Wonderful Winter Phonics

Title of Project: Wonderful Winter Phonics

Could a white polar bear live without ice?

Schools and Teachers

Park View Elementary School Teacher: Rosa Ismail

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all English Proficiency Levels | Stand-Alone, Integrated ENL/ELA, Integrated ENL/Science | 1SL1, 1SL6, 1L5c, 1W7, 1RF1a, 1RF2, 1RF3g, ESS2.D, K-ESS2-1 | Book Creator, Nearpod

Assessments

Student achievement in this lesson is measured in a variety of ways. I used the NYSESLAT speaking rubrics to help me assess how their speaking abilities are developing via their recorded response to the last page of Book Creator.

Examples of their responses were:

I think Dr. Storch can make a snowman because he likes snowmen.
I think Dr. Storch will shovel the snow because he is strong.
I think Dr. Storch can go sledding because he has family and someone can push him and he can go fast.

Their listening skills are informally assessed during all parts of the lesson and I get immediate feedback on their listening comprehension skills, content knowledge, understanding of the parts of the lesson, and development of the current Fundations skills. In addition, I am able to assess their ability to identify information like the ability to identify and use digraphs and glued sounds, as well as winter vocabulary. This is via the 1:1 TC phonemic awareness digraph assessment. By using my knowledge of the correct letter formations via Fundations and the TC writing rubric, I can analyze their writing via their winter poster for their progress in sight word/high frequency word recognition and use. I can also analyze their ability to spell phonetically and correct use of spacing, punctuation and capitalization. In the Nearpod, I gather individual data immediately via the student reports. At the end of each lesson, I am also able to quickly assess any “take away” via the exit ticket (What stuck with you?) post it. The formal/informal data gathered from today’s lesson (and those previous/following) are valuable for me as well as the students because together we will know what are their strengths and their needs both in content as well as process.

Description

This project uses a variety of tools provided by the Consortium including Nearpod, Book Creator and Chromebooks. It is a personalized learning station lesson that spans over several days allowing students to work at their own pace and receive various levels of support in order to complete the tasks. All stations integrate the current Fundations skills that are being taught in grade 1 and one station is based on climate change awareness (UN Goal#13).

Content

I can identify and use winter vocabulary properly in an oral/written sentence.

Language

I can write a sentence using the correct grammar structure, punctuation, word spacing and upper/lower case letters while incorporating digraphs and/or glued sounds.

I can complete several interactive activities using speaking, listening, writing and reading skills based on digraphs and glued sounds.

Technology

I can add to the creation of a digital book via Book Creator by adding oral components to the collective project.

Student work

Procedure

Speaking: Record voice in book creator to answer a higher level question using the word because…

Writing: Note taking at stations; create poster w/sentences using vocab and digraphs and glued sound

Interact: Discussions with peers and teacher; 1:1 assessment with teacher

Reading: Re-read (“scan” as per ability) the printed story Winter Comes to Park View

Listening: Listen to winter personalized winter story and identify/write any digraphs you see /hear; listen for digraph sounds in TC assessment

Anticipatory Set (5min):

As we walk up to class I flash the digraph and glued sound cards in order to find out what our students know/remember and as a reinforcement/review for those who are more capable.

Read aloud: I can statements from the board

Personalized Station Rotations (35mins):

Book Creator: Students listen/read along to a personalized winter story and take notes to identify digraphs they see/hear. Students also record their own oral response to a high level opinion question using the word “because”: What can Dr. Storch do in the winter? Different students are provided different levels of support depending on their individual abilities using this program.

Glued Detective: Students re-read (or scan the text according to their own reading ability) and search for examples of glued sounds: –all,–an, (ie: plan, can, and, call, tall, snowball, etc. ). Students take notes on their findings in the data collection chart.

Winter Poster: Students use winter vocabulary to create their own poster with sentences and labels using vocabulary with digraphs (sh, ck, wh, ch, th) and glued sounds–all, am, an, ing.

Climate Change Awareness: Students complete an interactive Nearpod activity based on a poem to help students get introduced to UN Goal#13 while integrating phonic activities (digraphs glued sounds). They often have the option to write or record their responses.

1:1 Assessment: Students work individually with the teacher to complete Set 1 of the TC phonemic awareness digraph assessment.

Closure (5 mins):

What stuck with you? Students use a ‘post it’ to write one word with a digraph and/or one word with a glued sound that they heard, read or wrote today in class.

Learning activities are relevant to the students for many different reasons:

Supports Next Gen. standards and the information from Gr.1 TC for expected skills at this age/level.
Supports data from students’ individual STAR Reading results regarding skills/levels.
Supports other classroom curriculum including Science (seasons, weather) and Fundations for Grade 1 including letters/sounds (digraphs, glued/welded sounds) and sight word recognition/use.
Supports NYSESLAT expectations for speaking, reading, listening and writing in full sentences including proper grammar and punctuation.

Resources and Other Materials

Reflection

I believe that overall today’s lesson had many elements that were highly effective. ☺ There was a presence of rigor and relevance via the higher level question on the last page of the Book Creator. The students were actively engaged in the listening, speaking, reading, and writing activities which support the skills necessary for success on the NYSESLAT. This was good practice because they will see similar questions in the spring assessment of the NYSESLAT and this relates to grade level expectations, using the sight word recognition expected of them, sentence structure (spacing, capitalization, grammar, end punctuation) and proper word order/choice and expectations as per the TC units of study as well. All the while, the students were also developing/practicing vocabulary (winter words). The UN Goal #13 station was interesting for the students and a good starting point to get them more actively involved in Climate Change. The first few slides however, were a little above the comprehension level of most of the students. Also, I may move the activities into another platform because I wasn’t completely satisfied with how the layout or font size looked on some slides. One thing I would probably change for next time is to eliminate station #5 as that took me away from being more present as a facilitator for the other stations. Since each student has so many different needs, this 1:1 TC assessment could have been conducted at a different time and on a different day when the others were engaged in activities that they could handle more independently. All the students really enjoyed using Book Creator, reading/hearing the personalized book, seeing the principal in the book and recording their own voice to add to the book.

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