Tuesday, May 14, 2013

Hello and welcome!

This blog talks about my  tutoring experience at Caroline G. Atkinson Intermediate School in Freeport, New York


A little bit of information: For 5 weeks, I have been working with Michael who is a sixth grader on Math and ELA. 





Pre-Assessment

On the first day at Caroline G. Atkinson, I started off with an ice breaker called Candy Introduction. The materials that I needed were jellybeans, dry erase board, and dry erase marker. Candy Introduction allows participants to learn about each other. Each person would take as many pieces of candy as he or she wants, but he or she has to take at least 5. The facilitator will then write on the dry erase board:
           
            Red – Favorite movie
Pink- Hobbies
            Orange- Family
            Yellow- Random fact
            Green- Favorite food
            Purple- What do you like to do for fun?

The facilitator will randomly choose a color and each person will share 1 fact about themselves pertaining to the color topic. If the person has more than 1 color (for instance, 3 greens), he or she will tell the group 3 of their favorite movies.

Elizabeth, Michael and I playing Candy Introduction!

After the activity, I assessed what Michael knew by having him go through a variety of ELA and Math questions. The questions are based on the Core Curriculum standards and concepts the student has learned from the beginning of the school year to mid-February with the exception of one Math problem. The problem is based on what he learned last from fifth grade. The ELA assessment consists of a passage and multiple choice questions. The Math assessment consists of 5 sheets with two questions per page. Michael would pick one out of the two questions from each sheet so he would have to solve 5 questions. The data collected will be used to determine what areas the he has trouble in.


  
This is a screenshot of the ELA pre-assessment passage.


 This is a screenshot of the ELA pre-assessment questions

 This is a screenshot of the Math pre-assessment question.


Plans for UDL Implementation

ELA
Multiple Means of Representation
            Guideline 1.1: Offer ways of customizing the display of information
The student will either view the blue bold text on PowerPoint or on paper.

            Guideline 3.4: Maximize transfer and generalization
The student will be provided with three graphic organizers (organizational outline, story map, and story train) to help them organize information from the passage.

Multiple Means of Action and Expression
            Guideline 4.1: Vary the methods for response and navigation
The student will record his or her answers by writing it, saying it, or typing it on the computer.

            Guideline 6.3 Facilitate managing information and resources
There will be three different types of graphic organizers (organizational outline, story map, and story train) for the student to organize what he or she has just read.

Multiple Means of Engagement
            Guideline 7.1 Optimize individual choice and autonomy
The student will be able to omit a question; they can pick five out of 6 questions to answer.

            Guideline 7.3 minimize threats and distractions
    Vary the level of sensory stimulation- variation in the number of items presented at a time.
The passage will be spread out; instead of putting it all on one page, it will be one two pages with double spaces between the paragraphs. The questions will also be spread out; instead of having 5 questions on one page, three will be on the first page and two will be on the second page.

Math
Multiple Means of Representation
            Guideline 1.1 Offer ways of customizing the display of information
The student will either view the problems on white index cards with bold blue print or on PowerPoint with bold blue print

            Guideline 1.2 Offer alternatives for auditory information
The student will have a choice between reading by himself or the facilitator reading the problems out loud.
                       
Multiple Means of Action and Expression
            Guideline 4.1: Vary the methods for response and navigation
The student will have the option of telling the facilitator the answers or writing it down on the answer sheet.

Guideline 5.2 Use multiple tools for construction and composition
The student will have the option of using virtual manipulatives.
           
Multiple Means of Engagement
            Guideline 7.1: Optimize individual choice and autonomy
The student will be able to pick the questions they want to solve.

            Guideline 8.2 Vary demands and resources to optimize challenge
                        The student is presented with varying levels of difficulties.

 Part 3: ELA Pre-Assessment

Item Type
Item Description
Common Core Standard
RI.6
Reading Standards for informational text
Key Ideas and details
Standard - RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6
Reading Standards for Literature
Key Ideas and Details
Standard - RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6
Reading Standards for Literature
Integration of Knowledge and Ideas
Standard - RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
RL.6
Reading Standards for Literature
Responding to Literature
Standard - RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.6
Reading Standards for Literature
Responding to Literature
Standard - RL.6.11: Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations.
L.6 
Language Standards
Vocabulary Acquisition and use
Standard L6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
Item Type
Item Description
Common Core Standard
5.G
Geometry
Classify two dimensional figures into categories based on their properties
Standard - 5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
6.NS
The number system
Compute fluently with multi digit numbers and find common factors and multiples
Standard - 6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.RP
Ratios & Proportional
Relationships
Understand ratio concepts and use ratio reasoning to solve problems
Standard - 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.EE
 Expressions & Equations

Apply and extend previous understandings of arithmetic to algebraic expressions
Standard - 6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.
6.G
Geometry
Solve real-world and mathematical problems involving area, surface area, and volume.
Standard - 6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.


