III. Curriculum Content
Long-term Planning
In order to ensure that students are prepared for long-term attainment of their learning goals, I presented information in a way that is familiar and has proved to be effective in the past. For instance, during the sea creature unit, students are applying their sorting and grouping skills with the use of tens frames and sea creature handfuls, which corresponds with the way in which they learned about sorting and group with their previous thematic unit on bugs. By remaining consistent in the implementation of instruction, students are able to reinforce the techniques they have already learned, while also improving upon their skills and magnitude for which they understand. This ideology was validated during the sea creature unit when the vast majority of the students were able to sort in more complex ways, with an increased sense of self-efficacy.
The long-term learning plans for the unit were formulated around an interdisciplinary approach, and the theme of sea creatures was woven into mathematics, literature, music, art, and drama; however, the learning goals focused heavily on the students’ ability to convey their knowledge about sea creatures, by following the daily writing guidelines that have been set forth for them during “Writer’s Workshop”. It is because of this goal, in fact, that students’ pre and post test assessments were not centered on the number of facts they obtained during the course of the unit, but were instead centered around their ability to write about what they had learned. For instance, the scoring guide for the unit (as can be found in Domain IV), focuses on students’ ability to: write 3 or more sentences, write their name on the paper (without being prompted), turn their paper in on time, draw a recognizable illustration, and to use 3 or more colors (in their illustration). This set of criteria aligns with the Common Core State Standards (for kindergarten writing), and it also corresponds with the goals of "Writer’s Workshop" for the students. By keeping the goals for the unit consistent with the goals they have been working on throughout the year, the students were able to refine their writing skills and make meaning of the “new” information they were being taught.
One long-term goal that was generated from this unit was the implementation of technology. During two separate lessons within the unit, the overhead projector was used to facilitate learning. This tool proved to be valuable to students because it generated curiosity and allowed for them to take an active role in the learning process. Because this tool allowed for collaborative learning, it will be used during future lessons as well. In addition, the iPad will also be used more frequently, as it supports the scaffolded learning.
Short-term Planning:
In order to meet daily learning goals, the teaching methods throughout the lesson involved a student-centered form of questioning and inquiry. In fact, the lessons taught were in direct response to the “K” or “know” and L or “learn” components of the KWL Chart. I took the information that students already knew, coupled it with the information they wanted to know, then created the lessons for the unit. In order to gather what information students wished to learn more about, I provided the students with more than twenty sea creature books, and she asked the students to place a post-it note on each page (or animal) they wished to learn more about. This process served as a guide for subsequent lessons.
Additional teaching methods that were applied during the unit included whole group instruction, small group instruction, cooperative learning (with elbow partners), and one-on-one instruction (when needed). The culmination of these various teaching styles was highly important, as there were twenty seven students in the classroom, each with varying ability levels and learning styles/preferences. With that in mind, it was also highly critical that I implemented varying techniques for activating students’ prior knowledge. The strategies used to activate prior knowledge included asking students about their experiences with sea creatures, allowing (and encouraging) them to share any connections they had to share about sea creatures, and by permitting students to bring in “artifacts” or realia from home. These opportunities to create a real life significance were exceptionally valuable and effective in promoting student learning because they created a sense of excitement and eagerness, which established a momentum for learning throughout the class. Examples of this were on “sharing days”. Each week, students were asked to bring in their personal sea creatures or beach mementos to share with their peers, and once they were finished sharing, the teacher would link their creature with the information or animal facts for the day. This created a feeling of pride among the students, and it also created a desire to learn more. By the end of the second week, students had established a large volume of stuffed sea creatures, sea creature pictures, letters, sand dollars, sea lion fur, and so on. Connections were also made when the teacher and students created a classroom “ocean” (sensory table), in which students could sort sea creatures and act out their sea creature problem scenarios.
