Markiesha Gervacio

ITE 314
Writing Lesson Plan: The Feelings Books
Name: Markiesha Gervacio Grae: Pre!
"ate: Novem#er $1 %ontent &rea: Writing' reaing
"(ration: )*an o+ 3 a,s
Materials neee:
Book: %(rtis' -amie. /10012. Toa, I Feel )ill, 3 4ther Moos That
Make M, "a,. 5ar*er%ollins %hilren6s Book Gro(*
Pa*er +or st(ents to ra7 on
%ra,ons an markers +or st(ents
Mirrors
4*tional: igital camera
Guiding Questions:
5o7 are ,o( +eeling toa,8
What makes ,o( +eel ha**,8
When ,o(9re sa' 7hat makes ,o( +eel #etter8
5o7 can 7e hel* o(r +riens 7hen the, are sa or angr,8
Enduring understanding:
:nerstaning ho7 others +eel an e;*ressing o(r o7n +eelings to others.
Purpose of lesson
The *(r*ose o+ this lesson is to intro(ce st(ents to the 7riting *rocess #,
creating their o7n ieas an *(tting them on *a*er.
What component/s will be the
lesson focus?
The (se o+ *ro(ctive lang(age
/s*eaking an ra7ing2 to *resent
in+ormation.
Strategy or skill emphasis
Making connections to oral
an *rint lang(age
%reating ne7 ieas
anguage modalities to be used in this lesson:
Listening' s*eaking' ra7ing.
!ritical "hinking Skills
&%EI 3.3<%ritical thinking' *ro#lem solving an
*er+ormance skills.
=emem#ering
&**l,ing
Student Engagement
"echni#ues and Grouping
&%EI 3.4<&ctive Engagement in Learning
Large gro(*
)mall gro(*
Inivi(al
$%&&E'E("%)"%*( P)(
&%EI 3.$ &a*tation to iverse st(ents.
%dentify type of
learner
/ELL' )PE"' &ccelerate Learners'
)triving learners' >?4 st(ents'
reaing2
ist type of
di+erentiation
/learning environment'
content' *rocess' *ro(ct'
*er+ormance task2
%nstructional
approach
/Write the instr(ctional
a**roach@accommoations that
7ill #e (se +or these learners2
English Lang(age Learners
Process
Learning
environment
Pro(ct
Meet 7ith st(ent
inivi(all,.
Provie *ict(res o+
iAerent +eelings +or
st(ent to look at.
Instr(ct st(ent to
*oint to +acial
e;*ression that the, are
+eeling +or the a,.
=ecor st(ent9s
ans7er.
Insert co*, o+
*ict(re /that the
st(ent *ointe to2 7ith
st(ent9s escri*tion
into class #ook.
&ccelerate Learners
Process In aition to
ra7ing ho7 the, +eel'
accelerate learners
7ill 7rite their o7n
escri*tion to their
*ict(re.

)PE"
Process
Learning
environment
Pro(ct
Take *ict(re o+
st(ent9s e;*ression.
Insert *ict(re into
the class #ook.
& escri*tion o+
7hat that st(ent 7as
oing 7hile the *ict(re
7as taken.
Gervacio $
,- Standards/.enchmarks/G*s
&%EI $.1<$.4 %ontent &rea !no7lege. List %%))' 5%P) III' 5EL")' GL4s
I can add more to my drawing using letters or scribbles.
(LA.48.v: Add detail to drawings and other products with simple descriptive words, symbols,
scribbles or letter-like forms.)
I can listen and speak with an adult. I can ask questions and share with others.
(LA.48.z: With adult support, listen and respond attentively to conversations (e.g. engaging in
at least 3 exchanges, pose questions and listen to the ideas of others, share experiences when
asked).)
I can speak using at least 4-6 words.
