Fluent Essays

Use the LEA lesson plan, create a lesson plan based on an LEA that you would like to do. Please do NOT use the one from the video presentation. Language Experience Approach Please view the video on using the Language Experience Approach; this teacher is working with EL students, but think about all areas that this strategy can be used. https://youtu.be/taH4pzbNt6k (Links to an external site.) Please review this Presentation of information on Language Experience Approach https://prezi.com/yo3wmgfpolme/language-experience-approach/ (Links to an external site.) This assignment needs to be for 3rd grade student, I have uploaded the standards that you will need to complete this assignment. Language Experience Approach (LEA) Lesson Plan / Step by Step The language experience approach combines all the language arts- listening, speaking, reading, and writing. The theory behind the Success of the Language Experience Approach The language experience approach uses the language of the students as the basis for the writing materials that will later be read by those same students. When a student dictates something to the teacher or writes something them self; it will naturally be something in which the student is interested and will also be something that the student will understand with no difficulty. Furthermore, it will be written at a reading level appropriate for the student, and its content will not insult the student regardless of age. Using the Language Experience Approach In using the language experience approach you will need to follow a sequence such as the one below to develop your lesson plan: Theory, Purpose, Focus, Skills, Consideration, Teaching Topic (s) Objective for lesson Student Generated topics of interest, Problem Solving, Self-concept, Goal Oriented, Prior Knowledge, Activity What will the students use for their Language experience approach? Student input is valued. Appeal to visual learning style; Listening, Speaking, Student Participation Title of the LEA. Writing: student comfort level; Mistakes are OK, Progression – easy to difficult; Demonstrate that what is said can be written; Error correction Guidelines when writing the story: · Use the type of writing to which the students are accustomed · Use the language that the students suggest and make very few, if any changes Listening and Reading Skills What activity will the students do to include these skills? Reading: group work, (helps shy students participate) How will the students read their own written work? What will this look like? Reading: student engagement, Kinesthetic activity How will you incorporate engagement/bodily movement into the LEA? Family Engagement: Tangible, concrete; homework What will you have the students do to involve the family? What will this look like? Follow up/Warm Up: activity that builds on past lesson, connection to this experience What will the follow up and warm up activity be for the students? Consistency, Pattern establishment, assessment Depending on the type of LEA that is done, what the consistent skills that you will address each time you revisit the students’ story? Independent work: build confidence; positive reinforcement What activities will you tie into this LEA? Role of Grammar/Cloze Activity; Teaching vocabulary, assessment What grammar skills will be addressed in this LEA? Extension Activity, Learning vocabulary; related texts What other material will be used to enhance comprehension? What vocabulary strategies will be incorporated into this LEA? How will you extend this lesson (what else can you do with this?) Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document Third Grade College- and Career-Readiness Standards for English Language Arts Page 2 of 99-September 2016 Third Grade CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Desired Student Performance A student should know (Prerequisite Knowledge)  Readers ask questions before, during, and after reading.  Readers answer questions (who, what, when, where, why, and how) about specific details from the text.  Authors of literature include characters, a setting, and major events.  Readers visualize key elements within the text. A student should understand (Conceptual Understanding)  Readers are always questioning the text as they read, including beyond the text (inferential questions).  Readers listen to their inner conversation as they read.  Asking and answering questions about the text prompts the reader to examine what information they lack or what parts of the text are confusing.  Read closely in order to cite information from the text in order to ask and answer questions. A student should be able to do (Evidence of Knowledge)  Provide oral and written explanations that show understanding of a text, using examples from the text to justify response/thinking.  Reference details and/or examples in a text when explaining the basis for the answers.  Read a text and answer questions about the text.  Read a text and ask questions about the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: questioning/question, ask, answer, text, summarize, text evidence, explicitly stated College- and Career-Readiness Standards for English Language Arts Page 3 of 99-September 2016 Third Grade CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Desired Student Performance A student should know (Prerequisite Knowledge)  Readers understand characteristics of stories, fables, folktales, and myths.  Readers determine the central message, moral, or lesson of a story.  Readers know the difference between a central idea and key details in a story.  Readers know the characteristics of an effective retelling/recounting of events from a story. A student should understand (Conceptual Understanding)  Authors of literary texts include details to tell a story.  Authors of literary texts include details to help readers make sense of the central message, lesson, or moral.  Readers create an effective recounting or retelling of literary text(s) including key ideas and details (e.g., characters, settings, problem/solution). A student should be able to do (Evidence of Knowledge)  Retell stories, including fables, folktales and myths from diverse cultures.  Provide a statement of the central message, lesson, or moral in a text.  