Literacy Integration to Support Student Learning:
In order to support student growth and learning throughout the unit, literacy elements were integrated into the lessons: the way in which they were taught, and the way in which material was supplemented and reinforced. For example, information about sea creatures was presented to students in the form of poems, songs, books, fact cards, and storytelling, so as to meet the varying learner preferences of the students. Additionally, when reviewing material, the instructor used choral reading, dramatic play, and American Sign Language, to cement information and to allow for students to make connections between what they were learning and what their life experiences.
Technological tools used during the unit included a classroom iPad, an overhead projector (ELMO), and a compact disc player. These tools impacted my teaching in a positive way because they allowed for students to access information about sea creatures through the use of different mediums than they have typically been accustomed to. For instance, the overhead projector allowed for students to work together in creating a KWL Chart because it was large enough that every child could see it. The projector was also an essential tool because it had the capacity to “freeze frame” student responses, so that the chart could be returned to and completed at a later date, which is how the class completed the “L” or “learned” section of the chart. With regard to the compact disc player, students were able to use this form of technology to listen to songs about sea creatures (which were frequently sang and taught during whole group instruction). This allowed the students to become more familiar with the songs on their own. This proved to be especially helpful for students who benefited from learning time additional time and working at their own pace.
Monitoring Student Learning
As discussed in the lesson plans, student progress monitoring was a key component in lesson material and pacing. In order to determine whether or not students were conceptually understanding material and how to apply skills, I frequently asked students to generate responses to questions, in whole group discussions, with partners, and on dry-erase boards. These various settings enabled me to listen in on student conversations and assess student work (dry-erase boards), without drawing attention to other classmates. Examples of questions asked to students are provided in subsequent lesson plans, but include some of the following: “If there are five sea turtles walking on the beach and three swimming in the ocean, how many sea turtles are there all-together? How do you know?” This question is a sample question from the sea creature problem lesson. It was to be answered by each student, in a whole group setting. It would typically be front-loaded with several simpler problems (involving single digit problems under five), and it would followed by the instructor asking students to “show work” as to how they would solve it (on dry-erase boards). Once students were given time to solve the problem on their own, the teacher would ask for volunteers to “help” solve the problem on the large board. This whole group solving would provide me with insight as to who understands the concepts being taught. It also showed who needed additional support, and how the groups should be formulated. This time was also important because if students did have a difficult time mastering a concept, I could alter future lessons for the unit. Also, it told me when to devote additional time to reinforcing topics or practicing skills (such as sorting and grouping of animals and addition/subtraction skills).
Adaptations/Modifications
As the class is comprised of twenty seven students, each with varying needs, prerequisite skills, and abilities, there were several special needs that had to be addressed and monitored throughout the unit. These needs included sensory, tactile, and fine motor. In order to meet the needs, I solicited to expertise of the Learning Resource Center teachers, and referred to student Individual Education Plan (IEP) goals. For example, one student, “Student W”, was frequently encouraged to use his “brain power” tool and hold a soft piece of material during times in which the class was to be seated for longer durations of time. This was especially important when he expressed difficulty in focusing or remaining calm. An additional strategy implemented (as to meet the needs of diverse students) was the grouping and seating of students. For instance, students who demonstrated difficulty remaining in their seats or following the speaking and listening strategies (Five Star Listening) were assigned seats in the front row, directly in front of me. This decision was made to give students the opportunity to “demonstrate” appropriate behavior for their peers as models. It proved to be a highly effective technique, as it increased student confidence and made them feel valued and important among their peers.
Differentiating Instruction for Students
Over the course of the unit, several strategies for differentiation were implemented, so that every student could have equal access to the curriculum, regardless of their differing learning styles, language acquisition level, or special needs. Examples of differentiation included leveled groups (in the areas of guided reading and writing), strategic partnering, time allotted to complete activities, and scaffolding of curriculum content. The following depicts specific examples of differentiation:
Cultural/Ethnic Differences: The majority of the students within the class come from similar cultural backgrounds, with the exception of one student in the class, “Student K” who comes from a Russian background and is able to speak fluently in Russian. In order to value this student’s experiences and culture, she is often encouraged to share her language (if she wishes) with the class. This sharing opportunity allows for her to gain experience in speaking in front of groups and in sharing about her culture, while also allowing for her peers to gain access to cultures and experiences they may know little about.