/L&.41.cc: :se 4<B 7or sentences2
,- )ssessment "ask
/&%EI 4<In+ormal an +ormal assessment. %aniate *lans a**ro*riate +ormative an s(mmative
assessments to g(ie an assess st(ent learning' incl(ing criteria2. Write the teacher assessment
tool +or each stage o+ the 7riting *rocess. Incl(e co*ies at the en o+ the oc(ment.
Benchmark Achieving Transitioning Emerging
I can add more to my
drawing using letters
or scribbles
(LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.)
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 an as
more etail
accoring to
teacher +ee#ack.
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 7ith some
hel*.
)t(ent is not a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les' s,m#ols'
escri*tive 7ors'
or letter<like
+orms2.
Gervacio 3
I can listen and
speak with an adult. I
can ask questions
and share with
others.
(LA.48.z: With adult
support, listen and
respond attentively to
conversations (e.g.
engaging in at least 3
exchanges, pose
questions and listen to
the ideas of others,
share experiences
when asked).)
)t(ent is a#le to
listen an res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is a#le to
res*on 7ith one
or t7o 7or
ans7ers in
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is not a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
I can speak using at
least 4-6 words.
/L&.41.cc: :se 4<B
7or sentences2
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least 4 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least $ 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing ?<
1 7or sentences.
Gervacio 4
,- )cti/ities/%nstructional Strategies
&%EI 3.1: !no7lege o+ st(ents an comm(nit,C integration o+ kno7lege +or instr(ctionC &%EI 3.3:
%ritical thinking' *ro#lem solving an *er+ormance skillsC &%EI 3.4: &ctive engagement in learningC
&%EI 3.>: %omm(nication to +oster learning
/List ho7 ,o( *lan to #(il #ackgro(n kno7lege an the seD(ence o+
teaching st(ents ho7 to a**l, the 7riting *rocess.2
Gervacio >
Part ,
1. %ntroduction /> mins.2
a. Gather st(ents on Eoor.
#. )hare' FI am going to rea a #ook a#o(t +eelings. I+ ever,one has
goo listening ears 7hile I9m reaing' 7e 7ill make o(r o7n ra7ings
o+ ho7 7e +eel. Then 7e are going to *(t together o(r o7n class #ookG
B(t onl, i+ ever,one sits D(ietl, an kee*s their hans an +eet to
themselves.H
0- .uilding background 1,23,4 mins5
a. =ea Toa, I Feel )ill, 3 4ther Moos That Make M, "a, #ook to
st(ents.
#. &sk D(estions 7hile reaing #ook:
What o ,o( think sill, means8 )a8 &ngr,8
Wh, o ,o( think she +eels angr,8 )a8 )ill,8
5o7 can ,o( tell she +eels angr,8 )a8 )ill,8
c. )hare' FI9m going to cover m, e,es an co(nt to three. When I o*en
m, e,es' sho7 me an angr, +ace@sa +ace@sill, +ace.H
$rafting/Publishing 102364 mins-5
1. %ntroduction />mins.2
a- Gather st(ents on 7riting ta#le.
b- )hare' F=emem#er ,estera, 7hen 7e rea Toa, I Feel )ill, 3
4ther Moos That Make M, "a,? We are going to ra7 a *ict(re o+
ho7 7e +eel toa,.H
0- .uilding background 14- mins5
a. &sk g(iing D(estions:
5o7 are ,o( +eeling toa,8
Wh, o ,o( +eel that 7a,8
What makes ,o( ha**,8
What makes ,o( sa8
#. Provie Toa, I Feel )ill, 3 4ther Moos That Make M, "a, +or
st(ents to look at 7hile the, are ra7ing.
c. Provie mirror +or st(ents to look at their o7n +acial e;*ression.
&sk D(estions:
5o7 o ,o( make ,o(r sa +ace8 5a**,8
What else kins o+ +aces can ,o( make8 What o ,o( call
that +eeling8
Gervacio B
3. Work "ime /1><$? mins.2
a. )hare' FNo7' let9s ra7 ho7 7e are +eeling toa,.H
#. &sk st(ents D(estions a#o(t their ra7ing 7hen Inishe:
Tell me a#o(t ,o(r ra7ing.
