Our Lesson Overview |
If we employ writer’s workshops with guided play while students are making sense of writing a story, then students will improve the development of their confidence, ownership, and enjoyment as evidenced by their writing samples and data about who is engaged in the learning.
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Meet the Team: |
Layla - Host Kindergarten Teacher at High Tech Elementary Chula Vista
Nicole - TK Teacher at Baker Elementary Madison - Kindergarten Teacher at High Tech Elementary Explorer Adriana - First Grade Teacher at Hawking STEAM Charter |
Our Equity Theme: |
Students will be able to independently participate in a writer's workshop that encourages student confidence, ownership, and enjoyment. |
Content Understanding
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Students will be able to write and understand how to sequence words together with a picture to create a story. |
Emma
Emma speaks mostly Spanish but is doing her best to build friendships/participate in class in English. She gets an hour per week with our EL coordinator, there has been big improvement since she started meeting with her. Emma was chosen as a focus student because we want her to feel empowered during literacy lessons. |
Bruno
Bruno is a leader and a very popular student within his class. He has an IEP for speech but will likely test out of this IEP soon. Academically, he is on track to having a successful academic school year. Bruno was chosen as a focus student because he often has trouble putting his thoughts into words and we want to help him progress as much as possible. |
Camila
Camila is a confident student who enjoys school and has many friends in the classroom. She is a bilingual student who speaks both Spanish and English at home. Camila often has a hard time getting started on new tasks because she gets easily distracted. At the moment she is working on learning all of her letter sounds and high frequency words. |
Research Themes |
1. Play-based learning
2. Student engagement strategies |
Observations |
Whole-Class:
100% of the class engaged during introduction 100% of the class engaged in activity 100% of the class wrote at least one sentence on their paper 100% drew something 5 students raised their hand to answer a whole group question |
Emma
-Recited norms -Raised hand to share and then had another student help her answer -She went straight for the playdoh she took out the flowers and the rocks and the bug, pointed to some and asked the name of one of them. She had a millipede and a fly she thought was a bee -She wanted blank paper- did accurate picture of her creation -For her sentence she wanted to say "I see the centipede" she wrote ‘c’ for 'see' first. --She worked on how the sentence would form, eventually she was saying the whole sentence -Students asked how to spell ant and she then looked at the box and used the word bank to help another student! She put a period at the end of both lines (celebration because she knows that it needs that to end) For sharing- it was hard for them to get started to share, but she knew she needed to turn her body to share with her neighbor |
Bruno
-Engaged during rug time, was excited to get to the materials on the table. -"I want to make a jungle, maybe a forest" -“My creation is already done” he added something else today and when timer went off “my creation is finally finished” -Chose writing paper with the sentence started -confirmed with Marquitta if he could color -He drew all the other things and the spider Story is about “a spider in the forest” “Oh I think the spider is going to play actually theres going to be two spiders and play hide and seek" -Writing: Was asked what to write he said "I see two spiders wait I see two spiders playing." Later added in the forest. -He shared “these are spiders playing in the forest.” Another student asked "who are the seekers?" He said "the blue one" shows how he can add on to his story on the spot. |
Camila
-Raised hand, she said something about sharing our stories Creation time- she was by herself at her table at first then was joined by another student -They were doing their own thing, she was kind of checking in on him but they weren’t playing with each other. -She had two grasshoppers one mama and one baby and ladybug was a friend. Drawing- She traced out the bugs, and then started writing a minute before the drawing was over. -"The bugs are playing in the pool" and asked Mr. Matt to write “bugs play in the water” on a notecard. -"I see a ladybug and I see a grasshopper." Sharing time- they needed prompting to share with her table partner. She shared with teacher but not friend |