A teacher to all of my students. Kathy Brown [email protected] The title of your first inquiry snapshot Say a sentence or two that summarizes your first snapshot The title of your second inquiry snapshot Same. Summarize second snapshot in a sentence or two.

Acorn Woodland Sheltered Grade 1 *Acorn Woodland is made up primarily of Latino and Black families. Until third grade there is both a bilingual and sheltered class for each grade. The school is overflowing with students and has a lack of administrational organization, discipline and presence. After third grade if students come to Woodland there is a program to help them maintain their educationally appropriate curriculum while helping with additional tutoring in English. They spend a good amount of time with tutors both in and out of the classroom. Most people who work for this school speak Spanish, at least enough to get by. *As I mentioned in my previous snapshot there are many resources for our EL students. Everyday we consider how we can adjust the Open Court curriculum that we are so lucky to work with, so that all of our students understand and are interested. For our class this means using outside books that represent our students that aren’t White, as much repetition as possible, body movements to explain words, pictures all over the wall and referencing questions and sounds to them. We combine as much visual with audio as possible. CURRICULUM PLANS OVERVIEW Provide an outline of your plans that includes a. short term and long term goals and objectives for your plans (make sure that these include both oral and written language development); say how these relate to the California ELD standards, b. a description of the procedures, and c. a rationale for your plans Upload copies of any handouts and/or pictures of other materials you planned to use. CURRICULUM PLANS OVERVIEW • Provide an outline of your plans that includes a. short term and long term goals and objectives for your plans (make sure that these include both oral and written language development); say how these relate to the California ELD standards, Short term goals are to work on understanding where to appropriately place capital letters in our writing. Long term goals are to motivate my students to become strong writers who have confidence in their writing that will not be effected in the future by negative feedback pertaining to small errors such as misplaced capitals. Description of the procedures: Capitalization is something we go over every day. With almost everything that we do which involves writing, we preface with a review of what needs to be capitalized. The students are slowly but surely understanding and memorizing the rules for civilization. I plan to start my lesson with reading their decodable books and at the end letting them circle everything that is capital. I will then make a list on the board of all of the examples of capitals from the book. We will review the rule, beginning of the sentence, names, and I. Then I will make a list like we just did in Vicki’s class that use exemplars and have everything capital under yes. This will be something new to them and something we will use for the rest of the year with both introduction and review of learned concepts. They will do some group work to brainstorm their own exemplar so that all children are participating and leading the class in instruction of their own exemplar with examples of capitulation. Finally they will write in their journals about a topic I have yet to decide and they will demonstrate their understanding of capitals. I need help on how to form closure with this lesson. Rationale for your plans: c. My plan is to help my students become the most confident writers possible. So the more they learn about the structure and function of capitals and punctuation, the more positive feedback they will receive and hopefully this will encourage them to continue enjoying the process and results of writing. • Upload copies of any handouts and/or pictures of other materials you planned to use. I don’t know how to upload. Sorry. A RECORD OF YOUR TEACHING (I.E., SO, WHAT DID YOU END UP TEACHING?) Write a brief narrative describing how things went. (Resist evaluating yourself; you'll assess your teaching next.) Upload samples of student work that illustrates the range of their performance. I have not yet taught my lesson. AN ASSESSMENT OF YOUR STUDENTS' LEARNING AND OF YOUR OWN TEACHING What evidence do you have to assess your students' learning? (Remember to look back at your goals and objectives.) How would you assess your own teaching? What went well? What was problematic? REFLECTING ON YOUR TEACHING, OR WHAT DID YOU LEARN ABOUT INCLUDING ACADEMIC LANGUAGE DEVELOPMENT IN YOUR TEACHING Based on how things went, what would/will you teach next to these students, particularly in terms of academic language? If you were to teach this same lesson to the same students again, what might you do differently? Why? What did you learn about planning curriculun and teaching with acadmic language development in mind?