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TAT Task 3

street view with city buildings, market and street sings

 

TAT2- Task 3

 

 

Teacher’s manual

 

 

WGU

Authored by: Cara Kusnic

 

Table of Contents:

Page 2

Table of Contents

Pages 2-3

Introduction

Page 4

Delivery Approach and Instructional Sequence

Pages 4-5

Lesson 1 Discussion, Materials and Assessment

Pages 6-7

Lesson 2 Discussion, Materials, and Assessment

Pages 8-9

Lesson 3 Discussion, Materials, and Assessment

Pages 10-17

TAT2- Lesson

Page 18

References

Introduction

Greetings! This manual is to serve as an aid to teachers who are teaching second grade. The intended audience of these units are second grade students in the area of reading.

 

Length

 

This manual focuses on strategies needed to be successful when reading non-fiction text. It takes place over a span of three days and is a total of 7.5 hours of instruction.

 

Goal

 

The goal of instruction is that students will be able to comprehend grade level non-fiction text by achieving 7 out of 10.

 

Delivery Approach

 

To keep students engaged, I use several different delivery approaches. My lessons start off whole group to provide students with direct instruction. It is important that the students know exactly what you want from them. During whole group, I will ask students to turn and talk with a partner. Collaboration is a vital part of being successful in life. Once whole group and turn and talk is over, students will work in a cooperative learning group. I feel that it is important for them to learn how to work with multiple people at one time. After that, students will complete independent work. During this time, students work on their own on some type of activity to see how they do outside of their group. Finally, students are assessed. Assessing my students help me group them for small group and lets me know what they do and do not understand.

 

Instructional sequence

 

Pre-Instructional activities are given to students before a lesson begins. It helps get them started and gets them thinking about what they will be doing and working on. This normally takes 15 minutes.

 

Content Presentation is the time when the teacher will present the information to the students. This is given in a whole group setting, so that all of the students receive core content at the same time. The teacher must make sure that their instruction is purposeful and meaningful during this time. You want to hook the students into your lesson. Thirty minutes is allotted for this time. You want to make sure that you spend enough time on teaching that students understand; however, you do not want give direct teaching for more than 30 minutes, because you will lose second grades interest.

 

Learner Participation is next. This is the time when students work in collaborative and cooperative learning groups. During this time, the students take what they learned and apply that knowledge to their activity. I love the learner participation time and allot one hour for students to get through the activities that they need to during this time.

 

Assessments come after learner participation. Students have to be assessed on what they learned. This is the best way to make sure that they gained the knowledge of what the teacher taught. If they did not, the teacher should do a remediation lesson during the follow-up time. If the students did understand, they should be given an activity to complete during the follow up time. Assessments take different students different times. Students are given thirty minutes to complete an assessment.

 

The follow up time is for an enhancement or remediation lesson.  This activity is meant to be short and meaningful. It should not take longer than 15 minutes to perform.

 

 

Lesson Discussion:

Lesson 1:

 

In lesson one, students will learn about the difference between fiction and non-fiction texts.

 

Pre-instruction: From 8:00-8:15, students will collaborate with a partner and recall the different features of a fiction book. Give the students at least 5 minutes to discuss and then, partners should share out what they said, so other groups can hear. Allow a discussion to occur amongst the class. Do they agree with each other? Why or why not?

 

Content Presentation: From 8:15-8:45, Students will come together as a whole group. The teacher will begin with direct instruction. The teacher will pull up the Flipsnack flyer. Please sign onto your computer and open up Google. You will click on this link: https://www.flipsnack.com/ck523/fiction-vs-non-fiction.html, or you can type this link into your browser. The teacher will display this on the promethean board. Be sure to sure it on by pressing the on button.

 

*While logging in, please ask students to call out the differences between fiction and non-fiction text. Students should never sit idle.

 

When you click on the link, a flyer comparing and contrasting fiction and non-fiction will open up. The teacher and students should read this together. Are these some of the things that were said? Was anything mentioned that you did not know?

 

Next, pass around a bucket of books from the shelf. Students should select one fiction book and one non-fiction book. Teacher should advise students to locate a partner. Discuss what type of book you have and how you know. By type, I mean fiction or non-fiction.

 

Before allowing students to do this, please model what you expect with another student.

 

Learner Participation: From 8:45-9:45, students will partake in cooperative learning groups. Using the books that they located in the bucket. The teacher will show students what a T-Chat looks like. It is the capital letter, T. The teacher will draw a T-Chart on chart paper or the white board. On the upper left side of the T, write Fiction. On the upper-right side of the T, write non-fiction. Have students provide examples from their books. For example, Katie may say, my setting is a dungeon. The teacher would say, “Okay, Katie, which side would dungeon go.” Katie should reply that they would go on the left side with fiction. If a mouse if a character that speaks, the students should state that the mouse would go in the fiction section.

