Learning Goal 1
Strand: COMPREHENSION
Standard: ELA3R3e - The student uses a variety of strategies to gain meaning from grade-level text. The student recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
LG 1 – Students will recognize plot, setting, and characters within text, and compare and contrast these elements between texts.
Blooms Taxonomy:
LG 1 corresponds to the above State Standard as students learn how to read a story and remember previously learned information together with the understanding of how a story is made up, which are the characters, setting and the plot.
LG 1 address the Knowledge level of Bloom’s Taxonomy because after students read a story, they are expected to remember elements or parts of a story from a previous lesson taught. Not only are the students expected to remember the elements/parts of the story but they must apply the Application level of Bloom’s Taxonomy by applying what they have learned to the given assignment. Students then used the Analysis level of Bloom’s Taxonomy in analyzing the story into writing the correct parts for the corresponding headings.
In assessing students’ mastery of the mentioned State Standard various assessments were used.
o Pre-assessment– Students were seated in the gathering area and I sat on a chair in full view of all students. I read the story “The Three Little Pigs”, and we discussed by asking questions, giving hints and cues while checking for prior knowledge, comparing other stories and filling in a chart on the teaching easel (picture below). Observe each student to make sure that material is understood.
o Formative Assessment– Students were seated at their assigned spots at their desks and when they were quiet I went to the online site and put up “http://www.learner.org/interactives/story/cinderella.html” on the promethean board. The students listened then as a class answered the related questions when the story was finished.
o Post-Assessment– An activity card was put on the overhead (ELMO). I read the directions to make sure everyone knows what to do in order to complete the assignment that is to read the short story then create the chart on a piece of paper and complete when finish reading. Assignment is graded with rubric (below) where student must show their mastery by earning at least 9 (75) out of 12 (100) points.
Adaptations I made to my assessments for my LDs and struggling students was to give them extra time to complete the given assignment. Additionally, clear directions and many examples of how the assignment should be completed were given.
Learning Goal 2
Strand: COMPREHENSION
Standard: ELA3R3h - The student uses a variety of strategies to gain meaning from grade-level text. The student interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
LG 2 – Students will read two stories and complete a Venn diagram to show their understanding and comprehension to gaining meaning in grade-level text.
Blooms Taxonomy:
LG 2 corresponds to the above State Standard as students learn how to read a story and remember previously learned information together with the understanding of how to compare two stories.
LG 2 addresses the Knowledge level of Bloom’s Taxonomy because after students read the two stories, they were expected to remember how to complete a Venn diagram from a previous lesson taught that is finding similarities, differences and what is the same between the two stories. Not only are the students expected to remember how to complete the Venn diagram but they must apply the Application level of Bloom’s Taxonomy by identifying and writing what they have learned to correctly complete the given assignment. Students then used the Analysis level of Bloom’s Taxonomy in analyzing the stories by writing the correct details for the corresponding headings.
In assessing students’ mastery of the mentioned State Standard various assessments were used.
o Pre-assessment– Students were seated in the gathering area and I sat on a chair in full view of all students. I read the story “The Three Little Pigs” and “Little Red Riding Hood” and we discussed by asking questions, giving hints and cues while checking for prior knowledge, comparing the two stories and filling in a chart on the teaching easel (picture below). Observe each student to make sure that material is understood.
o Post-Assessment– After reading the story “Ruby the Copy Cat” and a short story about a mocking bird student were given a Venn diagram to complete. Assignment is graded with rubric (below) where student must show their mastery by earning at least 16 (80) out of 20 (100) points.
Adaptations I made to my assessments for my LDs and struggling students was to give them extra time to complete the given assignment. Additionally, I put the teacher pre-assessment of the completed Venn diagram as a guide for these students.
Learning Goal 3
Strand: Vocabulary
Standard: ELA3R2d - The student acquires and uses grade-level words to communicate effectively. The student identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language.
LG 3 – Students will learn the meaning of idioms and figurative phrases and use them in their writing to make their writing as well as their everyday language descriptive.
Blooms Taxonomy:
LG 3 corresponds to the above State Standard as students learn the meaning of and how to use idioms in their every day language and writing.
