. 4. 5. 6. 7. 8. 9. I fill project a filled in unsent letter on the smart board. I will also have laminated templates for students who may have visual impairment. Have student of the day pass out form letters. (blank sheet) Have students fill in correct greeting Give person to write to or theme write paragraph Sign Turn into proper box on my desk Silent reading until rest of class is ready to proceed

Example: Template of unsent letter. _______________________

________________________ ________________________ ________________________ ________________________ ________________________

________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________

__________________________ __________________________ __________________________

Student Example: 12/02/2013

Mr. Paul Revere Colonial Patriot 1776 Boston St. Boston, MA. 02108

Dear Mr. Revere, I was very excited to learn that you were a key contributor to the freedom I enjoy. You must have been a very busy man. I am told you were a dentist, courier, and silversmith. When did you have time to sleep or see your family? I especially thought the idea of putting lanterns in the North tower was genius. I heard you were caught by the Red Coats on the night of your famous ride. I glad to hear that you made it back home to your wife and children. Thank-you for fighting for your beliefs. Sincerely, __________________________ Mathew Weygandt 2nd grade teacher at Northwestern Elem.

Double Sided Journal Entries A double side journal entry can be used at the beginning or end or a lesson. I will use mine mostly at the beginning of a lesson. The first side is a word or phrase. The opposite side is definition or the word or phrase in the students own words. It is not just copying the definition from the book. Standards: CCSS.ELA-Literacy.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). CCSS.ELA-Literacy.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. CCSS.ELA-Literacy.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). CCSS.ELA-Literacy.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

I chose double entry journals because I believe they are a great way start a unit and become familiar with a chapter in our text book. Writing out definitions in their own words calls for more than just recall. It also will help students become familiar with ideas and concepts in the upcoming unit. Lastly the double sided journal will help expand the students vocabulary. I hope that the double sided journals will accomplish greater understanding of the upcoming lesson. It will help build schema and prior knowledge and expand vocabulary. Like always I expect that the double sided journal will align with objectives. They will lead to mastering common core standards. Steps: 1. 2. 3. 4. 5. 6. 7. 8. Pass out pre made double sided journals. Students look for highlighted and bold words in the text. Write those words on side one of the double sided journal. Research definitions in glossary or book. Look for unknown words in other places. (such as dictionary or internet) Write definitions in your own words. Fill in at least 10 words and definitions. Turn in at designated box on my desk. Silent reading until we are ready to proceed.

Teacher blank template example: