Copyright 2006, Amanda
Burleson, Reich College of Education,
Appalachian |
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All
components listed below were developed as a part of a literature based Sarah
Plain and Tall unit. Vocabulary Character Maps Animal Research Prairie Research
Author’s Craft Language Charts Miscellaneous Activities for Poetry with
As
a part of the integrated novel unit, I developed a vocabulary sequence based
on Dr. Kucan’s instruction and readings from her book, Bringing Words to
Life: Robust Vocabulary Instruction, written by Isabel L. Beck, Margaret
G. McKeown, and Linda
Kucan. In order to develop this
component of the Sarah Plain and Tall novel unit, I first needed to
understand how to choose appropriate vocabulary words. Dr. Kucan broke vocabulary words down
into three tiers in effort to differentiate among the most important words to
teach. Tier one words are basic
words that students know and use often, tier two words are words that appear
frequently, used in mature language that are likely to appear again in other
content areas, and tier three words are usually limited to specific content
areas and students will not encounter them frequently. The
goal in developing the vocabulary component of the Sarah Plain and Tall novel
unit, was to select five to seven tier two words, include daily activities
that help students think about the word in a variety of ways, using student
friendly definitions, using frequent assessments, like speed rounds to check
for understanding, final assessment, and maintenance activities. This sequence was then to be taught
at the beginning of the novel unit so students could understand the word and
apply their knowledge when reading.
The strategies for vocabulary instruction the Dr. Kucan gave were to
specifically help the vocabulary word become a part of student language and
understanding where they may eventually begin to use it not only in their
speech, but also in their writing.
The activities that Dr. Kucan suggested, helped students understand
and apply the word on a deeper level, and was much more exciting and
interesting than your typical word and definition activates. Impact:
By going through the process of developing
integrated novel unit and utilizing the strategies and formats introduced and
modeled by Dr. Kucan, I have gained a better understanding of developing such
units including vocabulary instruction.
Most recently, I have used my experience and tools from this class to
create integrated novel units with two of the fifth grade teachers in the
school where I currently teach.
In my role as the Literacy Specialist of a school wide Title I school,
I act as a teacher and consultant to classroom teachers. Collaboratively,
I worked with one-fifth grade teacher to develop and integrated novel unit
using The Sign of the Beaver, and used my knowledge of vocabulary
instruction to help create a teacher-directed reading unit of study. The fifth grade teacher with whom I
planned, was amazed at how the students really internalized the vocabulary
and were amazed to see some of the words translate into the student’s writing
and speech Additionally,
I worked with another fifth grade teacher to develop three integrated
historical fiction units, which she could use to instruct three small groups
during small group reading instruction. We homogenously grouped the students
in three reading groups then chose the stories with which we wanted students
to work. I drew on some of the
strategies that I used in the Sarah Plain and Tall novel unit. Because Sarah Plain and Tall is
a book written in the historical fiction genre, it lent itself to using many
of the same activities with The Memory Coat, The Butterfly, and Pink and
Say historical fiction units.
I received positive feedback from the teacher with whom I
collaborated. She commented that
the students were engaged and reading on their level. She liked how we had differentiated
for student learning through text, which allowed her to give extra support to
those students who were reading on a lower level and provide creative and
extension opportunities for the student’s reading above grade level, all the
while discussing some of the same topics, themes, and genres. Standard A: Instructional Expertise
By creating this integrated novel unit with a
vocabulary component, I used what I had read about best practices in
educational research, and designed and modified instruction based on the
knowledge I gained through developing the unit. Because I used these learned strategies to help others
plan different kinds of reading instruction, I feel as though collaboratively
I helped improve student learning, and met the needs of diverse learners by
planning small group instruction for those students on a variety of
instructional reading levels.
Also, the student research, as a part of the novel unit my ability to
use technology to create a learning environment to support student learning. Standard B: Knowledge of Learners
This novel study unit and process of creating
integrated units, using vocabulary components, demonstrates my ability to
create instruction around the student’s learning needs and differentiate for
their specific needs through both text and activity. While developing the Sarah Plain
and Tall novel unit, I specifically selected a text based on the grade
level that I was teaching at that time, third grade. I took what I knew about third grade
readers /learners and applied that knowledge directly into my unit. Third graders are beginning to read
chapter books where print is smaller and there is more print per page. The pace of third grade picks up and
is typically faster than second grade, as second grade reinforces and
develops the skills of first grade.
Third grade is the first year that students must perform on
standardized tests. Because
third grade is different and demanding of students who may not be
developmentally ready for some of the demands it is important to teach
students how to be successful under such learning changes. For example, with this knowledge, I
incorporated an array of graphic organizers that help students organize their
thoughts and ideas about their reading, as well as teach them other
organization forms that they will see on state assessments. I designed a teacher directed reading
novel unit, keeping in mind that third graders are still in the concrete
operational stage of learning and require hands on learning to gain a deeper
understanding of abstract concepts.
I offered students opportunities to take their learning and apply it
in another activity. In addition, while collaborating with one of the
fifth grade teachers, I had to know what types of books would meet the needs
of her students at three different levels. While collaboratively planning, we focused on activities
with the lower group that were more reading strategy focused. While the on grade level and above
grade level participated in activities that would challenge them based on
their instructional reading level. Standard D: Content Knowledge
My ability to plan an integrated novel unit with
vocabulary sequences, based on the population for which I am planning,
demonstrates my theoretical and applied advanced content knowledge and
ability to apply it within my career as a Literacy Specialist. Standard E: Professional
Development and Leadership
Through my development of |