5o7 i ,o( sho7 ,o( 7ere ha**, in ,o(r ra7ing8
5o7 i ,o( sho7 ,o( 7ere sa in ,o(r ra7ing8
c- =ecor st(ents9 ans7ers@escri*tions o+ ra7ing on a se*arate
note#ook.
d-
Part 0 1$rafting/Publishing 02364 mins-5
3!ontinue from $ay , 1Students who did not 7nish5
1. %ntroduction />mins.2
a- Gather st(ents 7ho i not Inish on "a, 1 on 7riting ta#le.
b- )hare' F=emem#er ,estera, 7hen 7e rea Toa, I Feel )ill, 3
4ther Moos That Make M, "a,? We are going to ra7 a *ict(re o+
ho7 7e +eel toa,.H
0- .uilding background 14- mins5
a. &sk g(iing D(estions:
5o7 are ,o( +eeling toa,8
Wh, o ,o( +eel that 7a,8
What makes ,o( ha**,8
What makes ,o( sa8
#. Provie Toa, I Feel )ill, 3 4ther Moos That Make M, "a, +or
st(ents to look at 7hile the, are ra7ing.
c. Provie mirror +or st(ents to look at their o7n +acial e;*ression.
&sk D(estions:
5o7 o ,o( make ,o(r sa +ace8 5a**,8
What else kins o+ +aces can ,o( make8 What o ,o( call
that +eeling8
Gervacio J
3. Work "ime /1><$? mins.2
a. )hare' FNo7' let9s ra7 ho7 7e are +eeling toa,.H
#. &sk st(ents D(estions a#o(t their ra7ing 7hen Inishe:
Tell me a#o(t ,o(r ra7ing.
5o7 i ,o( sho7 ,o( 7ere ha**, in ,o(r ra7ing8
5o7 i ,o( sho7 ,o( 7ere sa in ,o(r ra7ing8
c. =ecor st(ents9 ans7ers@escri*tions o+ ra7ing on a se*arate
note#ook.
4. !losure /1? mins.2
a. )hare' FIs there an,one 7ho 7ants to share their ra7ing 7ith the
gro(*8H
#. &sk g(iing D(estions as st(ents share:
Tell (s a#o(t ,o(r ra7ing.
5o7 7ere ,o( +eeling in ,o(r ra7ing8
5o7 i ,o( kno7 ho7 to ra7 a sill, +ace8 &ngr, +ace8
c. %ollect all st(ents9 ra7ings.
.T,*e o(t each st(ents9 ans7ers@escri*tion o+ ra7ing.
e. &ttach corres*oning ans7ers onto each st(ents9 ra7ing.
+. Bin together all ra7ings to make a #ook.
Part 6 1,4302 mins-5
a. Gather st(ents in reaing area.
#. )hare' F=emem#er 7hen 7e re7 ho7 7e 7ere +eeling8 I *(t
ever,one9s ra7ings together into a #ookG I+ ever,one sits nicel, an
has listening ears' I can rea o(r classroom +eelings #ook.H
c. =ea #ook 7ith st(ents9 ra7ings.
. &sk K(estions a+ter reaing:
%an ,o( remem#er 7hat LLLLLLLLLL re7 in o(r class #ook8
I+ ,o( re7 that ,o( +elt ha**,' raise ,o(r han.
I+ ,o( re7 that ,o( +elt sa' raise ,o(r han.
e. )hare' FI am going to leave this #ook in o(r class li#rar,. )o' i+
,o( 7ant to rea it (ring silent reaing time' ,o( ma,.H
Gervacio 1
Writing =(#ric
Benchmark Achieving Transitioning Emerging
I can add more to my
drawing using letters
or scribbles
(LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.)
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 an as
more etail
accoring to
teacher +ee#ack.
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 7ith some
hel*.
)t(ent is not a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les' s,m#ols'
escri*tive 7ors'
or letter<like
+orms2.