 

Now that you modeled what you expect, send students to get a partner and 2 more books. Advise students that they will need to find 7 comparisons between all four books that they have. Students will create a T-Chart in their reading journal.

 

Assessment for Lesson 1: From 9:45-10:15

The teacher will put up anchor chart paper around the classroom. Each group will go put the information from their reading journal onto an anchor chart. Only 1 group per chart. Next, there should be a thumbs up, thumbs down assessment to see if students agree or disagree with the items on the chart.

 

There are two ways that you can do this. You may let them sit at their seats while the teacher reads everything off, or you can allow them to have a gallery walk and see if they agree or disagree with the placement of items on the charts.

 

 

 

Instructional Materials For Lesson 1:

Reading Journal

Pencil

T-Chart

Fiction and Non-fiction books

Basket for books

White board

Expo Markers

 

Physical Materials For Lesson 1:

Computer

Mouse

Flipsnack Flyer created by Cara Kusnic

Promethean Board

 

 

 

 

 

Lesson 2:

Lesson 2 has been designed to help students identify and use text-features to help them comprehend non-fiction text.

 

Pre-instruction: From 8:00-8:15, review Lesson 1 from yesterday. That means, you have students recall what they did yesterday. This can be done in a turn and talk with a partner. After that, ask students to get a non-fiction book out of their book basket on their table. Have students get out their reading journals. Students will look through their non-fiction texts and will write as many text features that they see. Teachers should walk around during this time and assess journal work. Students that did not do well in the text-feature lesson a few weeks ago, may still struggle with this lesson, and that is okay. After this lesson, they should feel more comfortable.

 

Content Presentation: From 8:15-8:45, the teacher will play the following YouTube video that is referenced in APA format in the APA section: https://www.youtube.com/watch?v=ciJks5acPmU&t=102s

 

In order to play the video, please turn on the computer and log in. Once you log in, you can type this link into Google, and press enter. Make sure you turn on your Promethean board so that every can view the video. Students may sit at their seats, or they can sit on the carpet to view this YouTube video. This will be shown in a whole group setting.

 

After viewing the video, have students turn and talk to recall some of the text features that they noticed. Ask students where they have seen some of those text-features.

 

Teacher will create an anchor chart of text features with student input. You will need the name of the text feature and what it does. For example, a picture shows what the words are referring to. Bold print lets us know it is important. This anchor chart is vital, because students will be able to refer to it throughout all of their instruction.

 

Learner Participation: From 8:45-9:45, students will utilize the anchor chart, non-fiction books, pencils, and reading journals. Students will work with a cooperative learning partner to look through non-fiction books in their book basket. They will identify at least 7 out of 10 text features in their books.

 

Before the students begin working, the teacher will model what they want done. The teacher will show them to create a journal entry about text features. They will write the text feature that they see in the book and what it does for the student in that book. Students will also need to write the title of the book at the top of the page. The justification of the title is so that the teacher is able to go back and look through the book if he/she has any questions.

 

Lesson 2 Assessment: 9:45-10:15, students will log onto iReady reading. Students all have their own passwords. Before the student logs on, the teacher needs to log onto their iReady account and find a text-feature lesson and quiz. The teacher will need to click on the text-feature lesson and press assign to students and click on all students. Then click on the assign now button. Once you do that, all students have it. This assessment will provide students with a mini-lesson and will then provide them with a quiz. The teacher can watch on their account to see how the students do, by clicking on reports, reading, text features. Students will work on this assignment independently on their Chrome Book.

 

Follow-Through Activities: 10:15-10:30, students will read an independent text book all week long. Today, students will work independently to locate three text-features in their non-fiction text. They will write them in their reading journal.

 

 

Materials for Lesson 2:

Reading Journal

Pencil

A list of text-features

Non-fiction books with text features

Book basket stocked with non-fiction texts

Chart Paper

Markers

 

Physical Materials For Lesson 2:

 

Chrome Book

Youtube video for text-features referenced in the APA resource section

iReady

iReady Log in

Computer

Mouse

Promethean Board

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 3: Students will utilize a highlighter, identify text features, and annotate in the margin.

 

Reading passages are attached.

 

Pre-Instructional Activities: 8:00-8:15

Discuss that last two days of instruction, define what a text feature is, define what fiction is, define non-fiction what non-fiction is. Have students write in their journal what the difference is between fiction and non-fiction. Next, ask students to write about 2 text features that they have not written about yet in their reading journal.