Part 4: Mathematics Pre-Assessment

Item Type
Item Description
Common Core Standard
5.G
Geometry
Classify two dimensional figures into categories based on their properties
Standard - 5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
6.NS
The number system
Compute fluently with multi digit numbers and find common factors and multiples
Standard - 6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.RP
Ratios & Proportional
Relationships
Understand ratio concepts and use ratio reasoning to solve problems
Standard - 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.EE
 Expressions & Equations

Apply and extend previous understandings of arithmetic to algebraic expressions
Standard - 6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.
6.G
Geometry
Solve real-world and mathematical problems involving area, surface area, and volume.
Standard - 6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Reflection
In order for Michael and me to get to know each other, I planned a Candy Introduction icebreaker activity with jellybeans. At the beginning, I could tell that he was nervous and a bit shy, but once we started doing the activity, he opened up. I learned a lot about him and it turned out that we have similar interests. Since there were more teachers than students, Elizabeth joined us. We both decided that I was going to use my ELA passage and questions and that she was going to use her Math questions. I thought the assessment was going to take the entire time and I was actually afraid that I would run out of time. It turned out that we had more than enough time left.

I think the assessment went well. It was great to hear that he enjoys Math and ELA. According to his answer on Elizabeth's reflection sheet, he wrote that his strengths are division and multiplication. That definitely tells me that I should focus on those strengths and challenge him. 

I didn't expect Michael to finish everything so quickly. I was lucky that Jacky had Jenga for us to use and Michael actually taught me how to play it! In addition, when Elizabeth gave him the Math questions, he said he did them already. My first thought was "how would I know what areas he needs help in?" then it turned out that he tends to not show work and that he has a little trouble with concepts such as volume of a prism. 

For next week, I will try and spread the activities out more. Since he works through passages and problems quickly, I will have him work on reading at a slower pace. I want him to realize that when he reads through things quickly, he will miss important key details. To plan my lessons, I will use UDL principles such as using different media and giving Michael options to choose from.

Scope and Sequence

Tutor name: Anne Sheu         
Student name: Michael
Gender: Male
Grade: 6
Interests: video games (Halo), Hunger Games, Batman, and Spiderman

Rationale for Scope & Sequence
Overall, Michael did well on both assessments. He understood what most of the questions were looking for. However, there were some things that he had trouble in. For ELA, he did not know the different types of figurative language. The lessons for weeks 1 and 2 will focus on comprehending the concept of one type of figurative language which is alliteration. For Math, he needs to work on slowing down and reading the problems more thoroughly. In addition, he did not show work when the problems asked him to. Therefore, for weeks 3 to 5, the lessons will focus on having him to show work.

Tentative Plan for Instruction
Week 1 ELA: 
     Alliteration; Brainstorming; Standard L6.5: Demonstrate understanding of figurative            language, word relationships, and nuances in word meanings.; Graphic Organizer
Week 2 ELA: 
     Alliteration; Writing paragraph; W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; Graphic Organizer
 Week 3 Math: 
     Ratio; Finding missing values;Standard 6.RP.3a; Equivalent table
Week 4 Math: 
     Ratio; Solving rate problems; Standard 6.RP.3.b; Equivalent table
Week 5 Math: 
     Ratio; Converting measurement; Standard 6.RP.3d; Equivalent table

Technology Integration Plan 
Week 1 ELA: Superhero Dictionary: http://www.comicvine.com/characters/ 
List of Superheroes & Villains in the Comic Book Universe: http://shdictionary.tripod.com/pages/all.html


Week 3 Math: Virtual Manipulatives on equivalent fractions: http://nlvm.usu.edu/en/nav/frames_asid_105_g_3_t_1.html
                       Brainpop video on Proportion http://www.brainpop.com/math/ratioproportionandpercent/proportions/

Week 4 Math: Arcademic Builder- Dirt Bike Proportions game: http://www.arcademics.com/games/dirt-bike-proportions/dirt-bike-proportions.html

Week 5 Math: Online conversion for length/distance: http://www.onlineconversion.com/length_common.htm


Lesson 1

NYS Standard: English Language Arts: Standard L.6: Language Standards

Common Core Standard: Standard - L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Behavioral Objective: After a lesson on alliteration, students will be able to use the Alliteration Brainstorming sheet to write at least 5 alliterative words about a make believe superhero or villain in each category that includes:
  1. Places
  2. Power/Items
  3. Adjectives
  4. Food
 Materials Needed: 
v  Superhero Abc by Bob McLeod
v  Erase board
v  Markers
v  Alliteration Brainstorming sheet with and without lines
v  Checklist
v  Computer
v  IPAD
v  V for Vendetta clip

Procedures
          Activating Prior Knowledge:
Teacher will read Superhero ABC by Bob McLeod aloud to the students. After, the teacher will ask if the students noticed anything about the book. Teacher will write their ideas on the board and introduce the definition of alliteration: the repetition of initial consonant sounds of a word in one or more closely followed words. Alliterative words don’t necessarily have to start with the same letter. The teacher will explain that authors, poets, and even song writers use alliteration. It teaches about sounds and is entertaining at the same time. For example, a few examples of alliterative phrases are “Katie is a cute kitten” or “Fred is a phenomenally fat fish.” Another example will be a video clip from V for Vendetta on the IPAD.

The students will then think of a noun, write down two words that follow the rules of alliteration on their erase board, and share it with the class. After a few students share their examples, the teacher will ask them if “several cut-up chickens” is an example of alliteration and they will explain their answer.

Teacher Modeling
Teacher will choose a letter and show the students how to use the Alliteration Brainstorm sheet on the board to brainstorm at least 5 alliterative words that go with each category that includes places, power/items, adjectives, and food.  

