elyserozsa.files.wordpress.com · web view2018-04-18 · these formative assessments include...

Lessons/Activities with Formative and Summative AssessmentsEffects of Co-Teaching on Students with Autism

Over a 9-week period, these lessons can be used in third grade, to help students

with autism, in the general education classroom. In third grade, reading, speaking, and

listening are very important. In these lessons, to show students can converse with others as

well as understand non-literal and literal meanings of words and phrases, students will be

assessed using many forms of formative assessments. Students will also be able to show

they understand figurative language and academic and content-specific words. These

formative assessments include checklists and teacher observations. Teachers will be able

to use checklists to mark off student’s progress in their speaking, reading, and listening

skills.

Summative assessments can also be used at the end of this 9-week period to assess

student’s mastery of their reading, speaking, and listening skills. The teacher will have to

provide examples of literal and nonliteral meanings of words or phrases and have students

prove they have mastered distinguishing these different meanings. The teacher will also

have to create a reading and have the students determine the meaning of words, phrases,

figurative language, and academic, and content-specific words. This would be a written test

at the end of the 9-week period. The students will have learned enough from the 9-week

period to be able to complete this test successfully. This will be a cumulative assessment so

the teacher can prove that the students have successfully learned more about speaking,

reading, and listening.

Lesson 1

Time: 70 minutes

Standards: Determine the meaning of words, phrases, figurative language, and academic and content- specific words.

Learning Targets: Students will be able to determine the meaning of unknown words and phrases by using context clues from the story provided.

Assessment Strategies: Teacher will call on students to define words based off context clues. Teacher will walk around and listen to conversations.

Materials:Word Detective activity (below)

Anticipatory set:

Begin with having students play prefix and suffix puzzle game. This game allows students to practice creating words with prefixes and suffixes using context clues. There is a t chart with a sentence on the right that has a blank. The student must find a prefix piece and a suffix piece that go together to come up the word that fits best in the blank space. This allows students to start thinking about how to fill in unknown words based off clues from the sentence.

Procedure:

1. Explain to students that we will be talking about context clues today 2. Ask students if they know what context clues are3. Explain to students that context clues can help us understand an unfamiliar word4. Hand out examples of different types of context clues sheet5. Inform students that this will be beneficial throughout all reading 6. Tell students if they do not understand a word, to first try to break the word up into

parts to find more about the meaning- give example of discrimination- Dis-notCrimin- verdict, judgment Tion- indicates word is a noun

7. Teacher will give students a sentence- “Stephanie is aloof and does not talk to anyone”. Ask students if they know what aloof means by using context clues from the sentence.

8. Hand out word detective activity9. Have students complete activity with partner 10. While completing activity, have students write out the words that helped them

reach the definition of the unknown word. 11. Complete activity and have students volunteer to share their answers12. Ask students if they have any questions

Closure and Follow up:

Tell students that good readers use context clues to decode unfamiliar words. Explain that other words in the text may give them hints about the meaning of words they do not know. Ask students to share some prefix and suffixes that we used today. Tell students we will continue to become better at looking in our stories for clues for unknown meanings of words.

EXAMPLES OF DIFFERENT TYPES OF CONTEXT CLUES

Root word and affix: People who study birds are experts in ornithology.

Contrast: Unlike mammals, birds incubate their eggs outside their bodies.

Logic: Birds are always on the lookout for predators that might harm their young.

Definition: Frugivorous birds prefer eating fruit to any other kind of food.

Example or Illustration: Some birds like to build their nests in inconspicuous spots—high up in the tops of trees, well hidden by leaves.

Grammar: Many birds migrate twice each year.

Word Detective Activity

Directions: Read the passage below. Use context clues to decode the meaning of the

underlined nonsense words.

The big yellow school gleek pulled to a stop at the corner. The driver opened the door, and I

climbed up the steps to get on board. I walked down the narrow zupher looking for an

empty seat. Then I saw my friend Jack waving to me from the last row. “Over here, Nate!”

he yelled. I nodded and made my way toward him. I took my norjot fled with books and

placed it under the seat. Then I plopped down beside him and enjoyed the ride to blat.

