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Instructional Unit: Overcoming the Trouble with Retell using Strategies and Technology

Lisa Rounds Student ID: 001231581 Program Mentor: Cassie Rose Assessment Code: TAT2 Task 2 March 2, 2020

Instructional Unit: Overcoming the Trouble with Retell using Strategies and Technology The instructional goal for this unit is for the students to effectively cite the proper retell of narrative text that includes important details and proper sequencing. Students will show the demonstration with higher comprehension scores, advancing their guided reading level at least 2 levels (letters). In this unit, there are 3 performance objectives. The first one is Given a narrative text, students will be able to identify all 4 of the story elements marking the text evidence with sticky notes. The second one is Given a narrative text, students will be able to identify at least 3 key details (B, M, E) orally using the STP (Stop, Think, Paraphrase) method accurately. Given a narrative text, students will be able to identify all 4 of the story elements marking the text evidence with sticky notes. Audience and Learning Environment The instructional setting and audience is a second grade classroom consisting of 22 students in a suburban area. The students are taught Mathematics (Common Core), Science (NGSS), Social Studies (cultural and community learning), Writing (Common Core), and Reading (Common Core) in an inclusive classroom. The students attend one specialty class of PE, Music, or Library for 30 minutes daily. Students are an equal mix of boys and girls who range in ages of 7-8. Eight of these students started the year below grade level for reading. Seven of the eight, qualified and are now receiving services from a Learning Assistance Program (LAP) for Reading. These students are pulled out for intervention for 30 minutes a day, 4 times a week. 2 of these students are currently in the process of obtaining an IEP for academic assistance. 4 students in the classroom are English Language Learners (ELL) students. A paraeducator assists with these students 30 minutes a day during reading instruction. 2 others students are identified as Higher Learning students and are pulled out for the majority of the day

once a week to attend an accelerated learning (EXCEL) program. The classroom is arranged with 5 table groups for partner and group learning. Each partnership consists of a student below grade level paired with a student at or above grade level. For reading, students have access to choice seating that includes rocker chairs, seat cushions, wobble stools, and scoop chairs. There are also 3 additional areas with table tops to move to be successful for work time. To accomodate behaviors and focus needs, students and desk arrangements are constantly changing. The classroom also has a library setup for the students to borrow books and read during read to self and as a next step when they finish their work. As this is our second year with one-to-one devices, chromebooks are available to aid the students learning. The programs we mainly use are Epic!, SeeSaw, STMath, and BookFlix. Lexia is also used for the eight students that are below grade level for reading as an intervention program. District assessments are given through the online I-Ready diagnostic system. Instructional Unit Overview Lesson 1: Sequencing Key Ideas and Details using Stop Think Paraphrase (STP) Length: 90 minutes Delivery Approach: Teacher Directed, Whole Group, Partner Work Performance Objective: Given a narrative text, students will be able to identify at least 3 key details in sequence (Beginning, Middle, End) orally using the STP (Stop, Think, Paraphrase) method with 100% accuracy. Learning Theory: Cognitivism: As students are learning to paraphrase key ideas from the text, they are building a deeper understanding for their comprehension of the literature by breaking down the information into smaller chunks. Materials and Resources: narrative text, partner, STP anchor chart, modeled text

Assessment: Walk around the classroom and take anecdotal notes on students. Check for the correct usage of the STP method and the accuracy of including details in their paraphrasing. Lesson Summary: Students will start the learning at the carpet in a whole class lesson. An attention getter will be the use of the gestures with no words. Then the students will be introduced to the Stop, Think, Paraphrase terms. The goal for the learning will be presented. Next, the lesson begins with the visual of the anchor chart showing STP with corresponding pictures and explaining what paraphrasing is. I will model the procedure for STP with an engaging text. Then students will have guided practice at the carpet. Finally, students will practice the strategy in partners with selected texts at their reading level while I roam and check for understanding. Gesturing during encoding leads to better recall and increases engagement (Cook, Yip, Goldin-Meadow, 2010). Use of sign language and the use of the acronym STP, serves as mnemonic strategies when teaching students to paraphrase. I also use ASL as a language immersion. The STP method is adapted from Jan Richardson’s The Next Step Forward In Guided Reading (2016). Richardson’s book and reading program called Literacy FootPrints was provided to our team as an intervention system for reading. The STP method supports comprehension for every reading level. By modeling the strategy, the use of the mnemonics, and learning to paraphrase key ideas and details into chunks, this lesson follows the cognitive learning theory (Ertmer & Newby, 1993).