Guided Practice
Students will work in a group of 3 or 4 and use Alliteration Brainstorming Sheet to write down at least 5 alliterative words in each category about each other. The categories will  includes places, power/items, adjectives, and food.   Each group will come up and write 4 words from their sheet on the board.

            Independent Practice:
Students will independently use the Alliteration Brainstorming Sheet to brainstorm at least 5 alliterative words about their own superhero or villain in each category that includes places, power/items, adjectives, and food. The students may use:
to help them create the names of their superhero or villain.  

Assessment
Teacher will review the student’s work to determine whether he or she is able to use the Alliteration Brainstorming Sheet to write 5 alliterative words about a make believe superhero or villain in each category that includes:
      1. Places
2.Power/Items
3.Adjectives
4.Food

 Multiple Means of Representation: 
 1.2 Offer ways of customizing the display of information: There will be two types of Alliteration Brainstorming sheet- one with lines and one without lines.

3.2 Highlight patterns, critical features, big ideas, and relationships: After presenting the definition of alliteration on the board, the teacher will use a colored marker and underline the key elements in the definition

3.4 Maximize transfer and generalization: The students are provided with a checklist and a brainstorming sheet.

Multiple Means of Expression: 
5.1 Use multiple media for communication: Students can either write their ideas or type it out on the computer.

6.3 Facilitate managing information and resources: A checklist will be provided for students to see if they completed all parts of the assignment.

Multiple Means of Engagement: 
7.2 Optimize relevance, value, and authenticity: Instead of lecturing and giving worksheets on alliteration, students are learning through a creative activity that lets them use their imagination.

8.2: Vary demands and resources to optimize challenge: Students will independently work on brainstorming alliterative words about their own superhero or villain.

8.3 Foster collaboration and communication: Students will each work with a partner during guided practice.

edTPA rubric components:

#4 Justification of Instruction & Support:
Clear connections to research and/or theory
  • Strategies and Picture Books: Scaffolds to Support Learners in Content Area Readingby Tammy Range Alexander
    • Picture book introduces specific topics and helps make visual and verbal connections
 Clear connections to the learner’s strengths & needs
  • Good at finding key ideas and details, but needs to understand different types of figurative language
  • Pre-assessment: when asked what “tiny turtles” or “slipping silently” are examples of, he chose simile
  • This lesson will work on understanding what the concept of alliteration
 Plans for specific adaptations (if needed)
  • This lesson is geared towards a “superhero or villain” theme based on his interests
 #5 Supporting language/Communication Development
Identification of:
1.Vocabulary and/or symbols
  • Definition of alliteration will be explained and written on the board
  • Student will write down the definition in his notebook
2.Language/communication demands related to behavioral objective
  • Use of an Alliteration Brainstorming Sheet to brainstorm alliterative words

Justification: Why supports will provide access to learning task/behavioral objective?
  • Various ways for representing the concept of alliteration{ ie picture books, }writing definition down and presenting various examples and non-examples
 Justification: why supports will provide access to the demonstration of:
1.Language function
  • Media, text, and picture book represent concept of alliteration
2.Learning task/behavioral objective

Justification: why supports move the learner toward maintenance and generalization of self-directed use of the targeted vocab/symbols or language/communication
  • Engages and motivates the student so he can sustain effort and concentration
 #6 Planning Assessments to Monitor & Support Learning
Assessment aligned with baseline data
  • Baseline data – taken from ELA pre-assessment – is determined that the student needed to understand the concept of alliteration
 Assessment provides evidence for monitoring learner’s progress at different points in the learning segment
  • Monitor progress during guided practice and independent work

Assessment reflects appropriate levels of challenge and support
  • Levels of support for practice – student will gradually work independently on the assignment
 Assessment: designed to provide diagnostic information about where learner may need additional support to make further progress and work toward generalized and maintained or self-directed use and knowledge and/or skills.
  • Alliteration Brainstorming Sheet will provide information on whether the student understands the concept

Journal entry
For lesson 1, I wanted Michael to understand what Alliteration means. What I planned was to read to him Superhero ABC and show a video (speech from V for Vendetta). Then, I planned to show him how to fill out the Alliteration Brainstorming Sheet during teacher modeling and also work with him during guided practice. Then for independent practice, I wanted him to create his own superhero and write at least 5 alliterative words under the categories of places, power/items, adjectives, and food.

I think he enjoyed the book and the video. Everything went well until it got up to the independent practice. He had trouble coming up with alliterative words for each category. However, in the end, I could tell that he understood what Alliteration meant.

For lesson 2, I wanted him to write 5 sentences using the words from his brainstorming sheet. But seeing how he had trouble coming up with words, I will just have him write 2 sentences. Also, I will give him 5 minutes at the end to surf the web. 

Student's work





Lesson 2

NYS Standard: English Language Arts

Common Core Standard: W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Behavioral Objective: After filling out the Alliteration Brainstorming Sheet, students will be able to write 2 sentences about a make believe superhero or villain consisting of at least three alliterative words in each sentence.

Materials Needed:

Procedures
             Activating Prior Knowledge
Teacher will first go over Alliteration via PowerPoint. The teacher will pass out an excerpt of “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein and ask the students to box examples of alliteration.