Provide an explanation of how a central message, lesson, or moral is conveyed through details in a text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Recount, retell, determine, explain, conveyed, central message, lesson, moral, diverse cultures, key details, stories, fables, folktales, myths College- and Career-Readiness Standards for English Language Arts Page 4 of 99-September 2016 Third Grade CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors include characters, setting, and important events in a story.  Readers determine key ideas and supporting details from a text.  Readers use key details to describe characters, settings, and major events.  Readers describe how characters respond to events and challenges. A student should understand (Conceptual Understanding)  Authors include characters, plot, and setting that help shape the events of a story or play.  Readers understand the actions of characters in a literary text contribute to the sequence of events in a story or play.  Readers analyze the traits, motivation, and feelings of the characters to understand and explain how their actions impact the sequence of events. A student should be able to do (Evidence of Knowledge)  Sequence the key ideas and events in a story or play.  Provide a description of characters in a story or play (e.g., traits, motivations, feelings).  Describe or graphically represent characters (their thoughts, words and actions) and events in a story or play, drawing on specific details from the text.  Explain how characters’ actions contribute to the sequence of events. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: describe, explain, sequence, characters, traits, motivations, feelings, actions, plot, details, contribute College- and Career-Readiness Standards for English Language Arts Page 5 of 99-September 2016 Third Grade CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors use figurative language and literary devices to convey meaning.  Authors use different types of context clues to convey meaning of unknown words (e.g., definition, example, antonym, synonym).  Authors choose words thoughtfully and carefully to supply rhythm and/or convey the meaning of a story, poem, or song. A student should understand (Conceptual Understanding)  Authors make purposeful language choices to create meaning in literary text(s).  Readers seek the meaning of unknown words/phrases to clarify understanding of literary text(s). A student should be able to do (Evidence of Knowledge)  Use context clues to help unlock the meaning of unknown words/phrases  Determine the appropriate definition of words with more than one meaning.  Differentiate between literal and nonliteral language.  Interpret figurative language and literary devices.  Determine the meaning of words and phrases used within literary text(s).  Use the meanings of words and phrases to determine the meaning of the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: literal/nonliteral language, context clues, determine, distinguish, interpret, clarify, figurative language, literary devices, word choice College- and Career-Readiness Standards for English Language Arts Page 6 of 99-September 2016 Third Grade CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors use different characteristics when writing stories, dramas, and poems.  Authors organize texts using different types of structures.  Authors include a beginning, middle, and end when writing stories.  Authors write different types of text for different purposes. A student should understand (Conceptual Understanding)  Readers understand that stories include chapters, poems include stanzas, and dramas include scenes.  Readers understand stories, dramas, and poems have parts that contribute to the whole text. A student should be able to do (Evidence of Knowledge)  Provide references to parts of stories using terms such as chapters when writing about a text.  Provide references to parts of dramas using terms such as scenes when writing about a text.  Provide references to parts of poems when writing about a text, using terms such as stanza.  Provide a description of how each successive part of a text builds on earlier sections. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: story, drama, poem, chapter, stanza, scene, text structure, sections, relate, successive, refer College- and Career-Readiness Standards for English Language Arts Page 7 of 99-September 2016 Third Grade CCR.R.6: Assess how point of view or purpose shapes the content and style of a text. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors write from different points of view.  Authors often include characters with different points of view.  Authors write for a variety of purposes (e.g., to inform, to persuade, to entertain, to describe, to explain).  Authors often have various characters telling the story at various points throughout the text. A student should understand (Conceptual Understanding)  The author’s purpose for writing affects how he or she organizes the text.  The author’s purpose for writing affects point of view, content, and presentation of ideas.  The author’s point of view affects the purpose for writing, the content, and the presentation of ideas.  The reader’s point of view may differ from that of the narrator, speaker, or character who is telling the story. A student should be able to do (Evidence of Knowledge)  Identify the author’s purpose for writing a literary text.  Determine the character’s, as well as the narrator’s, point of view in a literary text.  Identify the reader’s personal point of view.  Distinguish the reader’s point of view from that of the narrator or characters’ points of view. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: point of view, author’s purpose, narrator, character, distinguish College- and Career-Readiness Standards for English Language Arts Page 8 of 99-September 2016 Third Grade CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Desired Student Performance A student should know (Prerequisite Knowledge)  Readers demonstrate understanding of literary text through writing or speaking.  Readers know authors use different versions of texts (e.g., written, print, digital, visual).  Authors include story details (e.g., character, setting, plot) when writing literary texts. A student should understand (Conceptual Understanding)  Authors purposefully choose details and illustrations in order to convey meaning.  