Keller

Drawing Inferences: 3rd and 4th grade Specifications for Our Students Design Specifications: · Authenticity · Novelty and Variety · Choice · Affiliation · Protection from adverse consequences of failure · Affirmation · Clear and Compelling Standards-Rubric o Model of a finished product o Provide examples o Their work will be displayed or used for another grade level

Notes of what we decided to focus on: **__ Content and Substance __** 1. Making inferences with Expository Text 2. They need to be able to comprehend a. Summarize b. Organize c. Take the information from story and background knowledge and back up with evidence 3. Vocabulary the students need to know Inference, drawing conclusion, clarify, evidence, fact/opinion, cause/effect, comparison/contrast, differentiate, actions of the characters 4. The students must understand Main Idea, characters, sensory language, details (supporting) 5. Prior Skills needed: fluent readers, stamina, comprehension skills, background knowledge, how to pull from what you do know, life experiences (we know we have little to no control over this) 6. Do the kids have a favorable idea of this-no, they don’t like it, could care less, do not want to problem solve 7. How could we solve some of this: begin with lower level books, model the above mentioned skills so the students don’t focus on the decoding but on the content

**__ Product Focus __**

1. Their product/performance/expedition focus….. a. Students can create own story and have another student illustrate what they infer from the information-see if they get it correct b. them to other groups and groups make infer c. students can mime-have fellow classmates infer what is going on d. create an avatar on computer displaying actions then fellow classmates infer from what they are seeing

Our design: __ Organization of Knowledge __ Inferencing: · **__ Watching videos __** -Italian Opera, Charlie Chaplin, Silent Movie clips · **__ People Watch __** -what do you think is going on? · **__ Play Charades __** · **__ Phrase __** - “I can’t believe you did that!” · **__ Disney Kids Scene It __** then they could create a board game with clues · **__ Cartoon Strip __** -picture with clues then they have to come up with what is going on-where are they? How do they feel? What are they doing? Or have the comic story written and the next student has to draw the pictures to match the story · **__ Poetry __** to determine what is going on, what the character is feeling and the need to justify why they feel the reading is sad? Happy? Glad? Lonely? · **__ Advertisements __** · **__ Read a story __** : discuss what, who, why, etc. · **__ OPENER ACTIVITY Back Pack Activity __** : fill it with items that belong to a teacher then have them guess which teacher it belongs to, then give the students a paper bag and have them fill it with items (no names) and have them guess what who or what type of person this is…… Trash neighbors with Comprehension Connections (Cheryl has) Hints and Clues for the backpack activity, then take the hints and clues outside of their current knowledge, then to text-slowly move to the more difficult

Our Sharing Protocol: 1. Calvin and Hobbs <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. The Wretched Stone <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. The Wreck of the Zephyr <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. The Mystery of Harris Burdick <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. The old Three Hundred posters <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. Pony Express Poster-they wanted orphans-why do you think they wanted orphans? <span style="font-family: 'Comic Sans MS'; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. Comprehension toolkit again has great ideas TC + BK = I (text clues + background knowledge = inference

Now how would you tweak the idea? How would we create an engagement tool?

· I think ___ because__ · Read between the line-the author isn’t going to tell you exactly what he is trying to say-read between the lines and figure out what his purpose is, what he is saying about the character, etc. ·

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<span style="display: block; font-family: Calibri; font-size: 16pt; line-height: 115%; text-align: center;">More / Less Design <span style="display: block; font-family: Calibri; font-size: 16pt; line-height: 115%; text-align: center;">Heidi Hiett (Kindergarten) My Class Design qualities: (nonnegotiable) 1. Content and Substance 2. Organization of Knowledge 3. Novelty and Variety 4. Protection 5. Affiliation

By the end of this 6 week unit, I want my students to be able to demonstrate setting a picnic for a set number of students, to adapt the setting based on people coming or going. And to exercise the ability to tell someone how many more place settings are needed or how many need to be taken away.

DSOs and TEKS for topic TSW model and create addition and subtraction problems with real objects in concrete situations. TSW create addition/subtraction sentences using manipulatives.

*Content and substance__:__ The students need to understand number quantities and one to one correspondence. The students need to be able to recognize numberals. The students need to be able to understand a set is a given amount. The student needs to understand how to make a set and break apart a set.

*Organization of Knowledge__:__ My students need to be able to move,sing, use hands on objects, and pictures. Manipulatives: teddy bears, unifix cubes, insects, vehicles, fruit Other supplies: Dry erase boards, markers, construction paper, story frames, songs, games (High Ho Cheerio, dominoes, dice) Technology: Power point, Safari Montage, computers, Leapster, ipods Books: Subtraction: 10 Little Fish, 10 in the Bed, 5 Little Ducks, MMM Cookies Addition: 10 Black Dots, 10 Little Ladybugs, The Doorbell Rang *Novelty and Variety__:__ We will sing the counting to 100s song, more/less, song, addition and subtraction songs from Heidi’s Songs math cd. We will view small sections of Sesame street’s addition/subtraction facts on Safair Montage. We will look at Lollipop Dragon subtraction. Web sites: Starfall.com, kidport.com, coolmath4kids.com Role Play: We will act out the addition and subtraction stories, focusing on The Doorbell Rang, 10 Little Fish, 10 in the Bed and Mmm Cookies. TSW be able to use dry erase markers and write on the tables to show numbers sentences and sets. TCW use the flip camera to video tape their “plays”. They will Skype the other class in counting to 100 back and forth. *Affiliation__: Affirmation?__ The students will be working in different heterogeneous groups. The students will be able to “teach” each other specific roles. TSW have specific jobs to do within their groups. TSW tape their math plays and will tape them doing their math stations so that another class can do the activity. *Choice__:__ The students will get to choose their groupings. The students will be able to choose how they want to show their knowledge. They will pick from plays, manipulatives, dry erase boards, paper pencil, construction paper and markers. *Clear and Compelling Standards__: We will write our goals on the board of the words we need to know, and what we want to do with the information (video tape our knowledge). Measures of Engagement: I will ask the students what they thought about the lesson. Thumbs up, thumbs down, thumbs sideways. I will question them further as to why they voted that way. What could we do that would be more interesting for you? (video tape some interviews) Planning Timeframe: 2 weeks addition, 3 weeks subtraction, 1 week review Planning: 1. Creating sets 2. Number lines 3. Combination of numbers 4. Books: Ants go Marching, The doorbell Rang, 10 black dots, 5 Little Ducks, Mmm Cookies, 10 Little Fish, 10 Ladybugs, 10 in the bed, M+M adding book, Hershey’s kisses subtraction book. 5. Word problems 6. Games: cootie bugs, dice, Hi-ho cheery O,   7. Safari Montage 8. Songs: Heidi’s Songs, addition/subtraction songs 9. Computers: starfall, kidport, coolmath4kids 10. Cameras, flip camera, Skype (See my pictures for examples)