Thematic unit: Planning cluster & Annotated bibliography

identify resources for a thematic unit to develop literacy skills and strategies in the context of authentic reading and writing activities. Components will include (a) a unit map identifying content area concepts and vocabulary to be learned, ELA Common Core Learning Standards to be addressed, and sample literacy-based activities to be implemented; (b) an annotated bibliography describing books or other textual resources to be used in the unit and explaining how each will be used; (c) an indepth explanation of how the unit will be differentiated to meet the needs of diverse learners; (d) a KWL chart that identifies the students (possible) background knowledge (K), what the students will want to know (W), and websites where their questions can be answered independently; (e) a clear and indebt explanation of formative and summative assessments to be utilized during the implementation of the unit (what will be used and how it will be used to assess student learning?); (f) a reflection of your understanding curriculum, planning, implementation and assessment. Texts Hipsky, S. (2011). Differentiated literacy and language arts strategies for the elementary classroom. Boston: Pearson. Oczkus, L. D. (2012). Best ever literacy survival tips: 72 lessons you can’t teach without. Newark, DE: International Reading Association. KEEPS Mission • Knowledge Claim 2 Students use knowledge of self, theory, practice, and/or child development within socio-cultural/linguistic contexts to create appropriate learning environments and to teach in urban settings. • Knowledge Claim 4 Students demonstrate the ability to construct relevant and meaningful curriculum using varied resources and based on New York State Common Core Learning Standards. • Knowledge Claim 5 Students demonstrate the ability to teach the knowledge-base relevant to their teaching discipline as described in the Common Core State Standards. • Knowledge Claim 6 Students understand and apply multiple literacies to teach in urban settings. • Enquiry Claim 3 Students create learning contexts that engage their students in inquiry. • Enquiry Claim 4 Students show commitment to the ongoing improvement of their teaching. • Pluralism Claim 3 Students implement a range of instructional approaches and strategies that are needed to educate diverse learners in a variety of contexts. • Social Commitment Claim 2 Students understand their role and responsibility in improving classrooms and schools • Social Commitment Claim 3 Students demonstrate academic integrity, professional responsibility and ethical behavior in their scholarship and practice. • unit: Family, • Grade leve,l first grade • Reading literacy Context: Unit theme is strongly linked to Scope and Sequence for grade level and includes cultural considerations for ELLs. Common Core Standards: CCSS (at least 6) are well chosen, addressing different facets of literacy including reading, writing, listening and speaking that are appropriate for the grade level. Each standard is clearly linked to a pedagogically appropriate learning activity. Internet Research: Questions are thoughtful, engaging, and likely to encourage higher-order thinking among children at the target grade level. Web pages (at least 3) are relevant and grade-appropriate. Differentiation: Plan for differentiation thoughtfully accommodates diverse learners, with specific explanations of how resources and activities will be used or adapted and what supports or scaffolds will be provided. There is a clear link to the class profile. TAL816 – Teaching Literacy K-6 Thematic Unit Guidelines Due 11/30 Students will work in assigned pairs to outline a literacy unit with a focus on a particular content area (e.g., science, social studies, etc.). The unit should be appropriate for the students in the classroom where you are completing your fieldwork observations. Therefore, consider the abilities, learning needs, and interests of the children in your fieldwork classrooms as you design the unit. The unit should incorporate at least six books or other readings appropriate for the class’s grade level – It should include a range of genres (non-fiction, biography, historical fiction, etc.) and incorporate all four aspects of literacy: reading, writing, listening, and speaking. identify resources for a thematic unit to develop literacy skills and strategies in the context of authentic reading and writing activities. Components will include (a) a unit map identifying content area concepts and vocabulary to be learned, ELA Common Core Learning Standards to be addressed, and sample literacy-based activities to be implemented; (b) an annotated bibliography describing books or other textual resources to be used in the unit and explaining how each will be used; (c) an indebt explanation of how the unit will be differentiated to meet the needs of diverse learners; (d) a KWL chart that identifies the students (possible) background knowledge (K), what the students will want to know (W), and websites where their questions can be answered independently; (e) a