Week 11 Assignment 2

Structure Notes-

Structure note taking is important to know forever.  The reason why I say this and believe this is because at 26 years old I still have to take notes in college and even at work during meeting. So you ask yourself what to write what is important,  especially for students in elementary school while reading not every sentence is important, or the entire article is important. If students are taught a structure way of taking notes they will not have this problem going forward.  The more the students do this the easier it becomes and eventually they will not have to draw arrows and write a  summary, it will be second nature.  I like the concept they mention by having students draw a vertical line to mention key words and the main idea and then write a brief summary. When looking back at notes to study or just to refer to this is easy and great.  In the article I found what blew me away was a student taking notes on the tables in the classroom. This is so fun and engaging and a way for students to refer to in the classroom. Also it is great to use for STEM, which is great for other subjects. So in a classroom note taking can be used in many ways. Overall note taking is important and is a concept students can always have with them.

Supported Article  

Lesson Plan

Week 10 - ELL strategies

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Hi Everyone I briefly spoke about a student I'm working with who is having a difficult time reading. Please listen to see how I work with him . =)

Week 9, Assignment 3

Candidate’s Name: Erika Garcia

Grade Level: 3^rd Grade

Title of the lesson: My Book Club

Length of the lesson: 60 minutes

Central focus Students will establish community rules for group formation and interaction during their book club. They will also get to choose a book of their liking from a choice of classroom books and be able to establish their own schedule for reading and discussing book. Taking responsibilities’ of their own literacy and learning how to value their peers reading and learning.

Knowledge of students Students will have a prior understanding of how to work in groups, respect their classmates opinion, and ability to retell and speak about their story. Key questions: ●      What do students know, what can they do, what are they learning to do? ●      What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

Common Core State Standards CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Support literacy development through language ·       This Lesson will allow students to analyze their reading and understanding in small groups and interact with other students. ·       Students will also be able to explain, summarize and predict their reading in the groups. Vocabulary ·       Using complete sentences, reflection, subject matter, compound predictions, nouns, setting, plot, characters. Sentence Level ●      Using complete sentences   Discourse ·       Discussion on how the book club help you reading your book. Writing a reflection of their reading.

Learning objectives 1.     Students will participate in group discussion about their book 2.     Students will write down their reflection, listen to one another’s opinion and clear any questions they have within the group. 3.     Students will also have to brainstorm an activity that can be done for the book they are reading in the book club.

Formal and informal assessment An informal assessment would be done watching students in their groups and looking at their reading comprehension. A formal assessment will be done individually while checking students writing journals and their reflection of what has been read.

Instructional procedure: 1.     Students will take a vote of what they want to read about and what type of books they want to read. As a class we will make a tally of the votes and split into groups. There will be books chosen from the library and access to internet books. 2.     Students will read the book during for 20 minutes during independent reading and then break into groups to discuss the book and reflect on it. Answering question on how they feel, what they predict will happen next, how this book compares to other books they have read etc.. 3.     Students will then brainstorm and write down on chart paper rules to use in the book clubs and post them around the classroom. 4.     Students will then set roles, I will encourage students to select a role that is a challenge ie. Selecting vocabulary, writing the plot, writing about characters etc.. 5.     After each role as been selected students will know what to focus on and bring to the group when they meet. 6.     Students will then have to discuss and come up with an “group-building activity” for their book, such as- group name, club mascot, how to track their reading what strategies can be used and so forth. 7.     Students will have to also come up with an activity for their book after they are done reading it. The activity can be done in portions throughout the book as well. 8.     Once 60 minutes has passed we will group as a class and discuss ideas for other groups who had a difficult time brainstorming or working together. After each book club session students will bring new vocabulary for the class to learn.

Instructional resources and materials used ·       Books/ internet aces for online books ·       Writing journals ·       Markers and paper to write their activity

Reflection ●      Were students engaged throughout the lesson? ●      Was the lesson affective and not distracting? ●      Did this help students who struggle with understanding comprehension reflecting with peers?