Gleek probably means _______________.

The clue words that helped me decode this nonsense word are: ______________________________________________________________________________________

Zupher probably means ______________.

The clue words that helped me decode this nonsense word are: ________________________________________________________________________________________

Norjot probably means ___________________.

The clue words that helped me decode this nonsense word are:

___________________________________________________________________________________

Blat probably means __________________.

The clue words that helped me decode this nonsense word are: _________________________________________________________________________________________

Lesson 2

Time: 70-75 minutes


Learning Targets: Students will be able to define different types of figurative language and provide some examples of each.

Assessment Strategies: Teacher will observe students working on their worksheets. Teacher will communicate with students in regards to the different types of figurative language. Teacher will collect figurative language worksheet.

Materials:Figurative language worksheet and definition sheet (below)

Anticipatory set:

Show Katy Perry “Firework” video. We will use sound lyrics to teach figurative language. Students will have to look at the lyrics to come up with the meaning of them.

Procedure:

1. Explain to students that we see figurative language in our reading. Tell them we even speak while using figurative language.

2. Ask students to explain everything they know about figurative language to their partners

3. Teach the different types of figurative language- simile, metaphor, personification, onomatopoeia, alliteration, assonance, cliché, hyperbole, and idiom.

4. Give example of each5. Give them figurative language definition sheet6. Hand out figurative language worksheet and work on this as a class or have students

work with partners7. Call on students to give answers to worksheet8. Ask students if they have any questions9. Collect worksheet to see how students are understanding figurative language

Closure and Follow up:Explain to students that we will continue to work on working with figurative language. Tell

students how important it is to know these, as we will see them more and more in our stories and texts.

Have students come with teacher to rug and make a chart and list the definitions of the figurative language terms we learned today. This will help students review the definitions of each. Make chart colorful with pictures.

Term Definition Example

AlliterationThe repetition of usually initial

consonant sounds in two or more neighboring words or syllables

The wild and woolly walrus waits and wonders when we’ll walk by

AssonanceA resemblance of sound in words or

syllables

holy & stonyand

Fleet feet sweep by sleeping geese

ClicheA word or phrase that has become

overly familiar or commonplaceNo pain, no gain

HyperboleBig exaggeration, usually with

humormile-high ice-cream cones

IdiomThe language peculiar to a group of

peopleShe sings at the top of her lungs

Metaphor

Comparing two things by using one kind of object or using in place of

another to suggest the likeness between them

Her hair was silk

OnomatopoeiaNaming a thing or an action by

imitating the sound associated with it

buzz, hiss, roar, woof

Personification Giving something human qualitiesThe stuffed bear smiled as the little

boy hugged him close

SimileA figure of speech comparing two

unlike things that is often introduced by like or as

The sun is like a yellow ball of fire in the sky

Figurative Language Worksheet

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used: simile, metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is possible that more than one technique is being used. 1. Like burnt-out torches by a sick man's bed

Which technique is being used?

__________________________________________________________________________________Simile, Metaphor, Personification, or Hyperbole

How do you figure?(write a sentence explaining your answer)

2. Drip—hiss—drip—hiss fall the raindrops / on the oaken log which burns, and steams,and smokes the ceiling beams. / Drip—hiss—the rain never stops.




3. When the stars threw down their spears, / And water'd heaven with their tears,




4. The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight over the purple moor,




5. I do not care to talk to you although / Your speech evokes a thousand sympathies,

Which technique is being used? __________________________________________________________________________________Simile, Metaphor, Personification, or Hyperbole


Lesson 3

Time: 70 minutes


Learning Targets: Students will be able to create their own story with unknown words while having great context clues.

Assessment Strategies: Teacher will collect student’s context clue stories.

Materials:Lined paper for students, dictionaries

Anticipatory set:

Play context clues tic tac toe. Have cards to hand out to each pair of students. The front of the card will have a sentence with an underlined unknown word. The back of the card will have 4 choices with a synonym of the word. Students will have to choose the best answer and if they get it right they get to place an x or an o on their tic tac toe board. This will get students’ minds moving for the next activity.