Lesson 2 and 3 : Identifying Story Elements 2 Identify the story’s main characters and describe them (Who?) 3 Identify the story’s setting, problem, solution (Where?, When?, What?, How?)

Where and when does the story take place? What does the main character want or need? How did the main character solve his problem? Length: 90 minutes each Delivery Approach: Teacher Directed, Whole Group, Partner Work, Small Group Performance Objective: Given a narrative text, students will be able to identify all 4 of the story elements, marking the text evidence with sticky notes, with 100% accuracy. Learning Theory: Cognitivism: Learners are demonstrating their deeper understanding of text by answering questions of who, what, when, where, why, and how. They are marking evidence of these key details and paraphrasing. These lessons build to storing the elements in memory to retell. Materials and Resources: anchor chart - inside/outside of character from modeled book, familiar narrative text for modeling, printouts of character traits, student leveled text, sticky notes, pencil, colored pencils, reader response notebooks. Assessment: Check for understanding as the student’s are naming the traits of the mentor text character in whole group discussion and as they turn and talk. If they are naming feelings instead of traits, provide clarification. When students are working to mark the evidence in the text use anecdotal notes asking them to give you a trait and show the evidence. Check the drawings of the main character for proper identification of traits to describe. Monitor and take anecdotal notes on students to see if they are accurately identifying the story elements and marking the correct evidence with sticky notes within their texts. Lesson 2 Summary: Students are learning one of the story elements needed to retell a narrative text of identifying the main character. As students are assessed three times a year with the DRA2

(Developmental Reading Assessment 2), students are asked to name the main character/s and describe them as part of their comprehension. Students are first introduced to the topic with the demonstration using a student and then the teacher models describing the character while reading a mentor text and using the illustration on the anchor chart for identifying inside/outside traits. They are using previous learning of STP (Stop, Think, Paraphrase) to read the evidence and determine which character traits fit the character based on their actions and dialogue. This lesson is adapted from Jan Richardson’s The Next Step Forward In Guided Reading (2016). Richardson’s book and reading program called Literacy FootPrints was provided to our team as an intervention system for reading. The Evidence of Character Traits method supports comprehension for every reading level. This lesson supports the cognitive learning theory because it uses demonstrations (using a student to model), explanations (distinguishing between a feeling and a trait), an illustrative example (anchor chart), and links to prior knowledge (STP and familiar text) (Ertmer & Newby, 1993). Lesson 3 Summary: Lesson Plan Summary: The cognitivism learning theory is supported with the learning strategies in this lesson. The teacher begins the lesson by accessing the students’ prior knowledge about a story and it’s elements from a modeled familiar text. As the students are listening to selected parts of the story, they use previous practices silent signals to indicate the story elements. The 5-finger anchor chart is referenced as the teacher takes the student discussion of the elements, and labels the text with sticky notes. Student voice is further utilized by turn and talk to their partners to confer on some of the story elements using the text and their placement. Then they engage in partner work to label the text with sticky notes, identifying the story elements. Students can use the tool of the illustrative 5-finger anchor chart for a reference. Lastly, student partnerships join another set of partners to “book talk” and share their answers to

the story elements.