                                        
           
Teacher Modeling
Teacher will show the students how to use the words from the Alliteration Brainstorming Sheet to write a sentence about a famous character consisting of at least three alliterative words.
Categories for Spider Map - Name; adjective; action; food
            For example: Kind Katniss uses cosmic energy control to save her pet koala. She also cooks kale and kabobs for her cousin Klaus. 

Guided Practice
Students will work with a partner, pick a topic and write 2 sentences consisting of at least three alliterative words in each sentence.  

Independent Practice:
Students will independently use the words from the Alliteration Brainstorming Sheet that they filled out last week to write 2 sentences about a make believe superhero or villain consisting of at least three alliterative words in each sentence. Superhero ABC will be available for ideas or inspiration. 

**If time permits, students are allowed to draw or use the creator on the computer to create their make believe superhero or villain.

Assessment
Teacher review the student’s work to determine whether or not he or she successfully used words from the Alliteration Brainstorming Sheet to write 2 sentences about a make believe superhero or villain consisting of at least three alliterative words in each sentence.

Multiple Means of Representation
1.2 Offer alternatives for auditory information
         The instructions will be presented orally as well as in written form.

2.2 Clarify syntax and structure
During activating prior knowledge, the students will find examples of alliteration in the poem and the teacher will use a colored marker to box the words.

3.1 Activate or supply background knowledge
The teacher will review with the students the definition of Alliteration and have the students (as a class) find examples in the poem

Multiple Means of Expression
4.1 Use multiple media for communication
         Students can either write or type their sentences on the computer.

6.3 Facilitate managing information and resources
A checklist will be provided for students to see if they completed all parts of the assignment.

Multiple Means of Engagement
7.1 Optimize individual choice and autonomy
Students will be able to use any words from their brainstorming sheet to create their sentences. They are also able to design and create their own superhero or villain

7.3 Minimize threats and distraction
Any computer related activity such as using the superhero or villain creator will be done after the work is completed. In addition, a graphic organizer will be provided to assist the students in writing sentences with alliteration.

8.3 Foster collaboration and communication
Students will work with a partner during guided practice and they will create 2 sentences consisting at least 3 alliterative words.

edTPA rubric components:

#4 Justification of Instruction & Support:
Clear connections to research and/or theory
  • Vygotsky's Zone of Proximal Development- instructional scaffolding – demonstration and modeling   
 Clear connections to the learner’s strengths & needs
  • Pre-assessment: when asked what “tiny turtles” or “slipping silently” are examples of, he chose simile. I decided to create a lesson plan on alliteration becaue Michael did not understand the meaning.
  • This lesson will work on applying the concept of alliteration to writing
 Plans for specific adaptations (if needed)
  • Last week I found out that he is interested in working with computers – this week, will give him opportunity to use it
 #5 Supporting language/Communication Development
Identification of:
1.Vocabulary and/or symbols
  • Find examples of alliteration in text
2.Language/communication demands related to behavioral objective
  • Use of an Alliteration Brainstorming Sheet to write sentences

Justification: Why supports will provide access to learning task/behavioral objective?
  • Provides various ways for representing the concept of alliteration ie picture books, definition on PowerPoint as review, examples in text
 Justification: why supports will provide access to the demonstration of:
1.Language function
  • Brainstorming sheet helps students list words/vocabularies that are related to topic
2.Learning task/behavioral objective
  • Brainstorming sheet (structured organizer) can help put sentences/essays together

Justification: why supports move the learner toward maintenance and generalization of self-directed use of the targeted vocab/symbols or language/communication
  • Provides an organized structure to create sentences
 #6 Planning Assessments to Monitor & Support Learning
Assessment aligned with baseline data
  • Baseline data – taken from ELA pre-assessment – is determined that the student needed to understand the concept of alliteration
 Assessment provides evidence for monitoring learner’s progress at different points in the learning segment
  • Progress will be monitored during guided practice and independent work
Assessment reflects appropriate levels of challenge and support
  • Levels of support for practice – student will gradually work independently on the assignment
 Assessment: designed to provide diagnostic information about where learner may need additional support to make further progress and work toward generalized and maintained or self-directed use and knowledge and/or skills.
  • The worksheet would provide information on whether the student understands the concept.
Journal entry
For lesson 2, I planned to have Michael write at least 2 sentences about a make believe superhero or villain consisting of at least 3 alliterative words in each sentence. He would use the words from the brainstorming sheet that he filled out from last week. Then I would have him draw or use an online creator on the computer to make his superhero or villain.
However, Michael was absent so I had a new student, Gerard. Since Gerard was not with me the week before, I had to combine and shorten lessons 1 and 2. I had him do paired reading (Superhero ABC) and then I gave a quick lesson on alliteration on powerpoint. After, modeling how to fill out the brainstorming sheet, I had him fill out 2-3 words in each category which are place, power/item, adjectives, and food. [After seeing how Michael had a hard time coming up with 5 words, I shortened it to 2-3 for Gerard.] When Gerard was done, I modeled how to write two sentences using at least 3 alliterative words in each sentence based on my brainstorming sheet. Then, I gave him a worksheet to fill out.
The thing that went well was that Gerard was able to complete the assignments without any problems. Although he had to think for a little bit, he was not overwhelmed with the work.
Unfortunately, I could not pull up the online creator. I tried using the IPAD but it didnt support flash and the school blocked the site.

