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Action Example Template

GRADE: 1 TEACHER(S): Steve Sapere

CONTENT TOPIC: What I Like About Spring (Reading Enrichment Unit)

STANDARDS FOR THE 21ST

-CENTURY LEARNER GOALS:

Standard 1: Inquire, think critically and gain knowledge.

Standard 3: Share knowledge and participate ethically and productively as members of our

democratic society.

Standard 4: Pursue personal and aesthetic growth.

Skills Indicator(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,

digital) in order to make inferences and gather meaning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess.

4.1.1 Read, view, and listen for pleasure and personal growth.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

Benchmark(s):

-Connect ideas to personal experiences.

-Present facts and simple answers to questions.

-Follow school guidelines related to the acceptable use of technology.

-Read, view, and listen to a variety of fiction and non-fiction for enjoyment and information.

-Use technology tools to create and present ideas.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection

of resources and information.3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and

informal situations.

4.2.1 Display curiosity by pursuing interests through multiple resources.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

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4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Self-Assessment Strategies Indicator(s):

1.4.4 Seek appropriate help when it is needed.

3.4.2 Assess the quality and effectiveness of the learning product.

4.4.2 Recognize the limits of own personal knowledge.

CONNECTION TO LOCAL OR STATE STANDARDS:

Grade One: READING COMPREHENSION & WRITING

Reading:Reading, writing, speaking, and listening skills are necessary tools for effective

communication. The mastery of these skills is essential for enrichment and lifelong learning. Several

years of research has yielded much information about how children learn to read. This research tellsus that to become more skilled and confident readers over time, students need multiple opportunities

to build essential skills. In their formative years of instruction, children must be read to and

provided opportunities to practice independent reading. Children must develop their ability to read

with fluency and understanding in order to build their knowledge of the world.

COMPREHENSION: ELA1R6The student uses a variety of strategies to understand andgain meaning from grade-level text. The student:a. Reads and listens to a variety of texts for information and pleasure.

b. Makes predictions using prior knowledge.

f. Makes connections between texts and/or personal experiences.

g. Identifies the main idea and supporting details of informational text read or heard.

h. Self-monitors comprehension and rereads when necessary.

i. Recognizes cause-and-effect relationships in text.

Writing:The student begins to write text that develops a central idea or tells a story. The writing

begins to show consideration of the audience and purpose. The student progresses through the stages

of the writing process. The students writing begins to reflect the conventions of written English.

WRITING: ELA1W2The student writes in a variety of genres, including narrative,informational, persuasive and response to literature. The student produces a response to

literature that:

a. Captures a readers interest by stating a position/opinion about a text.b. Begins to demonstrate an understanding of the text through oral retelling, pictures, or in writing.

c. Makes connections: text-to-self, text-to-text, text-to-world.

e. May have a sense of closure.

h. May be published.

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OVERVIEW:

Before reading a series of books about the season of spring to the class, teacher will lead a class

discussion about what students already know about the changes that occur during spring. After

each read-aloud, students will individually select additional titles about spring from either theclassroom library or the school library in order to broaden their knowledge about the season.

Students will respond to a question about their own experiences with spring on a classroom blog

set up specifically for this lesson. In addition, students will take an AR test on one of the books

read during the read-alouds. Finally, students will create a picture that represents the subject of

their blog post.

FINAL PRODUCT(S):

Students final products will be in the form of their blogged responses to the following prompt:

In a sentence or two, tell about an interesting thing/plants/animal you have seen in your yardduring the spring. You could also write about a favorite activity that you enjoy doing in the

spring. Be sure to explain why you chose the particular thing you selected. Tell what you like

or find interesting about it.

Students will also create a picture that represents the subject of their blog post which includes a

brief caption/description of it.

ASSESSMENT

Product: Students will self-assess their blog posts using a teacher-designed rubric.

Process: Teacher will formatively assess student knowledge through informal questioning and

viewing of student blog posts.

Student self-questioning:

What did I find interesting about the thing/plant/animal/activity I chose as the subject ofmy blog post?

How do I appropriately express myself in a blog post?INSTRUCTIONAL PLAN

Resources students will use:

Selected books from the classroom and school libraries Computers w/internet access Wordpress blog site:

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INSTRUCTION/ACTIVITIES:

Modeling and guided practice:

Teacher will model the reading process as well as leading students through discussion of the

reading. Teacher will also lead a discussion over students priorknowledge of spring and the

change of seasons. During the first lesson, the focus will be on reading several books about the

various changes seen in the spring. The second lesson focus will be on students writing of their

blog posts. The third lesson will focus on the students creation of original drawings of the

subjects of their blog posts.

Independent practice:

Students will select and read one additional book about spring in order to better formulate their

blog posts.

Sharing and reflecting:

Students will post their responses to the question on the blog created for this lesson.

ASSESSMENT OF STUDENT LEARNING

Blog Rubric for Student Self-Assessment

4

Accomplished

3

Proficient (Target)

2

Developing

1

Entry

Purpose

My blog entry has a clear

purpose and is about the

correct topics.

My blog entry is about the

correct topic.

My blog entry is mostly

about the correct topic,

but sometimes my blog

entry is off subject.

My blog entry appears to

be about unrelated topics.

Content

My blog entry is accurate

and interesting. I use the

information from my

reading to draw original

conclusions about the

topic.

My blog entry is accurate.

I use information from my

reading to draw

conclusions about the

topic.

Most of my blog entry is

accurate. I try to draw

some conclusions, but my

entry is not always based

on facts.

My blog entry is often

inaccurate. I rarely draw

conclusions. I usually just

copy information from

other sources.

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4

Accomplished

3

Proficient (Target)

2

Developing

1

Entry

Voice

My writing shows that I

care deeply about the

topic I am writing about. I

clearly want my readers

to understand my point of

view.

My writing shows that I

care about the topic I am

writing about.

Sometimes, my writing

shows that I care about

the topic I am writing

about.

My writing shows that I

am just completing an

assignment and do not

care about the topic.

Writing

My writing style is

interesting and

appropriate for my

audience. I have no errors

in grammar, spelling,

punctuation,

capitalization, or sentence

structure.

My writing style is

understandable. If I have

any errors in grammar,

spelling, punctuation, or

sentence structure, they

do not take away from my

message.

I try to write so my

audience can understand

my message. Errors in

grammar, spelling,

punctuation, and

sentence structure

sometimes make my

message hard to

understand.

My writing is confusing

and often does not make

sense.

1416 = Accomplished

1013 = Proficient (Target)

79 = Developing

06 = Entry