Lesson 4: Retell a narrative story using the 5 finger retell using a graphic organizer Length: 90 minutes Delivery Approach: Whole Group, Performance Objective: Given a narrative text and a 5 finger retell graphic organizer, students will be able to write all 4 story elements, then orally practice retelling the 3 key details (events) and to others with 100% accuracy. Learning Theory: Cognitivism: Students will be instructed on the mnemonic strategy of 5-finger retell, be able to fill out an organizer breaking down the retell, and then practice retelling it orally. Learners are using this visualization to help store the key details into memory. This practice will organize the information in an optimal way for recall. Materials and Resources: modeled narrative text with marked pages with sticky notes, narrative text from previous lessons’ partner work with sticky notes. 5 finger retell graphic organizer, pencil, anchor chart - 5 finger retell model hand Assessment: As the students turn and talk, check for understanding and remind them to reference the chart as needed. While the students are in pairs completing the worksheet take anecdotal notes to check if the students are using the language of the story elements and finding the evidence within the text. Lesson Summary: Gesturing during encoding leads to better recall and increases engagement (Cook, Yip, Goldin-Meadow, 2010). I am introducing the use of the 5-finger retell hand as mnemonic for the students to see the proper sequencing of the key details (story elements and events). The Five-Finger Retell method is adapted from Jan Richardson’s The Next Step Forward In Guided Reading (2016). Richardson’s book and reading program called Literacy

FootPrints was provided to our team as an intervention system for reading. The 5-finger retell method supports comprehension for every reading level. By modeling the strategy, the use of mnemonics, and through the use of a graphic organizer to sequence the story elements and events, the lesson follows the cognitive learning theory (Ertmer & Newby, 1993). Unit Formative Assessment: Orally retell a story to the teacher Lesson Plans Lesson Plan #1 Title: Sequencing Key Ideas and Details: STP Performance Objective: Given a narrative text, students will be able to identify at least 3 key details (B, M, E) orally using the STP (Stop, Think, Paraphrase) method accurately with 100% accuracy. Time: 90 minutes Step 1: Pre-Instructional Activities: Bring the students to the carpet while using the ASL (American Sign Language) signs for stop, think, and talk. Ask the students to mirror your movements. Then use the words “Stop”, “Think”, and “Paraphrase” with the appropriate action. Show the target for the learning on the top of the anchor chart: I can think about what I read and tell the important parts in my own words to others. Step 2: Content Presentation: Present the rest of the anchor chart for STP and model with a narrative text reading 1-2 pages (depending on the amount of text). Next, stop and cover the text, explaining you are going to “stop” (using the ASL sign), think about what I just read (using the ASL sign), and then paraphrase (using the ASL sign for talk). Model paraphrasing the text read by putting the text into your own words with the important details while showing the class the picture. Repeat the strategy a couple more times with the students modeling the hand

gestures gradually removing the pictures. Step 3: Learner Participation: After a few modeled STPs, have the students “Turn and Talk” to their preselected partner and paraphrase the next portion of text in their words. Have a couple students share their paraphrasing with the rest of the class. Clarify any misunderstandings. Explain that their task today is to read a preselected, just-right book with their partner in a buddy read style. One person will read a page of the text, stop and cover up the text and paraphrase to the partner. The other partner will read the next page and repeat the same method. The listening partner can prompt for more details. Model this with a selected student. Ask for thumbs up or down for understanding. Dismiss the partners and hand them their selected, “just-right” narrative text, check and remind students that they should be sitting side by side for buddy reading. Step 4: Assessment: Walk around the classroom and take anecdotal notes on students. Check for the correct usage of the STP method and the accuracy of including details in their paraphrasing. Step 5: Follow-Through Activities: 1. To reinforce the learning with the subgroup, pull the focus students into a small group during independent reading time. Use the cards of STP during the Footprints reading lesson. Have the students demonstrate orally STP, taking turns. 2. Use the concept across subject areas when reading material (i.e. Scholastic news, science).

