Beverly CortezITE313

April 22, 2014

Narrative Summary

Barbers Point Elementary School is a Leeward District school located on the

former Naval Air Station, which is known as Kalaeloa. The school is part of the Kapolei

Complex and has been accredited by the Western Association of Schools and Colleges

(WASC) since 1987. The school had recently undergone mid-term review and its

accreditation will expire in 2017 (Hawaii DOE, 2010). Recently, Barbers Point

Elementary lost their Title I identification.

The administrators at Barbers Point Elementary include Principal Claudia

Nakachi and Vice Principal Dyana Ontai-Machado. The total school enrollment was

approximately 614 students at the beginning of the 2012-2013 school year. There is a

wide range of ethnic background that is present within the school community. The

majority are White, Native Hawaiian and Filipinos. More information about the school

can be found by visiting their school website: http://barbers.k12.hi.us/

Currently, I am assigned at Barbers Point Elementary in a third grade classroom.

The third grade level has a total of four classrooms, with approximately 27 students per

classroom. In my third grade classroom (room 33), there are 26 students in which

fourteen are girls and twelve are boys. One girl is classified as an English Language

Learner (ELL) and one boy is classified as Special Education (SPED). There is an ELL

resource teacher who provides support in and outside of the classroom. There are two

Paraprofessional Tutor (PPT) that works with the SPED student throughout the school

day. One PPT is present for the first half of the day while the other is present the last

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half of the school day. These PPTs are always observing and assisting the SPED

student throughout the school day. In addition, there is also a speech pathologist that

provides services for the SPED student. There are no students who are classified as

Gifted and Talented (GT) in this classroom. Thus far in the school year the students

have finished the reading portion of their Hawaii State Assessment (HSA) and still

continuing with the math portion of the assessment.

Barbers Point Elementary School implements the Harcourt Trophies reading

curriculum. This curriculum emphasizes reading comprehension. “Students develop an

understanding of comprehension and what readers do to be successful through a

combination of instruction and authentic reading activities” (Tompkins, 2014, p. 267).

The reading block is taught daily for 60 minutes during the instructional block after

recess and before lunch. In the third grade classrooms, each student is placed at an

appropriate level based on their reading level. The third graders are grouped based on

their ability to read and comprehend. Each third grade teacher is responsible for one

group of students with similar reading levels. “Teachers use instructional grouping to

differentiate instruction, make accurate placement decisions and create meaningful

classroom interventions” (Tompkins, 2014, p. 79). My particular reading class generally

reads the story at least 3 times whether it would be students following along as the

teacher reads, following along with the audio recording or reading on their own. Also,

students constantly engage in various activities and discussions to check for

comprehension.

The third grade teachers assesses regularly. If anytime a student shows a huge

progress or a huge decline in their reading level, the teacher can move the student to a

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different classroom with the appropriate level. “It is recommended that teachers

dramatically increase the amount of time struggling readers spend reading each day so

that they can become more capable and confident readers and develop greater interest

in reading” (Tompkins, 2014, p. 25).

The third grade teachers at Barbers Point Elementary use the reading

curriculum’s assessment to measure students’ progress in reading. They have

beginning, middle and end of the year assessment as part of Trophies. The

assessments usually involve a vocabulary section, comprehension section and writing

section. Most of the vocabulary section asks for synonyms of the words. The HSA is

also another way for the teachers to assess reading. In addition, my mentor teacher

creates her own assessments to track her students’ progress. Students are assessed

weekly to biweekly in my classroom.

Apart from reading, the science block has no designated instructional days

because it alternates with social studies and world language. Science blocks are usually

60 minutes per day and also use a Harcourt Trophies science curriculum. This

curriculum focuses on life science, earth science, and physical science.

Barbers Point Elementary provides various programs to promote reading. My

third grade students uses Accelerated Reader (AR) program constantly. AR is a reading

program created by Renaissance Learning, Inc. Students read a book, take an AR quiz

and get immediate feedback. It monitors students’ progress and allows teachers to have

access to this information. This program consistently monitors the changes of state

standards and refines the program in order to have a strong alignment.