Readers use details and illustrations to enhance understanding of the text(s).  Authors use details and illustrations to create the mood of the text and emphasize aspects of a character and the setting. A student should be able to do (Evidence of Knowledge)  Describe how illustrations contribute to a story.  Determine specific aspects of a text’s illustrations that create mood or emphasize aspects of a character or setting.  Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. College- and Career-Readiness Standards for English Language Arts Page 9 of 99-September 2016  Readers use information they learned from the illustrations in print and digital text to demonstrate understanding of the setting from the text.  Readers use information gained from illustrations in print and digital text to demonstrate understanding of the characters from the text.  Readers use information gained from illustrations in print and digital text to demonstrate understanding of the plots from the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: illustrations, details, aspects, mood, character, setting, text versions (written, print, digital, visual), explain, specific, contribute, conveyed College- and Career-Readiness Standards for English Language Arts Page 10 of 99-September 2016 Third Grade CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RL.3.8 (not applicable to literature) Desired Student Performance A student should know (Prerequisite Knowledge) A student should understand (Conceptual Understanding) A student should be able to do (Evidence of Knowledge) KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: College- and Career-Readiness Standards for English Language Arts Page 11 of 99-September 2016 Third Grade CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Desired Student Performance A student should know (Prerequisite Knowledge)  Readers compare and contrast elements of the text to enhance understanding.  Authors write stories, which include a theme, characters, setting, and plot of events.  Authors describe a character’s traits throughout the story to enhance meaning.  Readers make connections with the text (e.g., text-to- self, text-to-text, text-to- world connections). A student should understand (Conceptual Understanding)  Authors make purposeful decisions about settings, plots, and themes when writing about the same characters.  Readers make meaning of the text when reading about memorable characters, events, and/or themes with which they make connections. A student should be able to do (Evidence of Knowledge)  Identify and describe the settings of two or more texts.  Identify and describe the characters’ traits in two or more texts.  Retell the plot of two or more texts, and identify the themes in both.  Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: compare, contrast, theme, plot, character, text connections, book series, author’s study, setting College- and Career-Readiness Standards for English Language Arts Page 12 of 99-September 2016 Third Grade CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently. RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors write a variety of literary texts (e.g., stories, dramas, poetry).  Readers read text from a variety of text genres.  Readers choose “just right” texts for independent reading. A student should understand (Conceptual Understanding)  Through independent, small, and whole-group opportunities, readers focus on comprehending within and beyond the text. A student should be able to do (Evidence of Knowledge)  Readers activate relevant background knowledge to gain deeper understanding independently and in small - and large-group settings.  Readers create visual images to gain deeper understanding independently and in small- and large-group settings.  Readers draw inferences to gain deeper understanding independently and in small- and large-group settings.  Readers ask questions to gain deeper understanding independently and in small and large group settings.  Readers synthesize information to gain deeper understanding independently and in small- and large- group settings. College- and Career-Readiness Standards for English Language Arts Page 13 of 99-September 2016  Readers determine important ideas to gain deeper understanding independently and in small and large group settings. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: complex text, literary, informational, independently, proficiently, variety of genres, within/beyond text comprehension, activate background knowledge, visualize, infer, ask questions, determine important ideas, synthesize College- and Career-Readiness Standards for English Language Arts Page 14 of 99-September 2016 Third Grade CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Desired Student Performance A student should know (Prerequisite Knowledge)  Readers ask questions before, during, and after reading.  Readers make, test, and revise predictions before, during, and after reading.  Readers use background knowledge to enhance understanding of informational text.  Readers answer questions (who, what, when, where, why, and how) about specific details from the text. A student should understand (Conceptual Understanding)  Readers are always questioning the text as they read, including beyond the text (inferential questions).  Readers listen to their inner conversation as they read.  Asking and answering questions about the text prompts the reader to examine what information they lack or what parts of the text are confusing.  Readers take notes based on reading with a question in mind.  Readers synthesize information read within the text. A student should be able to do (Evidence of Knowledge)  Provide oral and written explanations that show understanding of a text, referring explicitly to the text, using examples from the text to justify response/thinking  Reference details and/or examples in a text when explaining the basis for the answers.  Read a text and provide evidence- based answers to questions about the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Questioning, ask, answer, text, summarize, text evidence, explicitly stated College- and Career-Readiness Standards for English Language Arts Page 15 of 99-September 2016 Third Grade CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Desired Student Performance A student should know (Prerequisite Knowledge)  Informational text types include literary nonfiction and expository/technical texts.  