clear and indebt explanation of formative and summative assessments to be utilized during the implementation of the unit (what will be used and how it will be used to assess student learning?); (f) a reflection of your understanding curriculum, planning, implementation and assessment. The unit should include the following: I Title Page • Grade level • Content area • Topic/theme II. Class Profile Based upon the fieldwork observations of both partners, describe the (hypothetical) class for which you are writing this unit plan. Include: • # of learners • chronological age(s) • gender • range of instructional levels • students with disabilities (i.e. classifications, support needs) • sociolinguistic background of students (ethnicity, culture, language) • staff working in the classroom III. Annotated Bibliography • Identify six books or other readings that could be used to teach this unit; list titles and authors. • For each book, describe the genre, reading level, and content. • Explain how the book will be used within the unit (e.g., read aloud, research; independent reading selection, etc.) IV. Common Core Standards • List 6 to 8 Common Core ELA Standards that the unit will address. These should include standards related to reading (especially standards for informational text), writing, listening and speaking. • For each standard, indicate one learning activity planned for the unit that will address those standards. • Use the following format: CCSS Learning Activity 1. Speaking and Listening 4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Small groups research a question about the Underground Railroad and prepare an oral report for the rest of the class. 2. Reading Informational Text 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Conduct a guided reading lesson of Escape North: The Story of Harriet Tubman for a small group. 3. 4. 5. 6. V. Internet Research Complete the “K” and “W” columns of a KWL chart based on your topic. Choose questions from the W column to research resources/web pages that contain information students could use to answer the questions. K ( What do the students already know?) W (What do the students want to know?) L(Resources/websites where students can research information) Brooklyn is one of the boroughs in NYC What are the other boroughs and where are they situated on a map of NYC? www.google.com/wikipedia/5boroughs VI. Differentiation Describe how your unit will accommodate the needs of diverse learners in the class. Be specific: explain who the students are, what the books and activities you chose and how they will be modified/adapted to help students meet the goals. What other supports or scaffolds you might provide (visual, kinesthetic, auditory, tactile, etc.). (This section should relate to the Class Profile). Vll. Unit Outline Create a unit outline that includes an overview, and clearly stated content and skills students will develop throughout the unit. Make clear connections to CCLS and include resources for teachers and students. Include thoughtful guiding questions and well thought out teaching points for a unit that spans at least 3 weeks. Vlll. Assessments Describe how students will be assessed using both formative and summative assessments during and at the end of the unit’s implementation. How will you utilize assessments to guide, differentiate, adapt/modify instructions throughout the unit? How will you utilize assessments to provide feedback to students on an ongoing basis? COMMON CORE LEARNING STANDARDS (Include the complete CCLS with letters and numbers associated with the standard.) READING: • WRITING: • SPEAKING AND LISTENING: • GRADE UNIT UNIT OVERVIEW: Why was this unit chosen? How will students benefit from this unit? Enduring Understanding: How will the skills and content of this unit transfer into the students life experiences? ESSENTIAL QUESTIONS are: open-ended questions that do not have a single, final and correct answer; thought- provoking and intellectually engaging; calls for higher order thinking involving analysis, inference, prediction, evaluation; points toward important, transferrable ideas, sparks further inquiry by raising additional questions; requires support and justification; and should be revisited over time. • CONTENT: Students will know: • SKILLS: Students will be able to: • VOCABULARY and KEY TERMS: UNIT: Teacher Resources: Student Resources • Read Alouds: o Suggested Activities for this Unit (including trips, projects, etc.): GRADE UNIT: Guiding Question: Teaching Points: Take bullet points from the content and skills sections and turn them into questions to develop teaching points. i.e. How can students collect ideas for writing non-fiction? Teaching points should include what the student will do and how s/he will accomplish it, as well as the CCLS attached. i.e. Students collect ideas for writing non-fiction by listing topics they know a lot about and including some facts related to their topic. W. 1.2 Students collect ideas for writing non-fiction by researching topics using nf books to add new topics and facts related to the topics to their list. W. 1.2