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Teacher Consultation [due Mon]
Assignment Content
- During this course, you will complete one of the three Guided Field Experiences in your program requiring you to meet with your field experience teacher, teach lessons to a small or whole group of students, and use assessment to make instructional decisions. This assignment allows you to apply what you have learned and practice important teaching skills in a hands-on experience that is guided by an experienced teacher.
Meet with your field experience teacher, in person or over the phone, to discuss the following components of the Guided Field Experience:
Guided Field Experience Worksheet, Site Demographics
Discuss the demographics of the field experience site.
Use your discussion to complete the Site Demographics section of the Guided Field Experience Worksheet.
Guided Field Experience Worksheet, Part 1
Discuss the options presented on how to best pre-assess students and select one.
Discuss the steps you will follow to analyze the pre-assessment data.
Guided Field Experience Worksheet, Part 2
Discuss the grouping strategy and instructional planning considerations for your lesson.
Lesson Plan Template
Review and discuss the Lesson Plan Template to ensure understanding of all components.
Timeline
Discuss scheduling for your field experience.
Create a timeline for completing the Lesson Plan Template and Guided Field Experience Worksheet requirements by Week 5.
Compile the following for submission:
Site demographics information
Timeline for completing the Lesson Plan Template and Guided Field Experience Worksheet
follow directions
·
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Teacher observation
Study Math Facts
Study Math Facts
EL students
EL students
EL students
EL students
|
ETAC Lesson Plan
|
|
Teacher: Hicks/Lewis
|
Week Of: Oct.19-23,2020
|
Subject: Math/Science
Topic 3 Continued
|
Grade 1st
|
|
Attach all assessments, activity sheets, scoring criteria, etc.:
|
Theme/Unit/Essential Question: What strategies can I use to solve addition and subtraction problems?
|
|
Monday 10/19
|
Tuesday10/20
|
Wednesday 10/21
|
Thursday 10/22
|
Friday 10/23
|
|
Daily objective(s) w/DOK:
Referenced with objective # from PG and/or MS/CCSS frameworks.
(must be measurable)
|
|
|
|
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
|
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent..
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
|
|
1. SET:
Items below are to be included in daily lesson openings:
1. Est. Obj.
2. Relate the learning
3. Involve Learner
|
TTW teach the standard making sure it is in student-friendly terms. TTW also pose the essential question, and have a class discussion. Student responses will be listed on the board. TSW then watch a video entitled Addition and Subtraction within 20 (YouTube). TTW pause the video to have discussions and gauge understanding of content.
|
TTW read Mission Addition to the students.TTW model an addition equation by having 2 students line up on one side and 3 on the other. he/she will then explain what joining items together means. A sample subtraction equation will be modeled as well. Students will be given a bag of cubes to practice equations as the teacher directs.
|
TSW participate in an interactive addition/subtraction game on Splashmath.com. Students will be allowed to demonstrate understanding of content by completing math equations using the touch screen InFocus board. They must also be able to tell what the answer for addition word problems are called.
|
TSW work in groups using manipulatives to solve 10 addition problems. Each group will be given chart paper with the equations written on them. Students will post their answers on the chart as they complete the problems.
|
TTW read Ten Apples up on Top. TSW count and the apples as more are being added. TSW then draw a picture to illustrate the book.
|
|
2. T2O
Should contain no less than these steps daily:
1. Explain content
2. Explains Directions
3. Assigns Activities
4. Questioning
5. Responds to the learner
|
Key vocabulary terms will be established:add, sum, doubles,plus sign,. TSW complete the
Envision
readiness test. Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-4 on Doubles Plus (Pearson). TW tell TS that Carlos and I each pick 5 strawberries. What doubles fact shows how many strawberries we have in all? TTW explain that “ I picked 1 more strawberry. How could you find how many strawberries in all? TSW complete the interactive guided practice on page 122 1-2, TSW complete Independent practice page 123 #3-9 , and problem solving page 124 #10-13
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-5 Make 10 to Add (Pearson). TTW tell TS Andy says that he can find 9+5 by starting with 9+1=10. What do you think about Andy’s way? TSW complete the interactive (students will have print-outs) guided practice page 126 1-2 independent practice page 127 3-8, and problem solving page 128 9-12.