I can listen and
speak with an adult. I
can ask questions
and share with
others.
(LA.48.z: With adult
support, listen and
respond attentively to
conversations (e.g.
engaging in at least 3
exchanges, pose
questions and listen to
the ideas of others,
share experiences
when asked).)
)t(ent is a#le to
listen an res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is a#le to
res*on 7ith one
or t7o 7or
ans7ers in
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is not a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
Gervacio 0
I can speak using at
least 4-6 words.
/L&.41.cc: :se 4<B
7or sentences2
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least 4 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least $ 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing ?<
1 7or sentences.
Gervacio 1?
Markiesha Gervacio
ITE 314
)t(ent &ssessment "ata Ta#le
Student names LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.
LA.48.z: With adult support,
listen and respond attentively to
conversations (e.g. engaging in
at least 3 exchanges, pose
questions and listen to the ideas
of others, share experiences
when asked).
L&.41.cc: :se 4<
B 7or
sentences
& & &
T & &
I I I
E T E
I I I
& & &
&#sent &#sent &#sent
T & &
E T T
T & &
I I I
& & &
T E E
& & &
E E E
&#sent &#sent &#sent
T & T
& & &
E T T
A=Achieving, T=Transitioning, E=Emerging, I=Incomplete
'e8ection Questions
,- Pedagogy3What happened during my lesson 1what did the
students and % say and do5? 9ow e+ecti/e was your lesson design
and teaching for each stage of the :writing process;- $escribe
your accommodations and the implementation for di/erse
learners- <ake connections to results from your student writing
sur/ey- =%f you did not teach/complete each stage> then e?plain
your rationale and write what you would ha/e done-@
"(ring m, lesson' I re*eate m,sel+ n(mero(s times. &s the st(ents
7ere ra7ing' I e;*laine that the, 7ere s(**ose to #e ra7ing ho7 the,
+elt on that *artic(lar a,. 5o7ever' I +eel like the st(ents i not gras* the
conce*t o+ m, lesson #eca(se man, o+ them ha a ra7ing #(t co(l not sa,
ho7 the, +elt that a,. )ome st(ents sai the,' F+elt like a *rincess.H When I
aske 7h, the, +elt that 7a,' the, i not kno7 ho7 to ans7er me. I+ I 7ere
to re*eat m, lesson *lan' I 7o(l s*en more time #(iling #ackgro(n on
the lesson. I 7o(l have rea the #ook more than M(st once. For e;am*le'
rea it ever, other a, an have a isc(ssion a#o(t +eelings. The st(ents
is*la,e kno7lege o+ the +eelings sa' ha**, an ma. 5o7ever' I 7o(l
isc(ss +eelings s(ch as +r(stration' sill, or *ro( #eca(se the st(ents ma,
not #e +amiliar 7ith those 7ors.
4ne accommoation I ha to make 7as +or a m(ltiling(al st(ent. )he
co(l s*eak some English' #(t she 7as E(ent in -a*anese. I ha to *oint to a
ha**, +ace an a sa +ace an aske her' FWhich one8H &t Irst' she i not
(nerstan. )o' I ha to make +acial e;*ressions 7ith m, o7n +ace. I
accent(ate m, emotions as I e;*resse the +eelings sa an ha**,. It 7o(l
Gervacio 1$
have hel*e i+ I kne7 ho7 to sa,' Fha**,H or FsaH in -a*anese' as I *ointe
to the *ict(res o+ +acial e;*ressions.
I o#serve one connection +rom m, 7riting lesson *lan to m, 7riting
s(rve,. I notice that several girls state the, F+elt like a *rincessH. In m,
7riting s(rve,' I gave the to*ic F*rincessesH as a choice 7hen I aske 7hat
the, like to ra7. I i not see an, other connection. Moreover' in m,
7riting s(rve,' m, ata sho7e that the st(ents like to (se cra,ons rather
than markers to ra7. 5o7ever' (ring m, 7riting lesson *lan' all the
st(ents (se markers. Even tho(gh I ha #oth cra,ons an markers
availa#le to all st(ents.