I learned although technology and the internet can be powerful and useful, it can sometimes mess up your plans. It is important to have a backup plan.

For this week, I am switching from ELA to Math. I will be using going over how to use a table to explore equivalent ratios via powerpoint. I will be using physical manipulatives to review the concept of equivalent fractions as well as showing video clips to make the lesson interesting.

Student's work




Lesson 3

NYS Standard: Math

NYS Common Core Standard: 6.RP.3.a: Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Behavioral Objective: Students will be able to demonstrate their understanding using equivalent tables to find missing values by correctly answering at least 3 out of 5 questions.

Materials needed:
Fraction Tower
Erase board
Marker
Paper
Pencil
Computer
PowerPoint presentation
Nutrition Fact sheet for a 20 oz bottle of Coca Cola
Nutrition Fact sheet for a Domino sugar packet

Procedure
             Activating Prior Knowledge
Teacher will show video 1 to the students. The students will guess how many packets of sugar are in a 20 oz bottle of Coco Cola. The teacher will ask the students what information they would need to solve the problem. (Sugar content of a 20 oz bottle of coke and 1 packet of sugar). Through a PowerPoint presentation, the teacher will review the definition of equivalent fractions and ratio. In addition, the Fraction Tower will also be used to review equivalent fractions. After, the teacher will introduce the strategy of using a table to figure out the missing value in the math problems.

            Teacher Modeling
The teacher will model how to use a table as an organizing strategy for ratio or proportion problems through the following problems: 
1. Diane is painting a picture. She mixed yellow and blue paints for a green background and found that the ratio of the amount of yellow to the amount of blue is 3 to 2. She wants to make more green paint using the same ratio as before.
2. Find the equivalent ratio of 2:4
3. If McDonalds is offering 3 McRibs for $4.00, how many McRibs can Stacy buy if she has $20.00?

            Guided Practice
The teacher will present the sugar-soda word problem again: How many packets of sugar do you think are inside a 20 oz bottle of soda? and work with the students to solve the problem. The Nutrition Fact sheets for a 20 oz bottle of Coca Cola and for a Domino sugar packet will be provided for the students. The teacher and the students will work together to create a ratio table which is an organizing strategy to solve the word problem. The teacher will then show video 2 to see if the students are right.

              Independent Practice
 The students will answer the following questions by using the table strategy:
1. Find 3 equivalent ratios
    a. 6:5
    b. 8 to 15
2. Trader Joe’s has potato chips on sale. If 5 bags are for $1.95, how much would Danny have to spend if he buys 25 bags?
3. Jenny bought a bag of jelly beans that has a green to red ratio of 3:2. Jenny counted 18 green jelly beans, how many red jelly beans does she have?
4. Katie and Jacob are enlarging pictures for the school yearbook on the photocopier. One of the photographs they want to enlarge is a 3” x 4” photo. Katie says that she can enlarge the photo to 6” x 8” but Jacob disagrees. He says it will be 11” x 12”. Who is correct? Why?

 Multiple Means of Representation
1.2 Offer alternatives for auditory information
                Information will be explained orally and it will also be on PowerPoint
 2.1 Clarify vocabulary and symbols
                The definition of equivalent fraction and ratio table will be provided
3.1 Activate or supply background knowledge
                Demonstrate the concept of equivalent fraction via virtual manipulatives

Multiple Means of Expression
 4.1 Vary the methods for response and navigation
                The student can answer the problems by writing it or typing it on the computer
 5.2 Use multiple tools for construction and composition
            Virtual manipulatives as well as physical manipulatives are provided.

Multiple Means of Engagement
 7.2 Optimize relevance, value, and authenticity
Drinking soda/sugar are socially relevant to the student’s life.
 8.2 Vary demands and resources to optimize challenge
            The questions (independent practice) go from easy to hard.

edTPA rubric components:

#4 Justification of Instruction & Support:
Clear connections to research and/or theory
  • Jerome Bruner's Instructional Scaffolding
    • Questions increase in difficulty
 Clear connections to the learner’s strengths & needs
  • Good at math
  • Needs: showing work/steps
 Plans for specific adaptations (if needed)

#5 Supporting language/Communication Development
Identification of:
1.Vocabulary and/or symbols
  • Definition of key vocabulary words will be explained
  •  Pictures and physical manipulatives
2.Language/communication demands related to behavioral objective
Justification: Why supports will provide access to learning task/behavioral objective?
  • Table strategy will help with organizing information
 Justification: why supports will provide access to the demonstration of:
1.Language function
  • Manipulatives and video – review vocabulary
2.Learning task/behavioral objective

Justification: why supports move the learner toward maintenance and generalization of self-directed use of the targeted vocab/symbols or language/communication
  • Video is engaging
  • Table will help organize information
 #6 Planning Assessments to Monitor & Support Learning
Assessment aligned with baseline data
  • Baseline data – taken from math pre-assessment – is determined that the student needed to show work when solving math problems
 Assessment provides evidence for monitoring learner’s progress at different points in the learning segment
  • Monitor progress during guided practice and independent work  
 Assessment reflects appropriate levels of challenge and support
  • Levels of support for practice – student will gradually work independently on a worksheet with problems (easy to hard)
 Assessment: designed to provide diagnostic information about where learner may need additional support to make further progress and work toward generalized and maintained or self-directed use and knowledge and/or skills.
  • Worksheet will determine if the student understands how to use a table to solve ratio problems

