2 nd Grade Aubrie Beard, Jaime Nelson, Jill Imsand Chumbley, & - - PowerPoint PPT Presentation
Common Core Standards 2 nd Grade Aubrie Beard, Jaime Nelson, Jill Imsand Chumbley, & Laurell McAlpine Lesson Plan In Classroom Indian Education For All: 2 nd grade Science Lesson There is a Season Understandings Students will
Indian Education For All: 2nd grade Science Lesson “There is a Season” Understandings Students will understand... the differences in weather of the four seasons. in what month each season begins. Seasonal Rounds of the Salish of Montana.
Students will be able to... name the four seasons. name the months on the European calendar that is used in most schools, and which month each season begins. the seasonal rounds of the Salish and the activities that take place during each Round. Students will know... the seasons of spring, summer, winter, and fall. the months on the European calendar when each season is noted as starting. how some Salish understand what signals the change of seasons. the activities that occur during each season for some Salish people
Key feature: skills necessary for formal presentations range of broadly useful oral communication and interpersonal skills. work together express and listen carefully to ideas integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Comprehension and Collaboration Continued…
Recount or describe key ideas or details from a text read aloud or information presented orally or through
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.
Child will participate in collaborative group conversations by asking and answering questions in a way that displays comprehension of the lesson or topic designated by the classroom teacher, in 8 out
Given an oral presentation of a book excerpt read aloud by the classroom teacher, child will recount information about the reading with 80% accuracy in 3 consecutive
Activity: Teacher will read aloud a passage explaining the four seasons and in what month each season begins. In either written or oral form, child will answer 10 different questions about the presented information. Next oral reading will be a different topic and different questions. Measured By: correct number of answers
Given an oral presentation from a classroom peer about a topic relevant to the classroom lesson designated by the teacher, child will ask 1 question for the purpose of clarifying comprehension of presented information in 4
Activity: Students are required to listen to their peers’ 3- minute oral and visual presentations about the seasonal rounds of the Salish of Montana. Questions are open to the classroom at the end of each presentation. Measured By: out of 5 classmates presenting, within 4 of those presentations will the child ask 1 question
Jill Imsand Chumbley
Presentation of Knowledge and Ideas Montana Common Core Standards for English Language Arts Content by grade level, November 2011. 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Goal 1: Child will maintain topic of lesson as designated by the teacher while speaking in the classroom setting from a baseline of 25% to 80% in 10 conversational turns. Objective 1: Child will pick out main theme in lesson given by teacher and give an appropriate 4 word response in reference to that theme in 8/10
”Presentations are to be short and simple, just share what
pictures/activities were included in the poster.” SLP will assist student in preparing oral presentation by having them identify relevant information and concepts presented in poster. Explore reasoning for why they chose that particular picture? Share ideas for descriptive words for pictures chosen for poster. Develop a simple 2 sentence narrative script with each child that focuses on information that is relevant to topic. Measured: By if they are able to present ideas in preparation to class.
Objective 2: Child will maintain conversation between themselves and teacher for 4 consecutive turns taken in 8/10 opportunities within the classroom. Child will after presentation answer 2 simple questions presented by the teacher about their posters content- questions will be on ideas already covered by child with SLP in preparation. For instance, why they chose a certain picture. Measured: By child’s ability to answer teachers simple questions with relevant information.
Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Reading Standards for Informational Text
Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Identify the main topic of a mult-iparagraph text as well as the focus of specific paragraphs within the text.
Goal 1: The child will independently implement comprehension strategies to facilitate understanding when reading short passages in 8/10
Objective 1: Child will use pictures and headings to accurately decipher meaning from written text when prompted by the clinician in 8/10
Teacher will introduce background information on how the Salish tribes used the environment to determine their yearly activities and looked at a year in terms of a seasonal round rather than a written calendar. Students will view copies of a Salish calendar. Students will read the story of the bitterroot on pages 2-3 of Challenge to Survive: History of the Salish Tribes of the Flathead Indian Reservation (provided to all school libraries in MT from OPI)
SLP/teacher will prompt students to activate prior knowledge of seasons, weather, Native American culture, etc. SLP/teacher will prompt students to look to pictures and headings to support understanding of the text. Students will be divided into small groups where they will each ask 1 question related to the reading and answer one question from a peer to demonstrate understanding of details in the text.
Measure: Is the student able to ask and answer a question from the reading from memory or by referring to the text for clues. (i.e. pictures, headings, topic sentences etc.)
Objective 2: After reading an assigned text, the child will correctly identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text, in 8/10 opportunities from a baseline of 20%. After reading the story of the bitterroot, the students will complete a multiple choice, 5-question handout requiring them to identify the main topic and paragraph topics of the reading. The SLP will support learning by prompting the student to scan topic sentences for clues.
Measure: Is the student able to correctly answer the questions
Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Text Types and Purposes
book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
a topic, use facts and definitions to develop points, and provide a concluding statement or section.
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.
Production and Distribution of Writing -With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
- Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report; record science observations). -Recall information from experiences or gather information from provided sources to answer a question.
The child will write a report about the Salish seasons and in this report will introduce the topic, use facts to develop points, and provide a conclusion appropriately with 80% accuracy from a grading rubric in the classroom.
When presented with a topic from a SLP or teacher the child will write possible introductions correctly in 4 out
The SLP/teacher will teach the students about appropriate, solid, and good introduction statements and
identify a good introduction versus a poor introduction in the classroom, when presented with writing passages
measured by having the students/client(s) write down their answers and then tallied by the SLP/teacher.
When presented with a written passage from a SLP/teacher the child will finish the passage by writing an appropriate conclusion in 8 out of 10 opportunities in the classroom. The educators will discuss and teach what makes and how to write a proper conclusion and/or concluding
stories/short essays in front of the class that either have a proper conclusion, a conclusion that is not appropriate to the rest of the story, or no conclusion at all. This will be measured by the students writing down what the conclusion is like for each story and their answers will be noted by the educator.
Montana Office of Public Instruction, (2012). Indian education for all. Retrieved from website: http://opi.mt.gov/programs/indianed/IEFA.html Montana Office of Public Instruction, (2011). Montana common core standards: English language arts and literacy in history/social studies, science, and technical subjects grade-band k-12. Retrieved from website: http://opi.mt.gov/pdf/CCSSO/11NovELACommonCo reGradeband.pdf