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Another program is called I-ready, which is an online and teacher-led instruction

for reading and math. This program assesses the students in the beginning when they

start to use this program and determines their level. Through this assessment, the

program differentiates the lessons for each student. “I-ready includes engaging lessons

that build conceptual understanding and offers explicit instruction using real world

experiences. It also measures growth, identify gaps and pin points where students need

to be challenged” (Curriculum Associates Hawaii, 2013). Through this program, my

mentor teacher is able to determine who is below, on and above grade level. I-ready is

said to have a strong alignment with the Common Core State Standards (Charlie B.,

Rocketship Education, n.d).

In addition, KidBiz3000 is a differentiated online literacy instruction program and

offers non-fiction content-based readings. This program provides nonfiction text on the

same topics and lessons to all students, but differentiates the assignments based on

students reading level. My mentor teacher encourages the students to complete lessons

from this program and awards students with an incentive when they receive 80 % or

higher on the first try of completing the activity questions.

I administered a reading survey in my third grade classroom on February 26,

2014. The survey consisted of questions that addresses students’ attitude, learning

style, interest, and work habits. The result for students’ attitude is most of the students

likes reading or is okay with reading. However, majority of them do not consider reading

as leisure but to learn new information and for achieving good grades in school. My

mentor teacher expressed that as teachers we need to set good examples for our

students. Therefore, during Drop Everything And Read (D.E.A.R) time, teachers should

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read as well. Although majority of the class likes reading, they are not very fond of

reading out loud in class. As far as their learning style, more than half of the class reads

at home while the rest only reads at home sometimes. A little over half of the class

prefers to read on their own while the rest prefers to read with someone or with a friend

during DEAR time. Also, most of the students prefer to read in a quiet place. In this

classroom of 26 students, there are a range variety of topics that students are interested

in reading. A few examples topics include books that deal with adventures, sports and

mysteries. Moreover, students’ work habits in my classroom, majority of the students

complete their homework right when they get home, which is a great habit.

In my lesson, I plan to integrate reading in the content area of science. Students

will be introduced to simple machines through Barbers Point Elementary Science

curriculum. There is a unit on simple machines in the Harcourt textbook, which I will

instruct students to read. The information obtained will then be transferred into a graphic

organizer as a way to categorize the important main ideas of the topic. Through this

task, students will learn about simple machines and how they make our work simpler

and easier.

In this unit plan, I will be displaying various Association for Childhood Education

International (ACEI) standards. I will demonstrate ACEI I-Development, learning and

motivation by creating learning opportunities for each student to improve her/his

development. In this lesson, I included a differentiation plan that modifies the lesson to

create an appropriate instruction which takes account the individual learners that are

present in my classroom. The differentiation plan includes different types of learners

such as English Language Learners (ELL), Special Education (SPED), and Accelerated

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Learners. “Because students’ achievement levels differ and their interests and preferred

ways of learning vary, teachers modify their instructional programs so that all students

can be successful” (Tompkins, 2014, p.365).

For this lesson, the ELL and SPED students will be challenged with the

vocabulary because they lack background knowledge and/or they lack vocabulary

development. "Vocabulary knowledge and reading achievement are closely related:

Students with larger vocabularies are more capable readers, and they know more

strategies for figuring out the meanings of unfamiliar words than less capable readers

do" (Tompkins, 2014, p. 218). To accommodate these students, I will explain the

vocabulary terms in a student friendly definition and show visuals. “The selection of

materials use in the classroom is a crucial next step to effective differentiated

instruction” (Van Tassel-Baska, 2003). Instead of acquiring information through one

form, students will be exposed to different multimodal texts such as written print,

pictures and videos.