 

Content Presentation: 8:15-8:45

While in whole group, students will be given a non-fiction reading passage. This passage will be short. The teacher will have students read the passage with them. Next, the teacher will model how to annotate, when to annotate, and why you annotate. Students will be expected to follow along and copy what the teacher writes onto their paper. The teacher should ask a lot of probing questions during this time. The goal here is to get students to really start thinking about why and how we do things to comprehend what we read. We want them to focus on understanding the text. If we are able to make annotations and highlight key items about the text, it will help us comprehend what the text is actually about.

 

 

City, S. (n.d.). Login. Retrieved February 25, 2019, from https://www.teacherspayteachers.com/FreeDownload/Text-Features-Identification-Butterfly-Life-Cycle-2718611

 

Learner Participation: 8:45-9:45

Students will work with a partner to answer the questions about the passage. Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin. Students will highlight where they located all of their answers in the text. During this time, it is important that the teacher walk around and listen to conversations. Teachers need to make sure that students are following along properly. Teachers should ask scaffolding questions if need be.

 

Lesson 3 Assessment: 9:45-10:15

Students will partake in an online quiz from Quizizz. Click on the link or type it into your browser:

https://quizizz.com/admin/quiz/569fe768061a465e46c826c4/text-features (Griffl, 2017)

Students already know how to access this quiz from their chrome book. Students will wear headphones during this time to minimize distractions. Students have the full time to take this quiz. This quiz is game based, so students are apt to take their entire time.

 

Follow-Through Activities: 10:15-10:30

Students that finish early will log into iReady reading and work on skills that are on their level. The iReady program sets up what students need to work on.

 

Materials for Lesson 3:

Reading Journal

Pencil

Highlighter

Non-Fiction reading passage

 

Physical Materials For Lesson 3:

Computer

Mouse

Chrome Book

iReady log in

Quizizz test (online- APA Format is the APA section) and login

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TAT Task 2

Cara Kusnic

 

Student ID- 000148376

 

Mentor: Kelly Merlot

 

Assessment Code: JPT2

 

Date 02/24/2019




















 

 

 

 

 

 

Non-Fiction Comprehension, features, and understanding

Instructional Problem Summary:

A significant amount of second grade students struggle with non-fiction reading comprehension. These students are unable to fully understand what they are reading as they are unable to answer questions about the text. A solid foundation in reading comprehension enables students to become better at higher order thinking and problem solving.

 

Goal of Instruction

By the end of instruction, students will be able to obtain grade level reading comprehension using non-fiction text by achieving 7 out of 10 correct. Second grade students will be able to comprehend what they are reading through small groups and iReady instruction based on individual needs. Students will be assessed through iReady assessments and teacher assessments during one on one instruction.

 

 

 Planning the Design of the Instructional Unit

Task Analysis with Performance Objectives

 

Task 1 Introduction to Non-Fiction and Fiction Comprehension

 

1.1 Definition of Non-Fiction

1.2 Definition of Fiction

1.3 Similarities and Differences between non-fiction and fiction

Performance Objective

Using a self-selected reading book on their current level, students will compare and contrast a fiction text to a non-fiction text by creating and completing a T-Chart with at least 7 comparisons.

 

Task 2 Text Features

2.1 Definition of a text feature

2.2 Identify text features

  

Performance objective:

Using grade level non-fiction text, students will be able to identify three text features, scoring a minimum of 7/10 points on the assessment.


 


Task 3 Strategies to help read a non-fiction text

3.1 Highlight important information

3.2 Identify text features

3.3 Write questions that you have in the margin

Performance Objective:

Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin.


 

Learning Theories

 

Constructivism in lessons 1, 2, and 3 is represented by collaboration, student engagement, and class discussion.

 

Behaviorism in Lessons 1-3 is depicted through direct instruction.

 


 

 

 

 

 

 

 

 

 

 

 

 

 Lesson Plan #1 Title:  Introductory Lesson to Non-Fiction

 

Performance Objective: Using a self-selected reading book on their current level, students will compare and contrast a fiction text to a non-fiction text by creating and completing a T-Chart with at least 7 comparisons.

 

Resources or Materials Needed: T-Chart, non-fiction books, fiction books, reading journals, pencil, teacher created assessment,

 

Time: 8:00-10:30 am

Step 1: Pre-Instructional Activities: 8:00-8:15

Students will collaborate with a partner to recall the different features of a fiction book.

