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21st Century Skills By, Ashley Witt

University of Nebraska-Omaha TED 8700 Elementary Education Capstone Fall 2013

Educational Background  Masters of Science in Elementary Education with an emphasis in Literacy  Bachelors of Science in Elementary Education with a specialization in Mild/Moderate Disabilities from UNO  Currently employed through Omaha Public Schools as a 2nd Grade Teacher at Joslyn Elementary School

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Joslyn Elementary School Mission “Where all students can learn and develop in a school where there is a positive environment, mutual respect, and encouragement. All students will be encouraged to learn and reach their maximum potential. Respect and dignity for all individuals will be part of the teaching process. We will work cooperatively with students, parents, the community, and the school district policies to implement our strategic plan as we prepare students to live in an increasingly global and technological society.�

Focus Student-Student A •

2nd Grade female student at Joslyn Elementary

Started semester at age 6, has since turned 7 years old

A happy and kind child who likes to please

Frequently follows rules and guidelines

Easily distracted by others in class and in other classrooms

Struggles with math and reads below grade level

Positive and supportive home life

21 Century Goals for Student A  To guide my focus student to think critically in regards to math and reading concepts, especially vocabulary and reading comprehension  To improve her communication and collaboration skills by engaging her in meaningful learning environments with her peers  To embrace her creativity both independently and in a small group by allowing her to be proud of her work

Standards addressed through lessons  LA 2.1.5.c Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of unknown words  LA 2.1.6.c Retell information from narrative text including characters, setting, and plot  LA 2.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text  LA 2.1.6.o Respond to text verbally, in writing, or artistically  LA 2.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level  LA 2.2.2.a Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter)  LA 2.2.2.c Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books)  LA 2.3.2.a Demonstrate listening skills needed for multiple situations and modalities  LA 2.3.3.b Apply conversation strategies  LA 2.3.3.c Participates actively with others in learning situations by contributing questions, information, opinions, and ideas

Lesson 1-Critical Thinking Guided Reading: Visualizing & Story Structure  Lesson Goal & Objectives:  Students will know how to use critical thinking skills to retell a story  Students will be able to use critical thinking and visualizing skills to retell a story with story structure elements

 Procedures/Modeled:  Before reading the decodable reader “Flint Cove Clambake” have students make oral predictions about the text. Record on a small white board.  Model examples of visualizing from the weekly basal story “Teacher’s Pets” as reference. Remind students that story structure includes the characters, the setting, and the plot.  Model story structure plot map on the handout using information from the weekly basal story “Teacher’s Pets”.

 Procedures/Guided & Shared:  Teacher reads aloud as the students follow along in their copy of the decodable reader.  Throughout the reading, use the critical thinking question cards to guide/monitor student understanding of the text.

 Independent:  Once reading is completed guide a discussion with the students in retelling the text via a story structure plot map.  The map includes the main characters, the setting, and the main idea/events of the text. All information is written on the second copy of the plot map handout.  Prompt students if necessary to retell at least 3 main events in the text.

 Assessment:  As an informal assessment, students will respond to a prompted question on an index card that features a critical/higher-thinking question regarding the text.

Lesson 2- Collaboration/Communication Collaborative project exploring marine life  Lesson Goal & Objectives:  Students will demonstrate communication and collaboration skills by presenting a small group project that achieves a minimum score of proficient on the rubric.

 Procedures/Modeled:  In student Journey’s reading book look at the pictures for the basal reading story “Jellies: The Life of Jellyfish” on page 292.  Think aloud, “Looking at the pictures of these beautiful jellyfish makes me wonder what other marine life live in the ocean.”

 Procedures/Guided & Shared:  Brainstorm a list of marine life in writing notebooks.  Think aloud, “When we read nonfiction texts there is information we don’t know yet but would like to learn. This week you are going to complete a project in small groups about some of the marine life we listed in our writing notebooks. Your goal is work cooperatively, respectfully, and responsibly together to create a poster that your group will present to the whole class. Each group must include five interesting facts from their text and have a neat and creative poster.”

 Independent Days 1-5:  Place students into groups and review rules and procedures for working within a group. Each group is given their text and an interesting fact handout.  Students will actively listen as each group member takes a turn reading the text. Each group will collaboratively collect their five interesting facts by recording them on the handout. Once the handout is completed the students give it to the teacher to have their facts typed.  Students work collaboratively on their poster communicating how/what their poster will look like. They will draw, color, and glue facts to their poster.  Students will demonstrate communication skills by assigning presentation roles for each group member.  Each group will present their projects to the class.

 Assessment:  Each group will be graded via a rubric on their collaborative working, the final result of their posters, and their presentation skills.

Lesson 3- Digital Literacy/Innovation Composing a friendly letter with technology  Lesson Goals/Objectives:  Students will demonstrate a minimum score of proficient on the rubric for composing a friendly letter by utilizing technology.

 Procedures/Modeled:  With students following along listen as the teacher reads the weekly basal reading story “Click, Clack, Moo Cows That Type”.  Teacher thinks aloud, “If these animals can type up a friendly letter, then I bet second graders can too.”

 Procedures/Guided & Shared:  Think aloud, “What this story shows us is a type of letter. It’s called a friendly letter. A friendly letter is a nice letter that someone writes to another person, or in our story from duck or cow to the farmer. This week you are going to complete a friendly letter pretending that you are an animal on the farmer’s farm. Your goal is work hard so that you can complete your draft, revise your letter, edit your letter and eventually type your letter on a computer from the computer cart on Friday.”  Brainstorm a list of farm animals in the students writing notebooks.

 Independent Days 1-5:  Practice the format for a friendly letter with the students by modeling. Allow students to complete their draft.  Model how to revise a draft. Allow students to revise their drafts.  Model how to edit a draft. Allow students to edit their drafts.  The students will conference with the teacher once they feel that they are ready to publish their draft.  Each student will type his or her draft on a computer from the computer cart.

 Assessment:  Each student will be graded via a rubric on their independent working skills, the final result of their friendly letter, and their use of technology.

Reflection  Student A was successful in improving her reading comprehension and vocabulary scores by showing motivation and a personal interest in each lesson.  She knows that she struggles with reading, however that hasn’t stopped her from using critical thinking skills and trying her hardest.  Student A showed tremendous growth with her willingness to learn and collaborate with her peers.  The communication skills that Student A was able to foster through the lessons allowed her to collaborate more successfully in a small group.  Using technology to create a friendly letter allowed my focus student to improve her writing skills.

References 

Carlin, L. (2008). Sea turtles. New York: Scholastic.

Cronin, D. (2011). Click, clack, moo cows that type. (p. 326-345). Houghton Mifflin Harcourt.

Dodds, D.A. (2011). Teachers pets. (pp.126-148). Houghton Mifflin Harcourt.

Duhamel, M. (2008). Tropical fish. New York: Scholastic.

George, T. C. (2011). Jellies: The life of jellyfish. (pp. 292-309). Houghton Mifflin Harcourt.

Joslyn Elementary School. (n.d.) [Image of school]. Retrieved from

Joslyn Elementary School. (n.d). [School mission] Retrieved from

McCory Martin, J. (2008). Dolphins. New York: Scholastic.

McCory Martin, J. (2008). Sharks. New York: Scholastic.

Miranda, A. (2011). Flint cove clambake. (pp.65-72). Houghton Mifflin Harcourt.

Prager, J. (2008). Whales. New York: Scholastic.

University of Nebraska-Omaha. (n.d.)[Image of Roskens Hall]. Retrieved from

21 Century Learner  

UNO Capstone Project

21 Century Learner  

UNO Capstone Project