Throughout my lesson, I will provide students with a way to build knowledge

about simple machines through their exposure of their science textbook. From this

foundation I incorporate different stations that exposes them to engaging and hands-on

activities. “Not every child learns the same; therefore, learning centers are a way to

incorporate multiple teaching styles” (Rocco T., Rossella J., 2010)

Moreover, I will be demonstrating ACEI Standard II. Curriculum. Emphasizing in

reading, writing, oral language and science. In my lesson, I will use the instructional

approach of teaching with content area textbook. “Commercial reading programs,

commonly called basal readers, have been a staple in reading instruction for more than

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150 years” (Tompkins, 2014, p. 328). I will teach students to read simple machines in

their science textbook. I selected to use this instructional approach because basal

reading programs “deliver explicit and systematic instruction that is aligned with the

Common Core State Standards” (Tompkins, 2014, p. 330). Through the use of this

instructional approach, I am utilizing Barbers Point Elementary Schools curriculum. In

addition, I will require students to refer back to their reading and write the main ideas

including details in a graphic organizer. “Graphic organizers help students make

powerful connections between ideas and concepts” (Kharbach, 2014). Through the use

of a graphic organizer, students will be able to practice the strategy of determining main

ideas and details. The strategy of selecting the main ideas and details allows students

to create connections, which will help with their reading comprehension. This strategy is

an important comprehension strategy because it teaches students to distinguish the big

ideas and details and teaches them to recognize what’s important in the text they are

reading. My class’ reading comprehension level varies from below third grade level to

fourth grade level.

Throughout their reading, I will remind students to make connections of the text

and their background knowledge. Specifically, I want students to perform personal

connections, which is text-to-self. Since my lesson topic is on simple machines,

students have experienced using simple machines on a daily basis. I know that each

student will have a personal connection with this topic. Through this personal

connection, students become more engaged in their reading therefore contributing to

students’ comprehension of the text.

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Furthermore, students will construct a report on their observations and findings

by recording on paper then presenting the information orally to the class. I designed a

lesson that is age-appropriate to teach science through the incorporation of different

stations that deals with simple machines. Through these hands-on activities, students

are able to build understanding of the nature of science. This lesson is a reading lesson

integrated in a science content area. “The strategy of integrating the subjects has been

found to increase achievement in both areas” (Romance, N.R., 2001).

Questioning is one of the comprehension strategies that is recommended for

students to execute. “As students use the questioning strategy, they become more

engaged with the text and want to keep reading to find answers” (Tompkins, 2014, p.

263). In my lesson, I will ask students to practice questioning before they start reading

their textbook. I will require them to write down a few questions on their paper. I will

remind students to keep adding to their questions throughout their reading. Their

questions will be answered with the help of their text, teacher or from their experience.

Questioning strategy will help students comprehend the text better because they are

actively engaged in the reading process.

Besides comprehension, my lesson will focus on vocabulary. “Vocabulary has a

strong relationship in reading achievement” (Tompkins, 2014, p. 218). Through the use

of the graphic organizer, students will acquire knowledge on vocabulary terms for

simple machines. In my lesson, I will teach students vocabulary by requiring them to

write the definition and purpose of the different types of simple machines. Another way

that I’m teaching vocabulary is through the scavenger web hunt. In the web hunt,

students are asked to identify examples of simple machines then it presents questions

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for students to answer. The questions presented ask about the vocabulary terms of the

different types of simple machines. In addition, vocabulary will be taught through

students’ oral presentation. It is a requirement for students to use the vocabulary that

we learned throughout the simple machine lessons when presenting their information.

Through exposure of the vocabulary words during readings, discussions and activities,

students will be able to gain word knowledge that will increase their vocabulary and

assist them with their reading comprehension. “Vocabulary learning can’t be left to

chance because students’ word knowledge affects whether they comprehend what

they’re reading, write effectively, and learn content-area information” (Tompkins, 2014,

p. 218).

Another ACEI Standard that I will be addressing is ACEI Standard 3.2, which

emphasizes diverse students. I will address ELL, SPED, accelerated learners and

below grade level students. The ELL student is on grade level, , however she lacks

background knowledge. To assist this student’ needs, I will offer various materials to

guide this student visually, explain the vocabulary in a student-friendly language and in

a more relatable way in order for this student to be successful in my lesson. “Effective

teachers adjust their instruction because students vary in their levels of development,

achievement, and ability” (Tompkins, 2014, p. 30). I also plan to differentiate my lesson

for SPED students.