Journal entry 
For lesson 3, I switched from ELA to math. I focused primarily on using equivalent tables to find equivalent ratios. What I planned for lesson 3 was to first show a video of a man eating packets of sugar and the video saying "you'd never eat ___ packets of sugar. Why would you drink ___ packets of sugar?" I had Michael estimate how many packets of sugar are in a soda bottle. In order to solve the problem, I reviewed the concept of equivalent fraction with a physical manipulative. The physical manipulative consisted of different colored cubes with fractions on them. For example, the pink cube would be 1/2, the yellow cube would be 1/4, and the blue cube would be 1/8. Then, I showed how 2 yellow cubes (1/4) matches the height of one pink cube (1/2). Next, I asked him how many blue cubes (1/8) would match the height of the pink cube (1/2) and he showed me 4. After, I had a PowerPoint Presentation on ratios and finding equivalent ratios with an equivalent table. Then, I went back to the sugar soda problem and I worked with him to figure out what information he needed to solve the problem (nutrition labels of a Coke bottle and a packet of sugar). After, we created a table and figured out the number, he saw video number 2. This video was the same as the first video except it included the numbers to show that his answer is right. Then, I gave him a worksheet with 5 questions to solve. Since he wasn't feeling well, he was able to go through two questions. 

I think the lesson went well. Michael was engaged in the video and he was able to understand how to use equivalent tables to find equivalent ratios. 

For this week, I will be focusing using a mnenomic to covert metric units. And I will be playing a revised version of the game Battleship with him!

Student's work


Lesson 4

NYS Standard: Math

NYS Common Core Standard: 6.RP.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

 Behavioral Objective: Students will be able to demonstrate their understanding of converting measurements by using the mnemonic strategy to correctly answer at least 80% of the questions.

Materials needed
Computer
Internet
Measurement: Bill Nye the Science Guy http://www.youtube.com/watch?v=MekxJse2vgs
White board
Metric Conversion Battleship worksheet
“?” cards
Problem Sheet
Answer Key

Procedure
             Activating Prior Knowledge
The teacher will show the beginning part of the video – Measurement Bill Nye the Science Guy and explain that scientists all around the world use the metric system. The teacher will explain that the metric system uses basic units of measurement (meters (length), grams (weight), and liters (capacity)) and use prefixes (kilo, hector, deca, deci, centi, and milli). The value of a kilo is 1000, value of hector is 100, the value of deca is 10, the value of the base unit is 1, the value of deci is 1/10 or .1, the value of centi is 1/1000 or .01, and the value of milli is 1/1000 or .0001. The teacher will tell the students that she has a strategy called a mnemonic to help us remember the metric units. She will introduce the mnemonic “King Henry Died By Drinking Chocolate Milk.”  

The teacher will then go over the steps in converting metric units. The steps are:  
  1.  Look at the unit that has a number and put your pencil on that unit on the mnemonic chart
  2.  Move to the new unit by counting jumps and noticing the direction of the jump
  3.  Move the decimal in in original number the same number of spaces and in the same direction
             Teacher Modeling
 The teacher will use thinking aloud to demonstrate how to convert and equalize metric units using the mneumonic device
Example 1: 56 cm = ______ mm
  1.    Look at the unit that has the number 56 cm
  2.  On the device put your pencil on that unit cm
  3.    Move to the new unit, counting jumps and noticing the direction of the jump one jump to the right
  4.   Move decimal in original number the same number of spaces and in same direction. Add a zero as a placeholder.

Answer: 56 cm = 560 mm
 The teacher will focus students' attention on comparative analysis of metric units via demonstration and think aloud.  Students will have notes at their desks to follow along.
Example 2: Compare. Use <, >, or =
10 L [ ] 100 mL

If there are two different units, first convert one of the numbers to the same unit.  10 L = ___ mL
  1. 1.      Look at the unit that has the number 10 L
  2. 2.      On the device put your pencil on that unit L
  3. 3.      Move to the new unit, counting jumps and noticing the direction of the jump 3 jumps to the right
  4. 4.      Move decimal in original number the same number of spaces and in same direction. Add a zero as a placeholder. 10 L = 10,000 mL
Second, compare the two numbers 10 L > 100 mL

            Guided Practice and Independent Practice  [include mneumonic device and collaboration for guided practice; separate independent activity from guided practice.

The students will work with a partner to play Metric Conversion Battleship. They will each pick at least 3 ships and draw an outline of each ship onto the My Ships grid according to the ship’s size. Each student will take turns firing upon his or her opponent by calling out plot points and marking the plot point with an “X” if they hit it or an “O” if they miss on the Enemy Ships grid. If the opponent gets a “miss,” he or she doesn’t have to draw a “?” card. However, if he or she gets a “hit,” the opponent has to draw a “?” card which contains a math question. The student who drew a “?” card has to write the problem down on the Problem Sheet.  When the game is over, the students will independently work on the problems that they have written down. When both partners solve all the problems, they will exchange their Problem Sheets and grade each other’s work with the answer sheet.

