Teacher:

Carly Allen, Tim, Kate, and Katie

Room #: Cafe

Lesson # in unit:

Topic: ISTEP Preparation

Lesson Objective and Assessment of the objective

By the end of the session, student will be able to:

Understand and articulate various strategies for test-taking, including morning of techniques and those to use during the test Feel better equipped at taking the test (attacking the affective objective)

Supporting Diverse Learners The lesson allows the students to work together, as well as separately for many tasks. By working together on the many skills, students must support each other. One specific task uses the skills of all students stronger, more communicative students must help other students. For the most part, though, these are just skills they know and its good to remind them ofnot any specific standard needs to be covered. Method(s) for Instruction
Class/Group Discussion Cooperative Learning Small Group Guided Practice Lab Lecture or Direct Instruction Question/Answer Learning Stations Readers/Writers Workshop Teacher Modeling/Demo. Journal writing Role Play Hands-on Inquiry Learning Game Simulation/Role Playing Independent Learning Other

Use of Materials
Teachers Manual pg # Student Text pg # Picture Books Handouts: Manipulative: Related Equipment: Other: Adapted materials

Use of Technology
Cell Phone PollEverywhere.co CPS Clickers Elmo Document Camera Software Student Computers Video Clips/DVD Website Web 2.0 tool Other

Strategies/Activities Selected:

Stations: Students will go around to various stations, picking up clues that are directly linked to test-taking strategies that include: Sleep, nutritious breakfast, working through frustration, going to problems that you know, selecting a proper pace, reading directions carefully, and filling in bubbles completely.

Lesson Agenda

Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
Each station is set up so that students will have to use prior knowledge of these test-taking strategiesthe clues also force students to use their prior knowledge, similar to the type of thing required on a test. ISTEP is a very real-world application to them so hopefully, they will see the significance of what we are teaching!

Transitioning and Stating Objectives:

What is the test that you are taking next week? How are you feeling about it? We want you guys to feel more confident and equipped to take the test, so here is your first clue. You must complete each task to get the next clue and must complete all tasks to receive the prize.

Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed targeted?
Getting the next clue is how students will know they have met or exceeded expectations. Until the task is completed, students must work together to accomplish it. By receiving the clue, they will know that they have met the target.

Transition Guided Practice: Stations: Sleep station (facts on proper sleep before a test), nutrition station (what kinds of things to eat the day of the test), team-building station (knot game, working through a problem, how does it feel when you are finished and succeeded?), pace station (students must race down the house using a specific walking technique (if you go too slow, you cant finish, but you trip all over yourself when you go too fast!), deep

breathing station (in case you get stressed!), bubble station (students will have to completely bubble in a picture that will direct them to their next clue), direction activity (students must read all directions before startingshows the purpose of reading the entire set of directions before beginning), and finally, the game! (game is where students have the choice to stick with a hard problem or go on to something that they know firstteaching them test strategies!). Transition to Independent Practice and Conferencing: Students will be approached individually if they need help throughout the stations. Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts? At the end, we will get together and make sure everyone can recite the different strategiescheck for understanding and debrief time.

Daily Assessment How do you know your students met your lesson objective(s) and to what extent? knowledge comprehension application analysis synthesis evaluation

Formative: Class discussion CPS clickers Email teacher Entrance/Exit slip Teacher Observe Listened to conversations Quiz Thumbs up, neutral, or down Homework check Video quiz Voting Whiteboard Check Other

Summative: Test Project Report Presentation Final Exam Other

Additional Teacher Preparation:

Copy: Locate:
Reflection: I think that this activity went really wellsome liked it more than others, but I think that for the most part the students enjoyed it and had fun! I think we could have done more to make it clear exactly how each station applied to the actual test. They may have separated the activities from the test, and I wish we made a greater link to the test during each station. Overall, though, I felt confident in their ability to articulate the different strategies that we talked about. When we debriefed, they seemed masterful about the material and appeared to know what they were talking about! They also seemed comfortable, which was our other objective! Overall, I felt good about this lesson (especially as our goodbye!).