Procedure:

1. Explain to students that we will be talking about context clues today again and remind them what context clues are

2. Have students write down the different types of figurative language with a partner and define/give examples of each

3. Explain to the students that they will be able to create their own stories with unknown words from a dictionary.

4. Haves students look up 7 words they do now know in a dictionary 5. Have students create a story with these words while having great context clues so

others will know what these unknown words mean6. Have students swap stories with their partners7. Have each student define the other students unknown words by using context clues

8. Ask anyone if they would like to share their story9. Collect stories and grade


Tell students that good readers use context clues to decode unfamiliar words. Explain that other words in the text may give them hints about the meaning of words they do not know. Tell students we will continue to become better at looking in our stories for clues for unknown meanings of words. Have students turn to their elbow partner and teach one word that they learned today from the tic tac toe context clues game.

Lesson 4

Time: 75 minutes

Standards: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others.

Learning Targets: Students will be able to discuss appropriate story content with their peers.

Assessment Strategies: Teacher will walk around room and observe while listening to students communicating with their peers.

Materials:Short story- http://www.k5learning.com/sites/all/files/worksheets/K5_RC_Gr3_LO1_SampleW.pdf

Anticipatory set:

Brainstorm with students what questions one another can ask about a story. Come up with a long list to prepare students for their discussions, about the chocolate story, with their partners. Questions should be, “why did”, “what caused”, “how did”, why do you think”.. and so on.

Procedure:

1. Explain to students that we will be reading a short story today on the history of chocolate

2. They can read it in groups or silently3. Students will then work together in groups to discuss content from the story4. Encourage students to ask each other question about the story- What was your

favorite part? What words were you unfamiliar with? 5. Encourage students to keep the conversation flowing and make sure they stay on

task6. Explain to students they must respect each others responses and can reflect and

share opinions with others

http://www.k5learning.com/sites/all/files/worksheets/K5_RC_Gr3_LO1_SampleW.pdf

7. We will then come together as a class to talk about the story8. Ask students what the main idea was9. Ask students to point out unfamiliar words and explain what context clues they used

to help them determine the definition or meaning 10. Ask students how they felt conversing with other students


Explain to students that being able to communicate and work with partners is very important. Tell them that their futures will involve working with others so practicing now is a great start.

Ask students to share any good questions they were asked by their classmates so we can add them to the list we made in the beginning of class.

Lesson 5

Time: 70 minutes

Standards: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Learning Targets: Students will be able to determine the literal and nonliteral meanings of words.

Assessment Strategies: Teacher will collect worksheets.

Materials:https://www.education.com/common-core/CCSS.ELA-LITERACY.RL.3.4/worksheets/

Anticipatory set:

Play “I have… Who has?” game. Example- “I have… cooking up a storm. Who has the idiom that means really mad? “I have makes my blood boil. Who has the idiom that means talk in a relaxed manner?”

Procedure:

1. Explain to students that we are going to continue on with our speaking and listening unit.

2. Explain what literal language is3. Explain what non-literal language is- idioms4. Give examples of each5. Give students worksheet to work on- can work alone or with elbow partners6. Collect worksheet and ask students if they have any questions


Have students tell their partners what we did today. Have students retell the class what we learned today. Ask students which idiom they liked the best from the I have who has game and have them explain the meaning of the idiom.

https://www.education.com/common-core/CCSS.ELA-LITERACY.RL.3.4/worksheets/

Lesson 6

Time: 75 minutes


Learning Targets: Students will be able to read unfamiliar texts on the computer and find context clues to hypothesize the meaning.

Assessment Strategies: Teacher will collect loose-leaf with unfamiliar words, context clues and actual definitions from dictionary.

Materials:Lined paper for students, dictionaries, computer

Anticipatory set:

Read students Baloney by Henry P. Henry is an alien school kid who needs to come up with one good reason for why he is late for szkola again. Otherwise his teacher promises him that he will have detention forever. After reading the book, have students create an alien and underneath have them to include one more reason to explain why henry was late for school. They have to include a nonsense word in their excuse, which could be figured out using context clues given in their explanations.