Talented and Gifted: Currently, no students in the class have been identified as talented and gifted, but the curriculum is easily altered to challenge students who are working above grade level standards. For instance, students who have demonstrated that they are capable of solving complex, two-digit problems are often urged to create and solve such problems, so they are challenging themselves. Additionally, these students are often asked to answer higher order thinking questions, such as “What makes you think that?” or “How do you know that to be true?”
Behavioral Concerns: There are a few students within the class who have been addressed as presenting some behavioral concerns. To meet the needs of these students, myself, the principal, and their parents, have worked together to develop a behavioral tracking card system. This system is essentially comprised of a point system, in which students are rewarded with one point for each daily activity, so long as their behavior is positive, they are keeping their hands and feet to themselves, and they are actively engaged in completing the activity, without disrupting others.
English Language Learners: While there are not currently any English Language Learners (ELL’s) in my class, I still choose to implement ELL teaching strategies. I choose to incorporate ELL strategies into my teaching because they can be beneficial in supporting heritage English speakers as well. The following depicts ways in which I support student learning:
Vocabulary and Language Development
+ Introducing new ideas and concepts by first discussing the vocabulary words key those ideas/concepts.
Guided Interaction
+Allowing/encouraging students to work collaboratively, so they can practice their speaking and listening skills.
Explicit Instruction
+Directly teaching concepts, with small group instruction (often based on student ability level).
Meaning-based Concepts
+Using meaning based concepts occurs when universal themes are introduced. Students are encouraged to connect the curriculum with real world significance/experiences they have had.
Authentic Assessment
+Varying the ways in which students are assessed and can demonstrate their understanding.
Modeling/Graphic Organizers/Visuals
+Allowing students to use visual representations/models to organize information, display information, and make meaning of material/link essential information with its relationship to supporting ideas.
*These strategies were drawn from author Ellen Moir, University of Santa Cruz.
Long-term Planning
In order to ensure that students are prepared for long-term attainment of their learning goals, I presented information in a way that is familiar and has proved to be effective in the past. For instance, during the sea creature unit, students are applying their sorting and grouping skills with the use of tens frames and sea creature handfuls, which corresponds with the way in which they learned about sorting and group with their previous thematic unit on bugs. By remaining consistent in the implementation of instruction, students are able to reinforce the techniques they have already learned, while also improving upon their skills and magnitude for which they understand. This ideology was validated during the sea creature unit when the vast majority of the students were able to sort in more complex ways, with an increased sense of self-efficacy.
The long-term learning plans for the unit were formulated around an interdisciplinary approach, and the theme of sea creatures was woven into mathematics, literature, music, art, and drama; however, the learning goals focused heavily on the students’ ability to convey their knowledge about sea creatures, by following the daily writing guidelines that have been set forth for them during “Writer’s Workshop”. It is because of this goal, in fact, that students’ pre and post test assessments were not centered on the number of facts they obtained during the course of the unit, but were instead centered around their ability to write about what they had learned. For instance, the scoring guide for the unit (as can be found in Domain IV), focuses on students’ ability to: write 3 or more sentences, write their name on the paper (without being prompted), turn their paper in on time, draw a recognizable illustration, and to use 3 or more colors (in their illustration). This set of criteria aligns with the Common Core State Standards (for kindergarten writing), and it also corresponds with the goals of "Writer’s Workshop" for the students. By keeping the goals for the unit consistent with the goals they have been working on throughout the year, the students were able to refine their writing skills and make meaning of the “new” information they were being taught.
One long-term goal that was generated from this unit was the implementation of technology. During two separate lessons within the unit, the overhead projector was used to facilitate learning. This tool proved to be valuable to students because it generated curiosity and allowed for them to take an active role in the learning process. Because this tool allowed for collaborative learning, it will be used during future lessons as well. In addition, the iPad will also be used more frequently, as it supports the scaffolded learning.