Readers know the difference between a main idea and key details.  Readers use informational text features and or text structures to help determine the main idea.  Readers know how to participate in discussions when explaining their understanding of the texts. A student should understand (Conceptual Understanding)  Authors of informational text(s) include key details to enhance the reader’s understanding.  Readers use key details in an informational text to identify the main topic.  Informational texts have a structure as well as details, which may help a reader determine the main ideas. A student should be able to do (Evidence of Knowledge)  Determine the main idea of an informational text.  Recognize how ideas are organized in an informational text.  Explain orally or in writing how the main idea is supported by key details. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: main idea, key details, text structure, recount, explain, support College- and Career-Readiness Standards for English Language Arts Page 16 of 99-September 2016 Third Grade CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Desired Student Performance A student should know (Prerequisite Knowledge)  Informational text types include literary nonfiction and expository/technical texts.  Authors of informational texts may include key ideas/concepts, events, or steps in a process.  Authors use various text structures when writing informational texts (e.g., time, sequence, cause/effect, steps in a process).  Readers of informational texts recognize connections and relationship among key ideas, people, events, or steps.  Authors use transition words (e.g., first, because, then, on the other hand) to show relationships. A student should understand (Conceptual Understanding)  Authors include specific information to explain events, procedures, ideas and concepts in scientific, technical and historical texts and why they occur.  Readers understand the relationships between and among events, ideas/concepts or steps/procedures and use the information to synthesize what is read. A student should be able to do (Evidence of Knowledge)  Identify the events, key ideas/concepts, or steps in informational texts.  Identify and describe how informational and technical texts are structured.  Identify signal words used to determine text structure.  Explain how ideas, events, and steps are connected.  Use language that relates to text structures to describe relationships among ideas, events, or steps/procedures. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: describe, relationships, series, historical events, scientific ideas, scientific concepts, technical procedure, steps, text structure, sequence, cause/effect, description, compare/contrast, problem/solution, signal words College- and Career-Readiness Standards for English Language Arts Page 17 of 99-September 2016 Third Grade CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors use figurative language to convey meaning.  Authors use different types of context clues to convey meaning of unknown words (e.g., definition, example, antonym, synonym).  Readers employ strategies for identifying and using context clues.  Readers distinguish the literal and nonliteral meanings of words and phrases to make meaning. A student should understand (Conceptual Understanding)  Authors make purposeful language choices to create meaning in informational text(s).  Readers actively seek the meaning of unknown words/phrases to clarify understanding.  Readers use textual clues to develop an understanding of the meaning of unknown words/phrases. A student should be able to do (Evidence of Knowledge)  Use context clues to help unlock the meaning of unknown words/phrases.  Determine the definition of words with multiple meanings.  Describe how word choice creates and clarifies meaning.  Differentiate between literal and nonliteral language.  Identify and interpret figurative language. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: general academic words vs. domain-specific words/phrases (Tier II and Tier III words), context clues, figurative language, literal and nonliteral language College- and Career-Readiness Standards for English Language Arts Page 18 of 99-September 2016 Third Grade CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Desired Student Performance A student should know (Prerequisite Knowledge)  Readers use text features (e.g., captions, bold print, headings, subheadings, glossaries, indexes) to enhance meaning of informational text.  Readers use search tools (e.g., electronic menus, icons, key words, sidebars, hyperlinks) to enhance meaning of informational text. A student should understand (Conceptual Understanding)  Authors create informational texts using different text features to help readers locate important information.  Readers use text features to synthesize information from the text.  Readers use search tools to locate important information. A student should be able to do (Evidence of Knowledge)  Use text features to locate relevant information on a given topic.  Use key words to locate information relevant to a given topic.  Use sidebars to locate information relevant to a given topic.  Use hyperlinks to locate information relevant to a given topic. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: text features, search tools, key words, sidebars, hyperlinks, relevant information, topic, locate, efficiently College- and Career-Readiness Standards for English Language Arts Page 19 of 99-September 2016 Third Grade CCR.R.6: Assess how point of view or purpose shapes the content and style of a text. RI.3.6 Distinguish their own point of view from that of the author of a text. Desired Student Performance A student should know (Prerequisite Knowledge)  Authors write from different points of view.  Authors write for a variety of purposes (e.g., to inform, to persuade, to entertain, to describe, to explain, to answer a question). A student should understand (Conceptual Understanding)  The author’s point of view may be different from that of the reader.  Readers recognize their point of view may differ from the author’s point of view.  The author’s point of view is how they view or interpret the information that they are writing about.  Readers …