The SPED student needs a different type of modification based on his abilities

and Individualized Education Program (IEP). One major differentiation that I will need to

execute is lessening the workload. For my lesson, there are various activities that are

required at each station. These activities comprise of different questions and specific

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task for students to complete. For my SPED student, I will not require this student to

complete all the requirements for each station.

To accommodate the accelerated learners students, I will differentiate the

process and product. In my lesson, I will ask these students to elaborate on their

answers on the different activities that I will present. Through this elaboration, I will train

them to become critically thinkers. Also, I will instruct these students to perform an extra

step in certain stations in order to further their learning. In addition, I will differentiate the

process for below grade level students. To accomplish this, I will provide them with

more time to read the content and display pictures to assist with their comprehension.

Also, I will explain the vocabulary terms in a friendlier wording.

There are three objectives from Bloom’s Taxonomy’s cognitive domain that I will

implement in my lesson, which encourages the development of critical thinking and

problem-solving skills. These objectives are remembering, understanding and applying.

Remembering is the first level in Bloom’s Taxonomy. It is classified as the lowest level

of learning. Understanding is the second level and often go together with remembering.

Applying is the third level and requires learners to have a deeper understanding of the

concepts being taught (Overbaugh & Schultz, 2010). For my lesson, students will have

to remember and record important information about simple machines in the provided

graphic organizer. Then, students will have to understand the different types of simple

machines and be able to give examples of each type in their graphic organizer. “Graphic

organizers support student understanding, possibly because they provide learners with

visual representations of the content at hand” (Frey N., Fisher D., Everlove S., 2009, p.

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72). Lastly, students will apply their understanding through hands-on activities at the

different simple machine stations.

I will implement classroom management strategies throughout my lesson.

“Effective classroom managers had significantly higher student engagement rates and

significantly lower student off-task behavior throughout the school year” (Borich, 2011,

p. 72). In the beginning of my lesson, I will remind students with the attention getter that

I will be using when I want to get students to stop what they are doing and turn their

focus on me. For my attention getter, I will say “Class Class”, students then responds

with “Yes, Yes” while turning their eyes on the teacher. The students are very familiar

with the attention getter because my mentor teacher has been practicing this strategy

since the beginning of the school year.

Collaboration and social interaction plays a major role in my lesson. “The first

behavior for promoting higher thought processes involves collaborative and group

activities” (Borich, 2011, p. 196). Students must collaborate with their partner(s) in

completing the graphic organizer sheet. They must work together in finding the main

ideas and supporting details. The second collaboration involves students working with

their table groups in completing the assigned stations. In this part of my lesson, each

student is given a role and within this role is a certain job that they must accomplish

throughout the stations. In each group there is a facilitator who keeps the group on task.

There is also a helper who checks for understanding within the members of their group.

Another member will be a speaker who shares information from their group to the class.

In addition, one member of the group is a safety captain that ensures safe environment

for everyone. Lastly, there is a reader who reads directions for each station. Through

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the incorporation of group roles, it produces a positive and productive learning for all

students. “The assignment of roles is important to the success of a cooperative learning

activity” (Borich, 2011, p. 197).

To develop students’ use of effective oral communication skills, I will be enforcing

students to perform multiple partner(s) sharing and group collaboration throughout my

lesson. As simple as instructing students to share what they are learning to their side

partner supports interaction in the classroom. “Oral language is the foundation for

student learning. It is essential for literacy learning, and successful use of language is

critical for students’ well being” (Department of Education and Early Childhood

Development, 2013). In addition, I will require students to report on their experiences

during the different stations. Their group must collaborate and communicate with each

other on what information they would need to include in their presentation. Through this

report, it fulfills Common Core Standards Speaking and Listening (3.SL.4) Presentation

of Knowledge and Ideas.