LG 3 addresses the Knowledge level of Bloom’s Taxonomy because after students learn that an idiom is a word or phrase which means something different from what it says but when used correctly will make their writing and everyday language creative and descriptive. Students were expected to remember the meaning of idioms or from context clues within writing from a previous lesson taught. Not only are the students expected to remember the meaning but they must apply the Application level of Bloom’s Taxonomy and correctly complete a given assignment.
In assessing students’ mastery of the mentioned State Standard various assessments were used.
o Pre-Assessment – Students came up with an idiom and illustrated their picture, so that they can etch what an idiom is in their memory.
o Formative assessment– Students played idioms online games from http://www.vocabulary.co.il/third-grade-vocabulary-games/. These games were put up on the promethean board and each student gets a couple of chances to go to the board and match idioms to their meaning. If a student gets it wrong I immediately discussed with the student what the correct answer should have been
o Post-Assessment– To show their understanding of the meaning of idioms, students completed a worksheet (below). By showing their mastery students were expected to get at least 8 out 10 questions correct.
Adaptations I made to my assessments for my LDs and struggling students was to give them extra time to complete the given assignment. Additionally, I give these students additional examples of idioms.
Learning Goal 4
Strand: Vocabulary
Standard: ELA3R2a - The student acquires and uses grade-level words to communicate effectively. The student reads literary and informational texts and incorporates new words into oral and written language.
LG 4 – Students will read literary and informational pieces while learning new words to insert into their every day speech and written language.
Blooms Taxonomy:
LG 4 corresponds to the above State Standard as students learn the meaning of and how to use new words in their every day language and writing.
LG 4 addresses the Knowledge level of Bloom’s Taxonomy because after students learn new words and meaning, with their (new words) use will make their everyday language and writing creative and descriptive. Students were expected to not only remember the new words being taught but past words and meaning so as to build and broaden their vocabulary. In keeping with the application level of Blooms Taxonomy, students are also expected to apply these new words in the correct way in every day situations.
In assessing students’ mastery of the mentioned State Standard various assessments were used.
o Pre-Assessment – Students will complete a worksheet on vocabulary words and meaning from the basal reader.
o Formative assessment– Students played various spelling online games from http://www.vocabulary.co.il/third-grade-vocabulary-games/. These games were put up individually on the promethean board and each student gets a couple of chances to go to the board and match the words and their meaning while learn how to spell words from the weekly list of words. If a student gets it wrong I immediately discussed with the student what the correct answer should have been.
o Post-Assessment– To show their understanding of how to spell the new weekly words and know their meaning, students completed a worksheet (example below). By showing their mastery students were expected to get at least 20 out 24 questions correct and could earn 3 extra bonus points by writing the correct words when the meanings are read.
Adaptations I made to my assessments for my LDs and struggling students was to give them matching word games both online and worksheet so that these students can see both words and meanings.
Learning Goal 5
Strand: Comprehension
Standard: ELA3R3d - The student uses a variety of strategies to gain meaning from grade-level text. The student distinguishes fact from opinion.
LG 5 – Students will read texts and be able to correctly decipher facts from opinions.
Blooms Taxonomy:
LG 5 corresponds to the above State Standard as students learn that a fact is a statement supported by evidence which can be proven while an opinion is a judgment or belief based on personal feelings.
LG 5 addresses the Knowledge level of Bloom’s Taxonomy because students will use what they have been taught to identify when a statement is supported by facts or not. In keeping with the application level of Blooms Taxonomy, students are also expected to apply their knowledge to real life situations in understanding a fact from an opinion. Additionally, students will use the evaluation level of Blooms Taxonomy in making judgments as to whether a specific statement is trying to appeal to their emotion to evoke some kind of reaction based on fact or opinion.
In assessing students’ mastery of the mentioned State Standard various assessments were used.
o Pre-Assessment – Students will complete a simple fact or opinion chart.
o Formative assessment– Students played various spelling online games from http://www.quia.com/jq/24723.html and http://pbskids.org/arthur/games/factsopinions/. These games were put up individually on the promethean board and each student gets a couple of chances to go to the board and correctly choose whether a statement is a fact or an opinion. If a student gets it wrong I immediately discussed with the student why the answer is incorrect.
o Post-Assessment– Student will complete a fact or opinion worksheet and be graded.
Adaptations I made to my assessments for my LDs and struggling students was to modify instructions as needed such as to give simpler examples of what a fact and an opinion is. Additionally, to give plenty of wait time and extra time to complete worksheet.
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