Literacy Work Sample

Literacy Work Sample

UNIT PLAN

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Overview of the Unit PlanA. Unit Goal - written as one or more

measurable objective(s)

B. Rationale for objective

C. Sequence of steps to reach unit objective

D. Prior knowledge or prerequisite skills needed

E. Assessment Plan

F. Plan for Review & GeneralizationWork Sample Seminar 2

A. Your Unit Plan begins with an observable measureable objective

The objective is at the heart of your unit planWork Sample Seminar 3

B. Rationale for objective

Your objective must be directly related to:Your students’ assessed needs (i.e. assessment data)Common Core State StandardsYour students’ IEP Goals

Explain this relationship in the rationale section of your unit plan

Work Sample Seminar 4

C. Sequence of steps to reach unit objective Characteristics of a Sequence: 3 to 5 teachable parts (possibly more)?

Represents learning over time Tells what the student will learn, not what the teacher will do Each step = one or more lessons

1 2 3 4

M T W T F M T W T F M T W T F M T W T F


Step 1: Students will orally define story grammar elements (Character, setting, sequence of events)

Step 2: Students will orally identify characters and setting when reading 4th grade instructional texts

Steps 3-… Step X: Read 4th grade narrative text and write

character, setting, problem, attempt to solve the problem, and the culminating event or solution to the problem

Example: Sequence Steps


Ways to Sequence: (AKA instructional design) Logical groupings Logical order

– Least difficult to most difficult– Most frequent to least frequent– Most important to least important– Preskills before the strategy


Ways to Sequence:

Logical groupings

CVCwords

(bat,rod)

CVCewords

(made,rode)

CVC+SWords

(bats,rods)

CVC+es

words

(boxes,taxes)


Ways to Sequence:

Logical order

Least difficult to most difficult hop hope happy happening

Most frequent to least frequentm a s…. x z

and very enoughthe too beautifulis one everybody


Ways to Sequence:Logical order

Most important to least importantLast name Birthday

Phone number Address

Age

Preskills before strategy

e.g., REWARDS


Preskills before strategy (REWARDS: Archer, Gleason, & Vachon)

Strategy Preskills

1. Circle parts you know (prefixes and suffixes)

2. Underline the vowels

3. Say the parts

4. Make it a real word

1. Recognize/read common prefixes and suffixes

2. Know vowel sounds and vowel combinations

3. Blend sounds to read nonword syllables (e.g., predictable)

4. Blend syllables to make a word

5. Use context to turn approximations into real words


Guidelines for Sequencing (AKA instructional design) Goldilocks rule: Not

too big, not too small, but just right!

Separate tough discriminations

Write each sequence step as short term objective (LBC2E)


Guidelines for Sequencing:Don't make steps too big.

Sight words Letter sounds Vocabulary concepts Spelling rules

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Guidelines for Sequencing:

Don't make steps too small.Example:

–1-digit addition–2-digit + 1-digit without renaming–2-digit + 2-digit without renaming–3-digit + 2-digit without renaming–3-digit + 3-digit without renaming–4-digit + 4-digit without renaming–5-digit + 5-digit without renaming–2-digit + 1-digit with renaming–2-digit + 2-digit with renaming–etc.



Separate tough discriminations.

Examples: a e i o u

every very ever even



Write each sequence step as an short term objective:

LBC2E (Learner, Date, Behavior Condition, Criteria, Evaluation Schedule)

Give 1 or 2 examples for clarity.


Example: Unit Objective: Given 20 words in a list containing each of the following letter combinations: sh, oa, th, & ar, students will read the words aloud with 95% accuracy by March 17,

2015.

Step objectives:1.Given 10 words in a list, ½ of which contain the letter combination sh, students will read the words aloud with 90% accuracy by February 24 (e.g. fish, ship).

2.Given 10 words in a list, ½ of which contain the letter combination oa, students will read the words aloud with 90% accuracy by February 28 (e.g. boat, goal).

3.Given 10 words in a list, ½ of which contain the letter combination th, students will read the words aloud with 90% accuracy by March 3 (e.g. that, bath).

4.Given 10 words in a list, ½ of which contain the letter combination ar, students will read the words aloud with 90% accuracy by March 6 (e.g. car, smart).


Write/check sequence steps1. Do the sequence steps build toward meeting the unit objective?2. What kind of sequence should it be? Is it?3. Does it represent what the student will learn rather than what the teacher will do?4. Would each step require one or more lessons?5. Did we separate tough discriminations?6. Are the steps written in LBC2E format?


Attention to Literacy(Rubric Check) You have chosen an appropriate work sample topic if the focus of the work sample is on an appropriate literacy skill based upon the following:

The content requirements of district curriculum and State standards. Reading is either the primary focus of the lessons or at least one focus if lessons address more than one literacy skill. The candidate shows knowledge of literacy curriculum in choosing research-based methods of teaching the skill.


Other parts of the unit plan:

Prior knowledge and prerequisite skills

Assessment plan

Providing review

Promoting generalization

Discussed in later

presentation


Providing Review

Specify the system (how) and sequence (when) for review.

Example: Provide a brief practice on flash cards (how) on

vowel combinations and 3-syllable words with prefixes and suffixes learned in previous lessons before introducing new prefixes or suffixes (when).


Promoting Generalization

Three types of generalization:a. Making the same response in a different setting (transfer)b. Making the same response to a slightly different stimulus (stimulus generalization)c. Modifying the response to solve a problem (response generalization or adaption)



a. Making the same response in a different setting (transfer)

Small group Large group setting setting Home__

Read words Read words Read words with -ough with -ough with -ough

Summarize Summarize Summarize

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b. Making the same response to a slightly different stimulus (stimulus generalization)

Reading print Reading print in this type in this type

Mapping a Mapping a fictional story biography



c. Modifying the response (response generalization or adaption)

Spelling nation Spelling national

Story retelling Writing a storysummary


Ways to Promote Generalization

a. Teach & have student state specific situations in which he or she can use the skill.

b. Inform others that the skill has been taught and have them cue its use.

c. Prepare cue cards

or posters that will

prompt the skill in

another setting.

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Ways to Promote Generalization

d. Give a specific assignment which requires generalization of the skill.

e. Ask students to report on situations where they have used the strategy.

f. Have students evaluate their own performance and have them use the same self-evaluation instrument in other setting.

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YOUR TURN

Unit Plan Write a plan for reviewWrite a plan for generalization


Unit Plan Pointers Use a word document for creating your unit

plan– Makes formatting easier for your final product– Instructors can make editing suggestions easier

Use a single font and APA style for text Insert tables where there is a lot of numerical

information Make sure tables and metrics are clearly labeled


Unit Plan Assignment (Rubric Check)

To meet criteria, the unit plan must have: ❑ steps that follow a logical sequence (logical groupings,

easiest to most difficult, most frequent to least frequent, etc.),

❑ steps written as intermediate objectives (correctly written),

❑ the prior knowledge or pre skills necessary for beginning the unit,

❑ a plan that describes how you will assess students’ learning gains that is closely linked to the unit objective,

❑ a plan for providing review, ❑ a plan for promoting generalization.


Literacy Work Sample

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