The “?” cards (which are shuffled) contain the following questions:

Compare, Use >, <. Or =
  1.  21 km [ ] 10 cm
  2.  0.065 m [ ] 6.5 mm
  3.  1000 mm [ ] 1 m
  4.  0.1 km [ ] 10 mm
  5. 5.2 kg [ ] 60 g
  6. 2 kg [ ] 20,000 mg
  7. 0.1 kg [ ] 100 g
  8. 3 L [ ] 6, 000 mL

Convert:
  1. 1 kg = ____ mg
  2. 3 kg = ____ g
  3.  4.4 L = ____ mL
  4. 782 g = ____ kg
  5.  25 cm = ____ mm
  6. 1.352 km  = ____ m
  7. 1.334 L = ____ mL
  8. 2460 m = ____ km
  9.  20 mm = ____ km
  10. 15 g = ____ mg
  11. A water bottle holds about 400 mL. Convert: 400 mL = ____ L
  12. The diameter of a ceiling fan is about 95 cm. Convert: 95 cm = ____ m
  13.   A backpack has a mass of about 6 kg. 6 kg = ____ g
    1. 60 g
    2. 6000 g
    3. 0.06 g
    4. 0.6g
  14.    Bob is 1.62 meters tall. Which is another way to show his height?
    1. 0.162 cm
    2. 16.20 cm
    3. 162 cm
    4. 1.620 cm



* questions:

  1.  John wants to frame a rectangular picture frame that is 1.7 m by 0.9 m. Does he have enough wood to frame the picture if he has 500 cm of wood?
  2.  There are 28 L of soup in a pot. Dave serves 400 mL in each bowl. If he fills 16 bowls, how much soup is left in the pot? Write the answer in liters.
  3. Which of the following is incorrect?
    1. a.       782 g = 7.28 kg
    2. b.      782 g = 0.782 kg
  4. Which of the following is incorrect?
    1. a.       32 mL = 0.32 L
    2. b.      5 kg = 5000 mg
    3. c.       All of the above
  5.  Which of the following is incorrect?
    1. a.       100 mm = 1 cm
    2. b.      500 cm = 0.5 m
    3. c.       1 km = 1000 m
    4. d.      1 m = 1000 mm
 Multiple Means of Representation
Checkpoint 2.1
Clarify vocabulary and symbols: Discussion of the metric system
Checkpoint 3.1
Activate or supply background knowledge: Video and discussion

Multiple Means of Expression
 Checkpoint 4.1
Vary the methods for response and navigation: Students may type the questions and answers on the computer.
Checkpoint 5.3
Build fluencies with graduated labels of support for practice and performance: scaffolds built in as necessary

Multiple Means of Engagement
Checkpoint 8.1
Heighten salience of goals and objectives: whole group discussion
Checkpoint 8.3
Foster collaboration and community: opportunities to work with a partner

edTPA rubric components:

#4 Justification of Instruction & Support:
Clear connections to research and/or theory
  • Explicit teaching: collaboration with peers, repetition and practice
 Clear connections to the learner’s strengths & needs
  • Good at math
  • Need: work on showing work/steps
 Plans for specific adaptations (if needed)

#5 Supporting language/Communication Development
Identification of:
1.Vocabulary and/or symbols
  • Definition of key vocabulary words will be explained
  • Use of Mnemonic
2.Language/communication demands related to behavioral objective

Justification: Why supports will provide access to learning task/behavioral objective?
  • Mnemonic is used as a memory tool
 Justification: why supports will provide access to the demonstration of:
1.Language function
  • Mnemonic is used to help students remember the units and value of the metric system
2.Learning task/behavioral objective
  • Mnemonic is used to convert units within the metric system
Justification: why supports move the learner toward maintenance and generalization of self-directed use of the targeted vocab/symbols or language/communication
  • Can be used for any metric conversion problems (math and science)

 #6 Planning Assessments to Monitor & Support Learning
Assessment aligned with baseline data
  • Baseline data – taken from math pre-assessment – is determined that the student needed to show work when solving math problems
  • Assignment will require students to show all steps
Assessment provides evidence for monitoring learner’s progress at different points in the learning segment
  • Progress: monitored during guided and independent practice.
 Assessment reflects appropriate levels of challenge and support
  • Questions: various levels of difficulties

 Assessment: designed to provide diagnostic information about where learner may need additional support to make further progress and work toward generalized and maintained or self-directed use and knowledge and/or skills.
  • The Problem Sheet will determine if the student understands how to convert metric units by using a mnemonic strategy.

Journal entry
For lesson 4, I wanted to teach Michael a quick and easy way to convert metric units within the system. The strategy was the mnemonic "King Henry Died By Drinking Chocolate Milk" and to convert the units, he would count the number of jumps and the direction of the jump. Then he would move the decimal in the problem the same number of jumps and direction. After I gave a few examples, Michael and I would play Metric Conversion Battle Ship. Every time Michael or I would get a "hit," we would draw a "?" card that contained a conversion problem. When the game ended, we would solve the problems and grade each other.

The thing that went well as the game. Michael definitely enjoyed playing it! However, I don't think he understood how the mnemonic worked. I could tell that he was getting confused with the jumps and where to put the decimal point. In addition, I ran out of time so Michael didn't get to work on the "?" card problems. I also thought that the game would take a few minutes, but I was wrong. Next time, if I were to use this game again, I would make grid box smaller.