0- )ssessment3 9ow e+ecti/e was my assessment plan 1e-g->
rubric> formati/e assessment> monitoring> summati/e5 for
obtaining information about my students learning? What would
you ha/e done di+erently?
I #elieve m, assessment *lan 7as eAective. I 7as a#le to easil,
o#serve i+ st(ents ae etails to their *ict(res. I i this #, looking at
their ra7ings a+ter the, 7ere Inishe. )ome st(ents ae etails s(ch
as #ackgro(ns' clothes' an some st(ents ae other materials that
7ere not originall, oAere to them. These incl(e glitter' gl(ing together
*ieces o+ *a*er an c(tting the *a*er.
:n+ort(natel,' I ha iNc(lties assessing 7hether st(ents mae 1<3
conversation e;changes 7ith me. There 7ere n(mero(s st(ents tr,ing to
tell me a#o(t their ra7ing at once. )o' I ha a har time kee*ing track o+
ho7 man, e;changes I mae 7ith each st(ent. I sho(l have recore
Gervacio 13
each st(ents9 conversation as the, e;*laine their ra7ing. In orer to
ecrease the noise level' I co(l also have the st(ents take t(rns sharing
their ra7ings 7ith me. M, thir stanar' F)t(ent is a#le to (se 4<B 7or
sentencesH 7as eAective as I assesse the st(ents. &+ter each st(ent 7as
one' I aske' F5o7 are ,o( +eeling toa,8H. There 7ere several st(ents
that gave me one 7or ans7ers an others I ha to ask the +ollo7 (*
D(estion' FWh, o ,o( +eel that 7a,8H. 5o7ever' it 7as eAective #eca(se I
co(l easil, tall, 7hich st(ent ha 4<B 7or sentences as the, e;*laine
ho7 the, +elt.
6- $ata !ollection3 9ow did % do in meeting the desired results
1e-g-> purpose> broad understanding> benchmarks5 for this
lesson? What are my ne?t steps to impro/e studentsA learning?
$escribe results for each benchmark that was used to assess
studentsA work- Bou may add a graph to e?plain benchmark
results- !omplete your assessment data table as part of the
submission-
In m, o*inion' I i not meet m, esire res(lts +or this lesson. I i
not #(il eno(gh #ackgro(n #e+ore m, act(al lesson. I +elt like most o+ the
st(ents i not (nerstan that the, 7ere s(**ose to ra7 ho7 the, +elt.
&s seen in the gra*h' man, st(ents o#taine an FachievingH +or stanar
L&.41.v: & etail to ra7ings an other *ro(cts 7ith sim*le escri*tive
7ors' s,m#ols' scri##les or letter<like +orms. Not man, st(ents 7ere a#le
to e;*lain their ra7ings in 3 sentence e;changes 7ith an a(lt. The ne;t
ste* to im*rove st(ents9 learning' *ertaining to stanar L&.41.cc' I 7o(l
have st(ents share their ra7ings 7ith their *eers. I+ the, get com+orta#le
Gervacio 14
sharing their ra7ings 7ith their *eers' then I 7o(l them come (* one #,
one to share their ra7ings 7ith me.
& total o+ 11 *ercent o+ st(ents 7ere assesse as incom*lete or
a#sent 7hen looking at all three stanars. Fo(r *ercent o+ st(ents 7ere
assesse as transitioning. &nother +o(r *ercent o+ st(ents 7ere assesse as
emerging. Lastl,' si; *ercent o+ st(ents 7ere assesse as achieving 7hen
looking at all three stanars total.