|
TTW introduce the science standard. There will be pictures of different plants labeled for students to view the different parts. TTW read The Tiny Seed. TSW write 2 word problems about plants with teacher assistance Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-6 Continue to Make 10 to Add (Pearson). TT and TSW complete the interactive (students will have print-outs) guided practice page 130 #1, independent practice #2-7, and problem solving # 8-10
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board Next, TSW watch Lesson 3-7 Explain Addition Strategies (Pearson)guided practice page 134 #1-4, independent practice #5-11, and problem solving # 12-14
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board Next, TSW watch Lesson 3-8 Explain Addition Strategies TTW tell the students that Caleb has 4 more stickers than Zoe. Zoe has 5 stickers. How many stickers does Caleb have? (Pearson)guided practice page 137 #1-2, independent practice #3-5, and problem solving # 6-8
|
|
1. Teacher Led
2. Student Led
3. Student Led
4. Other
|
|
|
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
|
|
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
|
|
5. Remediation
6. Enrichment
7. Early Finisher
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-
abcya.com (
Chromebooks
)
–
Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-
Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-Splashmath (chromebooks)
Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
–
Enrichment-Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instrucion will also be available.
Enrichment-Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
|
8. Resources/
Materials
|
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
|
|
|
|
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
|
|
3. Closing
1. Summarize
2. Involve Learner
|
Ask questions to gauge understanding of the day’s lesson and review essential question.
|
Exit ticket (parking lot). Discuss if there are misconceptions.
|
Questioning and answering
|
Student-teacher will review.
|
Exit ticket and discussion.
|
|
4. Daily evidence of learning:
How do you know daily instruction was successful? Be specific
|
Students will be able to have positive conversations about the lesson. They will be able to answer questions with minimal prompting.
|
Students can write at least one thing they learned during the lesson (or explain it).
|
|
Teacher observation
|
Questioning and discussion
|
|
5. Assessment / homework
|
|
|
Study Math Facts
|
-Read story
-Complete Math worksheet
|
Quiz
|
|
6. ADJUSTMENTS
MADE:
|
|
|
|
|
EL students
|
·
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
Teacher observation
Study Math Facts
Study Math Facts
EL students
EL students
EL students
EL students
|
ETAC Lesson Plan
|
|
Teacher: Hicks/Lewis
|
Week Of: Oct.19-23,2020
|
Subject: Math/Science
Topic 3 Continued
|
Grade 1st
|
|
Attach all assessments, activity sheets, scoring criteria, etc.:
|
Theme/Unit/Essential Question: What strategies can I use to solve addition and subtraction problems?
|
|
Monday 10/19
|
Tuesday10/20
|
Wednesday 10/21
|
Thursday 10/22
|
Friday 10/23
|
|
Daily objective(s) w/DOK:
Referenced with objective # from PG and/or MS/CCSS frameworks.
(must be measurable)
|
|
|
|
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent.
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
|
1.OA.6- Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to a ten, and creating equivalent, but easier known sums by creating the known equivalent..
L.1.1.4-Students will create a model which explains the functions of each plant structure (roots, stem, leaves, petals, flowers, seeds)
|
|
1. SET:
Items below are to be included in daily lesson openings:
1. Est. Obj.
2. Relate the learning
3. Involve Learner
|
TTW teach the standard making sure it is in student-friendly terms. TTW also pose the essential question, and have a class discussion. Student responses will be listed on the board. TSW then watch a video entitled Addition and Subtraction within 20 (YouTube). TTW pause the video to have discussions and gauge understanding of content.
|
TTW read Mission Addition to the students.TTW model an addition equation by having 2 students line up on one side and 3 on the other. he/she will then explain what joining items together means. A sample subtraction equation will be modeled as well. Students will be given a bag of cubes to practice equations as the teacher directs.