Short-term Planning:
In order to meet daily learning goals, the teaching methods throughout the lesson involved a student-centered form of questioning and inquiry. In fact, the lessons taught were in direct response to the “K” or “know” and L or “learn” components of the KWL Chart. I took the information that students already knew, coupled it with the information they wanted to know, then created the lessons for the unit. In order to gather what information students wished to learn more about, I provided the students with more than twenty sea creature books, and she asked the students to place a post-it note on each page (or animal) they wished to learn more about. This process served as a guide for subsequent lessons.
Additional teaching methods that were applied during the unit included whole group instruction, small group instruction, cooperative learning (with elbow partners), and one-on-one instruction (when needed). The culmination of these various teaching styles was highly important, as there were twenty seven students in the classroom, each with varying ability levels and learning styles/preferences. With that in mind, it was also highly critical that I implemented varying techniques for activating students’ prior knowledge. The strategies used to activate prior knowledge included asking students about their experiences with sea creatures, allowing (and encouraging) them to share any connections they had to share about sea creatures, and by permitting students to bring in “artifacts” or realia from home. These opportunities to create a real life significance were exceptionally valuable and effective in promoting student learning because they created a sense of excitement and eagerness, which established a momentum for learning throughout the class. Examples of this were on “sharing days”. Each week, students were asked to bring in their personal sea creatures or beach mementos to share with their peers, and once they were finished sharing, the teacher would link their creature with the information or animal facts for the day. This created a feeling of pride among the students, and it also created a desire to learn more. By the end of the second week, students had established a large volume of stuffed sea creatures, sea creature pictures, letters, sand dollars, sea lion fur, and so on. Connections were also made when the teacher and students created a classroom “ocean” (sensory table), in which students could sort sea creatures and act out their sea creature problem scenarios.
Literacy Integration to Support Student Learning:
In order to support student growth and learning throughout the unit, literacy elements were integrated into the lessons: the way in which they were taught, and the way in which material was supplemented and reinforced. For example, information about sea creatures was presented to students in the form of poems, songs, books, fact cards, and storytelling, so as to meet the varying learner preferences of the students. Additionally, when reviewing material, the instructor used choral reading, dramatic play, and American Sign Language, to cement information and to allow for students to make connections between what they were learning and what their life experiences.
Technological tools used during the unit included a classroom iPad, an overhead projector (ELMO), and a compact disc player. These tools impacted my teaching in a positive way because they allowed for students to access information about sea creatures through the use of different mediums than they have typically been accustomed to. For instance, the overhead projector allowed for students to work together in creating a KWL Chart because it was large enough that every child could see it. The projector was also an essential tool because it had the capacity to “freeze frame” student responses, so that the chart could be returned to and completed at a later date, which is how the class completed the “L” or “learned” section of the chart. With regard to the compact disc player, students were able to use this form of technology to listen to songs about sea creatures (which were frequently sang and taught during whole group instruction). This allowed the students to become more familiar with the songs on their own. This proved to be especially helpful for students who benefited from learning time additional time and working at their own pace.
Monitoring Student Learning
As discussed in the lesson plans, student progress monitoring was a key component in lesson material and pacing. In order to determine whether or not students were conceptually understanding material and how to apply skills, I frequently asked students to generate responses to questions, in whole group discussions, with partners, and on dry-erase boards. These various settings enabled me to listen in on student conversations and assess student work (dry-erase boards), without drawing attention to other classmates. Examples of questions asked to students are provided in subsequent lesson plans, but include some of the following: “If there are five sea turtles walking on the beach and three swimming in the ocean, how many sea turtles are there all-together? How do you know?” This question is a sample question from the sea creature problem lesson. It was to be answered by each student, in a whole group setting. It would typically be front-loaded with several simpler problems (involving single digit problems under five), and it would followed by the instructor asking students to “show work” as to how they would solve it (on dry-erase boards). Once students were given time to solve the problem on their own, the teacher would ask for volunteers to “help” solve the problem on the large board. This whole group solving would provide me with insight as to who understands the concepts being taught. It also showed who needed additional support, and how the groups should be formulated. This time was also important because if students did have a difficult time mastering a concept, I could alter future lessons for the unit. Also, it told me when to devote additional time to reinforcing topics or practicing skills (such as sorting and grouping of animals and addition/subtraction skills).