C- !ontent knowledge3E?plain your understanding of teaching the
function 1e-g-> compare and contrast> personal narrati/e>
argumentati/e> opinion5 and form 1e-g-> poem> letter> essay5 of
this lesson- What areas for de/elopment in teaching writing to
early childhood/elementary students that you would like to work
on and/or e?plore more information? Dse student e/idence and
professional references to support your answers-
The +(nction I ta(ght in m, *reschool classroom 7as a *ersonal
narrative. M, (nerstaning has e;*ane thro(gh teaching this +(nction
#eca(se I am no7 a#le to see a iAerent +orm o+ *ersonal narratives. The
reason 7h, it is consiere a *ersonal narrative is #eca(se the st(ents ha
to escri#e ho7 the, +elt. & certain +eeling is something that act(all,
ha**ens to ,o(' the, escri#e one sit(ation that the +eeling took *lace an
the, e;*laine their ra7ing in Irst *erson. The +orm o+ m, lesson 7as a
ra7ing. 5aving the st(ents ra7 7as a goo 7a, +or them to e;*ress their
+eelings. Most *reschoolers o not kno7 ho7 to ver#all, e;*laine ho7 the,
are +eeling. )o' I (se ra7ing as another *ath7a, +or st(ents to e;*ress
themselves.
Gervacio 1>
The area +or evelo*ment in teaching 7riting to earl, chilhoo
st(ents that I 7ant to 7ork on is oral comm(nication. &ccoring to m,
assessment ta#le' not man, st(ents 7ere a#le to ver#all, tell me a#o(t
ho7 the, 7ere +eeling (sing at least 3 conversation e;changes. I #elieve that
i+ I #roaen st(ents9 oral comm(nication skills' then the, 7ill have a #etter
transition to recoring their tho(ghts onto *a*er as ra7ings. I+ st(ents are
a#le to make that connection +rom their oral comm(nication to their ra7ing'
then it 7ill #e easier +or them to e;*lain their ra7ing to an a(lt or *eer.
Gervacio 1B
)t(ent )am*le &
$ate Novem#er $$' $?13
'ating &chieving
,-
Benchmark Achieving Transitioning Emerging
I can add more to my
drawing using letters
or scribbles
(LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.)
)t(ent is a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les'
s,m#ols'
escri*tive
7ors' or letter<
like +orms2 an
as more etail
accoring to
teacher
+ee#ack.
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 7ith some
hel*.
)t(ent is not a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les' s,m#ols'
escri*tive 7ors'
or letter<like
+orms2.
I can listen and speak
with an adult. I can ask
questions and share
with others.
(LA.48.z: With adult
support, listen and
respond attentively to
conversations (e.g.
engaging in at least 3
exchanges, pose
questions and listen to
the ideas of others,
share experiences when
asked).)
)t(ent is a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is a#le to
res*on 7ith one
or t7o 7or
ans7ers in
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is not a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
I can speak using at
least 4-6 words.
/L&.41.cc: :se 4<B
7or sentences2
)t(ent is a#le
to share etail o+
their ra7ing to
*eer@a(lt (sing
at least 4 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least $ 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing ?<
1 7or sentences.
Gervacio 1J
!ommentary
)t(ent & receive FachievingH +or all three #enchmarks. This st(ent
7as a#le to orall, share her tho(ghts an conve, those tho(ghts into a
7ritten oc(ment. In this case' a ra7ing. When I aske ho7 she 7as +eeling'
she res*one' FI +eel *rincess #eca(se I like long hair an resses.H )he
7as a#le to *rovie a etaile escri*tion a#o(t 7h, she 7as +eeling a
certain 7a,. Beca(se she is a#le to conve, her tho(ghts onto *a*er an has
an oral (nerstaning o+ ho7 to conve, her tho(ghts' she is emonstrating a
#eginning stage o+ 7riting.
F(rthermore' she 7as ca*a#le o+ aing etails to her ra7ing a+ter an
a(lt9s comments. For e;am*le' I aske her' F5o7 7ill I kno7 it9s a *rincess
,o( are ra7ing8H )he then *roceee to a a castle in the #ackgro(n an
long hair to re*resent the *rincess =a*(nOel. This sho7s that she is a#le to
eit her ra7ing #ase oA o+ commentar, given +rom a(lts. This skill 7ill #e
(se+(l 7hen she starts 7riting act(al *a*ers an nees to have *eers eit
her *a*er. )he can take her original iea' in this case her ra7ing' an
im*rove it #ase oA o+ *eer eiting.