Technology Option: After instruction, students will have an extended activity of individual practice of the STP strategy while reading books on Epic!. Physical Resources and Instructional Materials Needed: narrative student text (teacher approved selection from the class library at the students’ individual reading levels), partner assignments, STP anchor chart, modeled narrative text (such as Lilly’s Purple Plastic Purse), student list for anecdotal notes, chromebooks with Epic! application, headphones. STP Anchor Chart

Lesson Plan #2 Title: Answering Questions of Key Details: Identify the story’s main characters and describe them (Who?) with 100% accuracy. Performance Objective: Given a narrative text, students will be able to identify all 4 of the story elements marking the text evidence with sticky notes with 100% accuracy. Time: 90 minutes Step 1: Pre-Instructional Activities: Bring the students to the carpet. Ask one student to stand

up. Ask the students to describe what they see on the outside of the student. Name an inside character trait of the student: ex. I know that Johnny likes to do things for me so I would describe Johnny on the inside as helpful. I also have heard Johnny ask people if they are ok when they get hurt, so I would describe Johnny as caring. Have the student sit down. Present the goal for the learning to the students: I can identify the main character and describe them. Step 2: Content Presentation: Present the anchor chart with a picture of the main character from the mentor text with a place to list inside/outside traits. Explain that we are using evidence from the text (a character’s action or dialogue) to identify a character trait (Richardson, 2016). Distinguish between a feeling and a trait. Show a resource list of inside character traits and clarify vocabulary. Re-read a familiar mentor text that is pre-marked for places to pause. Ask the students to identify the character and the traits as you read evidence. List the character traits on the sticky notes and place on the anchor chart as you go, asking if that is an inside or an outside trait. Model using the name of the character with the trait when you list it. Example: Lilly is honest. Step 3: Learner Participation: Read the students evidence in the text to identify an inside trait. Have the students turn and talk to give their thought of what trait it would be. Have a couple students share out their or their partners thinking for the inside trait. Mark it on the sticky note and place on the chart. After finishing the text and the anchor chart model retelling who the main character is and describe him/her using the collected outside and inside traits. Example: Lilly is is a mouse who is funny, honest, and caring. Instruct the students that they are going to practice with a different text in partners. Students are to buddy read the new text and mark the pages with sticky notes. Provide the resource list of inside character traits for the students to use. When they finish, the students’ next step is to draw a picture of the main character and describe

him/her using the inside/outside traits marked with sticky notes in their Writing about Reading Notebook (similar to the anchor chart). Step 4: Assessment: Check for understanding as the student’s are naming the traits of the mentor text character in whole group discussion and as they turn and talk. If they are naming feelings instead of traits, provide clarification. When students are working to mark the evidence in the text use anecdotal notes asking them to give you a trait and show the evidence. Check the drawings of the main character for proper identification of traits to describe. Step 5: Follow-Through Activities: 1. Encourage and communicate with families to ask questions with their child about their nightly reading. Specifically ask them to name the main character and describe them using inside and outside traits. Provide clarification to the parents of traits vs. feelings. 2. Provide a new choice activity of drawing the main character, labeling, and listing traits as a choice for their writing about reading in their notebook from their independent reading narrative book. 3. To reinforce the learning with the subgroup, pull the focus students into a small group during independent reading time. Use the Evidence of Character Traits cards as you read the story. Have the students find and mark a page with a sticky note that is evidence for a character trait and share with the group. Physical Resources and Instructional Materials Needed: anchor chart - inside/outside of character from modeled book (such as Lily’s Purple Plastic Purse), inside/outside anchor chart describing the difference, familiar narrative text for modeling (such as Lily’s Purple Plastic Purse), printouts of character traits, worksheet for students to draw their character and list traits, student leveled text (previously selected teacher approved selection from the class library at the students’ individual reading levels), sticky notes, pencil, colored pencils, reader response notebooks, class list for anecdotal notes.

Inside/Outside Character Traits Anchor Charts

Character Traits Printout (Moulinos, 2013)

Student Worksheet for Reading Response Journal - Draw Character and List Traits

Lesson Plan #3 Title: Identifying Story Elements (Where, When, What, How) Performance Objective: Given a narrative text, students will be able to identify at least 3 story elements by using sticky notes to mark the location (text evidence) of the story element in the text with 100% accuracy. Time: 90 minutes Step 1: Pre-Instructional Activitie...