Adaptations/Modifications
As the class is comprised of twenty seven students, each with varying needs, prerequisite skills, and abilities, there were several special needs that had to be addressed and monitored throughout the unit. These needs included sensory, tactile, and fine motor. In order to meet the needs, I solicited to expertise of the Learning Resource Center teachers, and referred to student Individual Education Plan (IEP) goals. For example, one student, “Student W”, was frequently encouraged to use his “brain power” tool and hold a soft piece of material during times in which the class was to be seated for longer durations of time. This was especially important when he expressed difficulty in focusing or remaining calm. An additional strategy implemented (as to meet the needs of diverse students) was the grouping and seating of students. For instance, students who demonstrated difficulty remaining in their seats or following the speaking and listening strategies (Five Star Listening) were assigned seats in the front row, directly in front of me. This decision was made to give students the opportunity to “demonstrate” appropriate behavior for their peers as models. It proved to be a highly effective technique, as it increased student confidence and made them feel valued and important among their peers.
Differentiating Instruction for Students
Over the course of the unit, several strategies for differentiation were implemented, so that every student could have equal access to the curriculum, regardless of their differing learning styles, language acquisition level, or special needs. Examples of differentiation included leveled groups (in the areas of guided reading and writing), strategic partnering, time allotted to complete activities, and scaffolding of curriculum content. The following depicts specific examples of differentiation:
Cultural/Ethnic Differences: The majority of the students within the class come from similar cultural backgrounds, with the exception of one student in the class, “Student K” who comes from a Russian background and is able to speak fluently in Russian. In order to value this student’s experiences and culture, she is often encouraged to share her language (if she wishes) with the class. This sharing opportunity allows for her to gain experience in speaking in front of groups and in sharing about her culture, while also allowing for her peers to gain access to cultures and experiences they may know little about.
Talented and Gifted: Currently, no students in the class have been identified as talented and gifted, but the curriculum is easily altered to challenge students who are working above grade level standards. For instance, students who have demonstrated that they are capable of solving complex, two-digit problems are often urged to create and solve such problems, so they are challenging themselves. Additionally, these students are often asked to answer higher order thinking questions, such as “What makes you think that?” or “How do you know that to be true?”
Behavioral Concerns: There are a few students within the class who have been addressed as presenting some behavioral concerns. To meet the needs of these students, myself, the principal, and their parents, have worked together to develop a behavioral tracking card system. This system is essentially comprised of a point system, in which students are rewarded with one point for each daily activity, so long as their behavior is positive, they are keeping their hands and feet to themselves, and they are actively engaged in completing the activity, without disrupting others.
English Language Learners: While there are not currently any English Language Learners (ELL’s) in my class, I still choose to implement ELL teaching strategies. I choose to incorporate ELL strategies into my teaching because they can be beneficial in supporting heritage English speakers as well. The following depicts ways in which I support student learning:
Vocabulary and Language Development
+ Introducing new ideas and concepts by first discussing the vocabulary words key those ideas/concepts.
Guided Interaction
+Allowing/encouraging students to work collaboratively, so they can practice their speaking and listening skills.
Explicit Instruction
+Directly teaching concepts, with small group instruction (often based on student ability level).
Meaning-based Concepts
+Using meaning based concepts occurs when universal themes are introduced. Students are encouraged to connect the curriculum with real world significance/experiences they have had.
Authentic Assessment
+Varying the ways in which students are assessed and can demonstrate their understanding.
Modeling/Graphic Organizers/Visuals
+Allowing students to use visual representations/models to organize information, display information, and make meaning of material/link essential information with its relationship to supporting ideas.
*These strategies were drawn from author Ellen Moir, University of Santa Cruz.