*ngoing goals for student
Gervacio 11
I 7o(l have the st(ent contin(e sharing her ieas 7ith *eers. This
7ill +(rther e;*an her oral comm(nication skills. The more *eers she
comm(nicates 7ith' the more e;*erience she 7ill have orall, comm(nicating
7ith others. I 7o(l also create instances 7here she nees to recor her
tho(ghts as ra7ings so she can contin(e to *ractice trans+erring her ieas
onto *a*er. I might intro(ce some letters in orer to get her intereste in
7riting letters. I 7o(l intro(ce her name an accent(ate the Irst letter in
her name to have her +oc(s on that letter in *artic(lar. Then I 7o(l slo7l,
intro(ce the other letters in her name.
Gervacio 10
Gervacio $?
)t(ent B
$ate Novem#er $$' $?13
'ating Transitioning
Benchmark Achieving Transitioning Emerging
I can add more to my
drawing using letters
or scribbles
(LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.)
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 an as
more etail
accoring to
teacher +ee#ack.
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 7ith some
hel*.
)t(ent is not a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les' s,m#ols'
escri*tive 7ors'
or letter<like
+orms2.
I can listen and
speak with an adult. I
can ask questions
and share with
others.
(LA.48.z: With adult
support, listen and
respond attentively to
conversations (e.g.
engaging in at least 3
exchanges, pose
questions and listen to
the ideas of others,
share experiences
when asked).)
)t(ent is a#le to
listen an res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is a#le to
res*on 7ith one
or t7o 7or
ans7ers in
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is not a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
I can speak using at
least 4-6 words.
/L&.41.cc: :se 4<B
7or sentences2
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least 4 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least $ 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing ?<
1 7or sentences.
Gervacio $1
!ommentary
)t(ent B receive a FtransitioningH #eca(se she 7as not a#le to a etail
to her ra7ing #ase on +ee#ack an 7as onl, a#le to ans7er D(estions 7ith one
or t7o 7or sentences. )he 7as a#le to listen attentivel, to others a#o(t their
ra7ings' 7hich is 7h, she got an achieving +or the stanar L&.41.O. This st(ent
7as a#le to recor her tho(ghts onto *a*er #eca(se she 7as a#le to acc(ratel,
ra7 ho7 she 7as +eeling. 5o7ever' 7hen I aske her 7h, she +elt that 7a, she
res*one' F-(st #eca(se.H I 7as not a#le to assess 7hether she +(ll, gras*e the
conce*t o+ +eelings #eca(se she 7as not a#le to ela#orate on her ans7er.
I aske her i+ she co(l a a #ackgro(n in her *ict(re to hel* me
(nerstan 7h, she +elt sa. )he ans7ere' FB(t I on9t nee to.H This sho7s me
that she is not a#le to take +ee#ack +rom an a(lt to im*rove her original ra7ing. I
aske her' F%an ,o( think o+ other things that make *eo*le sa8H )he i not
res*on to m, D(estion. I 7as not s(re i+ she i not kno7 ho7 to ans7er or she
M(st i not 7ant to.
From the ata gathere' I can *reict that this st(ent is a#le to trans+er
some tho(ghts onto *a*er' #(t not all. This is #eca(se she 7as a#le to trans+er her
+eelings into a ra7ing. 5o7ever' she 7as not a#le to trans+er her tho(ghts orall,
7ith *eers an a(lts.
*ngoing goals for student
Gervacio $$
I 7o(l s*en more time #(iling #ackgro(n on the ne;t ra7ing activit,.