As for fostering active inquiry, in the beginning of my lesson, I will have my

students write questions about simple machines before they start reading their science

textbooks. I will also encourage them to add to this list throughout their reading and

throughout the entire lesson especially before beginning their activity within their

stations. “Learners are innately curious and actively create their own knowledge and

concluded that collaboration, not competition, is more conducive to learning” (Tompkins,

2011, p. 8)

“Teachers use a combination of assessment tools to collect meaningful

information about what students know and do” (Tompkins, 2014, p.72). Throughout my

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lesson, I will be constantly assessing students by asking comprehension questions as a

formative assessment. Also, I will use a rubric to evaluate their graphic organizer. This

will serve as a summative assessment and provide me with information if students have

acquired the main ideas of the topic. In addition, another summative assessment will be

in the form of a checklist and the given handout will be assessed. For the oral

presentation, students will be assessed through the use of a rubric and a checklist.

There are numerous types of technology that my students and I will use

throughout my lesson. I plan to use the Elmo in showing the scenario and with the

modeling of the graphic organizers. This will allow students to have a visual and aid

them with their independent work. Throughout my lesson, I will use a timer to keep me

on track with managing my time. “Time management is the thread running through

almost all aspects of teaching” (Scholastic, 2014). One of my stations involves students

to use the computer in order to visit an education website. In the website edheads.org,

they will be required to find ten hidden simple machines and answer questions to check

for their understanding. Another part of my lesson also involves students to watch a

simple machine video therefore I plan to use the television and the dvd player. “Effective

teachers plan for activities that involve the use of different modalities in different

combinations to provide task demands at the current level of understanding of individual

learners and groups of similar learners” (Borich, 2011, p. 120). In addition, I plan to use

my cellphone in capturing pictures to document students within their stations. I will only

take pictures of students who submitted a media release form. Lastly, I will use a video

camera in which I will be filmed teaching. This will serve as a way for me to reflect and

improve my teaching to better benefit the students.

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References:

Borich, G. (2011). Observation Skills for Effective Teaching (6th ed.) Austin, TX: Pearson

Charlie B.,(n.d.) Rocketship Education. Web. 11 April. 2014. Retrieved from

http://www.curriculumassociates.com/products/iready/diagnostic-

instruction.aspx#

Department of Education and Early Childhood Development (2013). Importance of Oral

Language. Web. 19 April 2014. Retrieved from

http://www.education.vic.gov.au/school/teachers/support/pages/lspmod11intro4.a

spx

Hawaii DOE. (2010). Barbers Point Elementary. Web. 9 April 2014. Retrieved from

http://www.hawaiipublicschools.org/ParentsAndStudents/EnrollingInSchool/

SchoolFinder/Pages/Barbers-Point-Elementary.aspx

Curriculum Associates Hawaii (2013). Web. 9 April 2014. Retrieved from

http://www.curriculumassociates.com/products/iready/diagnostic-instruction.aspx

Kharbach, M. (2014). Teachers Guide on the Use of Graphic Organizer in the

Classroom. R. Web. 8 April 2014

Overbaugh R. & Schultz L. (2010). Bloom’s Taxonomy. Web. 9 April 2014. Retrieved

from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Rocco T. & Rosella J. (2010). Benefits and Disadvantages of using Centers in

Elementary Rooms. Web. 8 April 2014. Retrieved from

http://nyteachers.wordpress.com/2010/04/20/1357/

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Romance, N. R., (2001) Journal of Research in Science Teaching. Web. 9 April 2014.

Retrieved from http://www.sciencea-z.com/scienceweb/research.do#Integration

Scholastic (2014). Time Management Strategies. Web. 10 April 2014. Retrieved from

http://www.scholastic.com/teachers/article/time-management

Tompkins, G. (2014). Literacy for the 21st Century: A Balanced Approach (6th ed.).

Upper Saddle River, NJ: Pearson.

Van Tassel-Baska (2003). A Teacher’s Guide to Differentiation Instruction. Web. 9 April

2014. Retrieved from

http://www.education.com/reference/article/Ref_Teacher_s_Guide/?page=2

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