Step 2: Content Presentation: 8:15-8:45

Students will be presented the information in a whole group setting via Flipsnack (Kusnic, 2019). https://www.flipsnack.com/ck523/fiction-vs-non-fiction.html

 

The teacher will show students the flyer created on Flipsnack. Students and teacher will chorally read the flyer. After the students and teacher read the Flipsnack chorally, students will locate a fiction and non-fiction book on the shelf and will tell a partner which book is fiction and which book is not. Pairs will need to explain their reasoning by justifying their opinion. Students will work with a partner.

 

Step 3: Learner Participation: 8:45-9:45

When in the whole group setting, students will be expected to partake in the group discussion determining what makes a text non-fiction. During partner work, students will examine a fiction and non-fiction book. On a T-Chart, students will list the differences that they see in both text types. Students are expected to located at least 5 differences between what they see in each book. For instance, they should be able to use the comparisons between characters, plot, setting, problem, solution, etc.

Step 4: Assessment: 9:45-10:15

Students will receive an oral assessment when the activity is over. They will use thumbs up and thumbs down to agree or disagree with what a non-fiction text is.

Step 5: Follow-Through Activities: 10:15-10:30

Independently, students will gather a non-fiction and fiction text. They will record their findings in their reader’s notebook.


 

Lesson Plan Summary:  

Students will come to the carpet as a whole group. The teacher will display the Flipsnack flyer that was created for this lesson. Teachers and students will read the flyer chorally. Students and teachers will create an anchor chart to depict the differences between fiction and non-fiction books. Next, the teacher would ask students what type of book he/she is holding and how they know. The teacher will pass around the book so they can turn the pages and look in the book. Then there will be a 60 second turn and talk to discuss what genre the book is and how they know. After 60 seconds, students will raise their hands and wait to be called on to provide the class with their determination after their own examination of the book. Students will determine that the text is fiction because of the pictures, the fact that animals can talk, the lack of bold print, the lack of captions. Students will then be given the definition of a non-fiction text. They will see that a non-fiction text holds the elements of a book that a fiction book does not, such as: cations, bold print, headings. The teacher will pass around several different non-fiction texts and students will gather into partners. With their partner, they will create a T-Chart for the elements that they see in a fiction book, and the elements that they see in a non-fiction book. Once they have approximately 30 minutes to do this, we will come back together as a whole group and collaborate. Students will share out their findings with the rest of the group and hold a discussion to talk about their points. Once this has ended, students will be given independent texts to look at and complete their own T-Charts and will locate at least 7 comparisons between fiction and non-fiction texts. Students will have approximately 30-40 minutes to complete this. While students are working, the teacher will call students back to the one on one table where the teacher will conduct an oral assessment and will take anecdotal notes. The best lesson theory for this lesson is Constructivism as students are engaged during every stage of the lesson. The activities in this lesson are student centered and student led. The class must lead each other in a group discussion about the answers that they come up with.

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan #2 Title:  Text Features

 

Performance Objective: Using grade level non-fiction text, students will be able to identify three text features, scoring a minimum of 7/10 points on the assessment.

 

 

Resources or Materials Needed: Reading journal, pencil, a list of text features, books with text features, iReady, teacher assessment, YouTube (Learners, 2017).

Time: 8:00-10:30

Step 1: Pre-Instructional Activities: 8:00-8:15

Review lesson 1, students will preview a non-fiction book silently

Step 2: Content Presentation: 8:15-8:45

Whole group via powerpoint presentation, partner work for collaboration, individual work to locate three text features, scoring a minimum of 7/10 points on the assessment. Students will view a whole group YouTube lesson (Learners, 2017) https://www.youtube.com/watch?v=ciJks5acPmU

Students will watch this short presentation on YouTube of what text features are.

Step 3: Learner Participation:  8:45-9:45

Students will be introduced to text features in a whole group setting. Afterward, they will work with a partner and return to whole group to discuss. Finally, students will work independently to show that they understand what a text feature is and how it pertains to non-fiction.

 

Step 4: Assessment: 9:45-10:15

Students will identify three text features in their given non-fiction text.

Step 5: Follow-Through Activities: 10:15-10:30

Students will continue to identify text features in their independent reading for the week. Students will keep a log of the text features that help them the most during their independent reading.

 

Lesson Plan Summary:

In this lesson, students will begin in the whole group setting. Material will be delivered via the Smartboard. The teacher will have a presentation created that will show students what different text features are and why they are important. Students watch a Youtube video that describes what text-features are and will provide examples. Students will then sit with a partner and discuss why the text features are important and how they help them read non-fiction text. Students will work together on one paper to identify at least seven out of ten text features that are in their book. When their 30-minute time frame is up, students will come back together as a whole group to discuss their findings. Finally, students will be given a teacher made assessment to check for understanding while the rest of the class is on iReady and completing their text feature lesson and quiz. During the teacher assessment, using grade level non-fiction text, students will be able to identify three text features, scoring a minimum of 7/10 points on the assessment.