For e;am*le' I 7o(l rea another #ook a#o(t +eelings to *rovie more sit(ations o+
+eelings. Ne;t' I 7o(l 7ork on im*roving her oral comm(nication skills #, asking
scaAoling D(estions. These D(estions 7ill have to #e cas(al an aske thro(gho(t
the school a,. I+ I am a#le to get her comm(nicating orall, on a ail, #asis' it 7ill
hel* her conve, her tho(ghts 7hen aske a#o(t s*eciIc voca#(lar, an D(estions.
The main goal is to get her comm(nicating her tho(ghts orall, 7ith *eers an
a(lts.
Gervacio $3
Gervacio $4
Student !
$ate Novem#er $$' $?13
'ating Emerging
Writing =(#ric
Benchmark Achieving Transitioning Emerging
I can add more to my
drawing using letters
or scribbles
(LA.48.v: Add detail to
drawings and other
products with simple
descriptive words,
symbols, scribbles or
letter-like forms.)
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 an as
more etail
accoring to
teacher +ee#ack.
)t(ent is a#le to
ra7 ho7 the, are
+eeling /(sing
scri##les'
s,m#ols'
escri*tive 7ors'
or letter<like
+orms2 7ith some
hel*.
)t(ent is not a#le
to ra7 ho7 the,
are +eeling /(sing
scri##les' s,m#ols'
escri*tive 7ors'
or letter<like
+orms2.
I can listen and
speak with an adult. I
can ask questions
and share with
others.
(LA.48.z: With adult
support, listen and
respond attentively to
conversations (e.g.
engaging in at least 3
exchanges, pose
questions and listen to
the ideas of others,
share experiences
when asked).)
)t(ent is a#le to
listen an res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is a#le to
res*on 7ith one
or t7o 7or
ans7ers in
conversations
a#o(t their
ra7ing to an
a(lt.
)t(ent is not a#le
to listen an
res*on
attentivel, to
conversations
a#o(t their
ra7ing to an
a(lt.
Gervacio $>
I can speak using at
least 4-6 words.
/L&.41.cc: :se 4<B
7or sentences2
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least 4 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing at
least $ 7or
sentences.
)t(ent is a#le to
share etail o+
their ra7ing to
*eer@a(lt (sing ?<
1 7or sentences.
!ommentary
I aske this st(ent ho7 the, +elt toa, an the, res*one' FGoo.H I then
aske 7h, the, +elt goo. The st(ent i not res*on to m, D(estion. I aske i+ he
co(l ra7 a *ict(re o+ ho7 he +elt. 5e *roceee to sit at the ta#le +or a co(*le
min(tes then starte to scri##le lines on several *ieces o+ *a*er. This sho7s me
that he i not have an (nerstaning o+ the D(estion given or the irections. 5e
7as not a#le to trans+er his tho(ghts' 7hich 7as F+eeling gooH' onto *a*er.
Beca(se he i not res*on to m, D(estion' FWh, o ,o( +eel goo'H he
emonstrate that he 7as not a#le to trans+er his tho(ghts into oral
comm(nication.
I aske this st(ent 7hat he re7. 5e 7as not a#le to escri#e his ra7ing to
me. I then trie to get him to a etails so he co(l e;*lain his ra7ing easier. 5e
i not kno7 7hat to a an then he sai' FI +eel goo.H
*ngoing goals for student
Gervacio $B
In orer to hel* st(ent B 7ith his comm(nication skills' I 7o(l have him
talk a#o(t instances an sit(ations that he is +amiliar 7ith. I 7o(l re+er #ack to m,
7riting s(rve, an take 7hat st(ent B is intereste in. I 7o(l (se this in+ormation
an get him (se to sharing his ieas orall, 7ith others. 4nce he gains a #etter
(nerstaning o+ comm(nicating orall,' I 7o(l scaAol oA o+ the to*ics o+ his
interests. The ongoing goal is to have him comm(nicate his tho(ghts orall,. Then
once he is com+orta#le 7ith oral comm(nication' I 7o(l reintro(ce recoring his
tho(ghts onto *a*er as ra7ings.
Gervacio $J
Gervacio $1