|
TSW participate in an interactive addition/subtraction game on Splashmath.com. Students will be allowed to demonstrate understanding of content by completing math equations using the touch screen InFocus board. They must also be able to tell what the answer for addition word problems are called.
|
TSW work in groups using manipulatives to solve 10 addition problems. Each group will be given chart paper with the equations written on them. Students will post their answers on the chart as they complete the problems.
|
TTW read Ten Apples up on Top. TSW count and the apples as more are being added. TSW then draw a picture to illustrate the book.
|
|
2. T2O
Should contain no less than these steps daily:
1. Explain content
2. Explains Directions
3. Assigns Activities
4. Questioning
5. Responds to the learner
|
Key vocabulary terms will be established:add, sum, doubles,plus sign,. TSW complete the
Envision
readiness test. Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-4 on Doubles Plus (Pearson). TW tell TS that Carlos and I each pick 5 strawberries. What doubles fact shows how many strawberries we have in all? TTW explain that “ I picked 1 more strawberry. How could you find how many strawberries in all? TSW complete the interactive guided practice on page 122 1-2, TSW complete Independent practice page 123 #3-9 , and problem solving page 124 #10-13
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-5 Make 10 to Add (Pearson). TTW tell TS Andy says that he can find 9+5 by starting with 9+1=10. What do you think about Andy’s way? TSW complete the interactive (students will have print-outs) guided practice page 126 1-2 independent practice page 127 3-8, and problem solving page 128 9-12.
|
TTW introduce the science standard. There will be pictures of different plants labeled for students to view the different parts. TTW read The Tiny Seed. TSW write 2 word problems about plants with teacher assistance Students will be allowed to complete equations on the board. Next, TSW watch Lesson 3-6 Continue to Make 10 to Add (Pearson). TT and TSW complete the interactive (students will have print-outs) guided practice page 130 #1, independent practice #2-7, and problem solving # 8-10
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board Next, TSW watch Lesson 3-7 Explain Addition Strategies (Pearson)guided practice page 134 #1-4, independent practice #5-11, and problem solving # 12-14
|
TT will briefly review what was learned during yesterday’s lesson.TT and TSW go over the readiness test. Students will be allowed to complete equations on the board Next, TSW watch Lesson 3-8 Explain Addition Strategies TTW tell the students that Caleb has 4 more stickers than Zoe. Zoe has 5 stickers. How many stickers does Caleb have? (Pearson)guided practice page 137 #1-2, independent practice #3-5, and problem solving # 6-8
|
|
1. Teacher Led
2. Student Led
3. Student Led
4. Other
|
|
|
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
|
|
1.Math book
2.Math iReady learning Path
3.File folder Games
4.Worksheet with manipulatives
|
|
5. Remediation
6. Enrichment
7. Early Finisher
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-
abcya.com (
Chromebooks
)
–
Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-
Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
-Enrichment-Splashmath (chromebooks)
Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instruction will also be available.
–
Enrichment-Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
-Extended time will be allotted for those needing remediation. Small-group instrucion will also be available.
Enrichment-Splashmath(chromebooks)
-Early finishers-file-folder games or math booklets
|
|
8. Resources/
Materials
|
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
|
|
|
|
Envision
Woksheets
Manipulatives
Chromebooks
File-folder games
|
|
3. Closing
1. Summarize
2. Involve Learner
|
Ask questions to gauge understanding of the day’s lesson and review essential question.
|
Exit ticket (parking lot). Discuss if there are misconceptions.
|
Questioning and answering
|
Student-teacher will review.
|
Exit ticket and discussion.
|
|
4. Daily evidence of learning:
How do you know daily instruction was successful? Be specific
|
Students will be able to have positive conversations about the lesson. They will be able to answer questions with minimal prompting.
|
Students can write at least one thing they learned during the lesson (or explain it).
|
|
Teacher observation
|
Questioning and discussion
|
|
5. Assessment / homework
|
|
|
Study Math Facts
|
-Read story
-Complete Math worksheet
|
Quiz
|
|
6. ADJUSTMENTS
MADE:
|
|
|
|
|
EL students
|