The best learning theory for this lesson is constructivism since there needs to be a lot of oral discussion and collaboration. Students are engaged during every stage of the lesson. The activities in this lesson are student centered and student led. The class must lead each other in a group discussion about the answers that they come up with.

 

Lesson Plan #3 Title:  Strategies

 

Performance Objective: Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin.


 

Resources or Materials Needed: Non-Fiction reading passage, highlighters, pencil

Time: 8:00-10:30

Step 1: Pre-Instructional Activities: 8:00-8:15

Discuss that last two days of instruction, define text feature, define what fiction is, define non-fiction what non-fiction is.

Step 2: Content Presentation: 8:15-8:45

There will be a powerpoint presentation to teach the beginning of the lesson. Collaboration will be needed for the partner work.  

Step 3: Learner Participation: 8:45-9:45

Students will partake in a whole group lesson, collaborate with a partner and show what they know independently. Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin.

Step 4: Assessment: 9:45-10:15

Performance Objective: Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin.


 

Resources or Materials Needed: Non-Fiction reading passage, highlighters, pencil

Time: 8:00-10:30

Step 1: Pre-Instructional Activities: 8:00-8:15

Discuss that last two days of instruction, define text feature, define what fiction is, define non-fiction what non-fiction is.

Step 2: Content Presentation: 8:15-8:45

There will be a powerpoint presentation to teach the beginning of the lesson. Collaboration will be needed for the partner work.  

Step 3: Learner Participation: 8:45-9:45

Students will partake in a whole group lesson, collaborate with a partner and show what they know independently. Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin.

Step 4: Assessment: 9:45-10:15

 

Students will partake in an online quiz from Quizizz. Click on the link to access the quiz: https://quizizz.com/admin/quiz/569fe768061a465e46c826c4/text-features

(Griffl, 2017).

Step 5: Follow-Through Activities: 10:15-10:30

Students will be able to successfully take tests and be engaged in group discussions as they have a strong foundation. They will also use the strategies that they have learned to help better understand their independent reading.

Step 5: Follow-Through Activities: 10:15-10:30

Students will be able to successfully take tests and be engaged in group discussions as they have a strong foundation. They will also use the strategies that they have learned to help better understand their independent reading.

 

Lesson Plan Summary:

The lesson will begin in the whole group setting. The teacher will provide direct instruction to teach how to use the strategies. Students will discuss what elements of the non-fiction genre are used in their paragraph or passage. They will discuss with a partner what text features are as their review. As such, constructivism will take place as students are engaged and collaborating. Students will then be shown a paragraph on the Smartboard. They will read it independently first. Then, students will collaborate with a partner to determine the important sentences and will highlight the information that they find to be important. Another strategy that they will be taught to use is being able to identify text features to help them read. Finally, is it important to ask questions for clarification and students will do that by notating in the margin. Students will be assessed to make sure they are proficient using the strategies. Given a non-fiction text, students will demonstrate the use of three strategies to read a non-fiction text by highlighting information, identifying text features, and writing questions in the margin. As past of their assessment, students will partake in a Quizizz quiz. The quiz will take approximately 30 minutes. When students finish, gather new books from their book baskets that were put there this morning. Students will read the books, and will locate text-features in their book and write them in their journal along with the title.

 

 


Assessment and Evaluation Method

Students will be assessed through performance objectives. While the students are being assessed the teacher will take anecdotal notes and will also use iReady. iReady assessments will be completed on the computer and will give immediate feedback to students on whether they are doing great and can move up, or it will tell them that they need additional support and help. On day three, students will use a test on Quizizz (Griffl, 2017).

 

 

 

 

 

 

References

Kusnic, C. (2019, February 24). Fiction vs. Non-Fiction. Retrieved February 24, 2019, from https://www.flipsnack.com/ck523/fiction-vs-non-fiction.html

 

Griffl. (2017). Text features. Retrieved February 24, 2019, from https://quizizz.com/admin/quiz/569fe768061a465e46c826c4

 

Learners, T. I. (2017, October 02). Text Features: Navigators. Retrieved February 24, 2019, from https://www.youtube.com/watch?v=ciJks5acPmU

 

 

City, S. (n.d.). Login. Retrieved February 25, 2019, from https://www.teacherspayteachers.com/FreeDownload/Text-Features-Identification-Butterfly-Life-Cycle-2718611

 

 

 

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