Procedure:

1. Explain to students that we will be talking about context clues today again 2. Have students explain what context clues are and how they are helpful 3. Ask them to share if they have had to use context clues recently to help determine

an unfamiliar word- have them explain their situation and where they had to use context clues

4. Tell students we will be reading an unfamiliar text on the computer today with partners

5. Explain to students that they will have to highlight unfamiliar words, find context clues to hypothesize the meaning, and then check the meaning in the dictionary.

6. This all needs to be written on loose leaf7. Collect loose-leaf to see if children are understanding context clues


Tell students that good readers use context clues to decode unfamiliar words. Explain that other words in the text may give them hints about the meaning of words they do not know. Tell students we will continue to become better at looking in our stories for clues for unknown meanings of words. Have students share their aliens with peers.

Lesson 7

Time: 75 minutes


Learning Targets: Students will be able to write sentences that were given to them and replace each nonsense word with a word that makes sense. Students will be able to write a story about something they know a lot about while replacing common words with nonsense words

Assessment Strategies: Teacher will collect student’s context clue stories and sentences.

Materials:loose leaf

Anticipatory set:

Give the students snowy day riddles. The riddles will have a few sentences and the students have to guess what the snowman is describing or talking about.

Procedure:

1. Explain to students that we will be talking about context clues today again and remind them what context clues are

2. Share these sentences with students and have them replace the silly words with known words. “Doug took a gypoper after he got out of the pool so he wouldn’t smell like chlorine.” “Betsy wore her zonebeeks in the pool so she could open her eyes underwater.” “The baby was floating around the pool in a flingtrop because she was unable to swim.”

3. Go over the sentences with students4. Have students creat a story about a topic they are familiar with. 5. Have students implement nonsense words for known words 6. Remind students to use context clues so other readers know what the nonsense

words mean7. Have students share their stories with other students

8. Have students find the nonsense words and replace them with the known words9. Collect stories and 3 sentence loose leaf


Tell students that good readers use context clues to decode unfamiliar words. Explain that other words in the text may give them hints about the meaning of words they do not know. Tell students we will continue to become better at looking in our stories for clues for unknown meanings of words.

Lesson 8

Time: 70 minutes


Learning Targets: Students will be able to make up an interview sheet for their interviews.

Assessment Strategies: Teacher will collect interview questions and return with feedback.

Materials:Computer, interview sheet

Anticipatory set:

Show students interview video with two students. Point out how great the eye contact is in the interview as well as the flow of the conversation.

Brainstorm interview questions with students and write them on big paper to refer to when they write their own questions.

Procedure:

1. Explain to students that we will be creating questions for interviewing today2. The interview will need to be 5-10 minutes long3. Students will have to come up with questions and be able to ask their peers

these questions about what ever topic they choose4. Students will type out questions on a computer5. Teacher will collect questions and give feedback to students


Watch two more videos. Have one be a good interview and one that is not so good. Have student’s compare why one was better than the other. Discuss with the class about the pros and cons of each video.

Lesson 9

Time: 75 minutes


Learning Targets: Students will be able to interview their peers.

Assessment Strategies: Teacher will be involved in an interview with each peer.

Materials:interview question sheet

Anticipatory set:

Show students a good video of an interview. Ask them to remind the class of what some of the things they are going to do in the interviews.

Procedure:

1. Pass back students interview question sheets2. Have students look over my feedback 3. Ask students if they have any questions about their feedback on their questions4. Give students time to review their questions for their interview5. Pair up students6. Have students interview each other7. Encourage students to reply back to their peers responses8. Teacher will be interviewed by each peer9. Grade each student based off building off each others ideas and keeping the

conversation flowing in an appropriate manor


Ask the best pair to come up and interview each other again. Ask students why their interview went well. Have students reflect and write down how they could have improved their own interview.

Summative assessment

Create a test including figurative language, non-literal and literal words and phrases. Students will have to know the definitions of the different types of figurative language. Students will have to explain the meanings of non-literal words and phrases. Students will also be asked to read a story and define unknown words. They will be able to use context clues from the story and share with the teacher what words helped them determine the meaning of the unknown words.

elyserozsa.files.wordpress.com · web view2018-04-18 · these formative assessments include...

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