Student's work


Last day

Shraddha and I used SMART Exchange to look for a math game that was fun, but educational at the same time. We found a jeopardy game called Math Mania which has 5 categories (Operations with Fractions, Decimals, Shapes, Area & Perimeter, and Factors & Multiples). I feel that the game was a great review for the students and that it was successful! I think the students enjoyed playing the game. 

 
Here are two screenshots of MathMania!



Final Reflection
This tutoring experience has taught me a lot about the education field. The first thing that I noticed was how much time it took for me to prepare for one lesson. Even if I have all the materials ready, sometimes it doesn’t work out. For example, the superhero creator link was blocked by the school and I couldn’t open it on the I-Pad because the I-Pad doesn’t have flash. In addition, connecting the lesson to the Common Core, looking for the right materials and creating activities that are appropriate for the student are some things that took a while to plan.
One of the lessons that I will be discussing in this final reflection is ELA lesson 1. According to the ELA pre-assessment, Michael was good at finding key ideas and details. However, he needed to work on understanding the different types of figurative language. The question from the pre-assessment was “Read this sentence from the story. ‘They reached the beach just in time to see the tiny turtles slipping silently into the waves.’ The phrases ‘tiny turtles’ and ‘slipping silently’ are examples of (a) alliteration (b) hyperbole (c) metaphor (d) simile.” Michael chose (d) simile, but the answer was (a) alliteration. Thus, I decided to that the first lesson should work on understanding the concept of alliteration.
As a motivator, I chose to read Superhero ABC by Bob McLeod. The reason why I chose this book is because it is superhero themed which is one of Michael’s interests. In addition, it ties into edTPA rubric: clear connections to research and/or theory under #4 Justification of Instruction & Support. The book supports the theory from the article Strategies and Picture Books: Scaffolds to Support Learners in Content Area Reading by Tammy Range Alexander. The theory stated that picture book introduces specific topics and helps make visual and verbal connections. Not only does the book have colorful pictures and bold print, but it contains alliterative statements for each letter of the alphabet. For example, for the letter E, “the eagle easily eyes evildoers everywhere.”
After I read the book, I asked Michael if he noticed anything special about the book and he stated that most of the words started with the same letter which was correct. To identify the vocabulary under edTPA #5: Supporting language/communication development, I wrote alliteration and the definition: the repetition of initial consonant sounds of a word in one or more closely followed words. I had Michael write down the word and definition. I explained how it can be used in songs, poems, and tongue twisters. Then, I gave a few examples of alliterative phrases like “Katie is a cute kitten” “Fred is a phenomenally fat fish” and showed a video clip from V for Vendetta with subtitles on the IPAD. Here is a snippet of the speech. “VoilĂ ! In view, a humble vaudevillian veteran, cast vicariously as both victim and villain by the vicissitudes of Fate. This visage, no mere veneer of vanity, is a vestige of the vox populi, now vacant, vanished.” The subtitles allowed Michael to read what the character V was saying.  
When the video was over, I moved on to demonstrating how to use the Alliteration Brainstorm sheet to brainstorm at least 5 alliterative words that goes with each category that includes places, power/items, adjectives, and food. I showed Michael that for the letter K, my superhero’s name is Katniss, the foods are candy cane, carrots, corn, kabob, and Kit Kat, the places are Kansas, Canada, Kentucky, California, and Cloverfield, the adjectives are kindhearted, calm, courageous, crazy, creative, and the power/items are camouflage, cosmic energy control, kitten, ketchup, and koala.
Unfortunately, I was running out of time so instead of going into guided practice, I went into independent practice. This activity had language/communication demands related to the behavioral objective because it requires Michael to use the Alliteration Brainstorming Sheet brainstorm at least 5 alliterative words in each category that includes places, power/items, adjectives, and food. Although, Michael had trouble brainstorming 5 alliterative words in each category, I could tell that he understood the concept of alliteration.
Universal Design for Learning or UDL is one of the most important pieces in this lesson plan. Educators need to address the different learning needs of each student. Since I did not know what type of learner Michael is, I used materials that address the visual and auditory learning style. The supports provided access to learning task or behavioral objective. In this lesson, I gave a variety of examples of alliteration through various media. Reading a picture book, hearing an alliterative speech from a movie, and writing down alliterative phrases are the ways that I represented alliteration. Not only did I go over examples, I also went over non-examples. In addition, I gave Michael opportunities to think of examples of alliterative phrases during guided and independent practice.
The supports move the learner toward maintenance and generalization of self-directed use of the targeted vocabulary/symbols or language/communication. This is part of UDL Multiple Means of Representation checkpoint 3. Most of the time, the students would be able to remember the concepts and even what the lesson was about when the educator presents something interesting. That is the reason why I chose a superhero theme for this lesson. Michael was engaged and also motivated which allowed him to sustain effort and concentration. In addition, to generalize transfer and generalization, I provided an Alliteration Brainstorm sheet that is a graphic organizer to support note-taking. I also incorporated explicit opportunities for Michael to review through guided and independent practice.
To assess Michael’s understanding of alliteration, I checked to see if he was able to use the Alliteration Brainstorming Sheet to write 5 alliterative words about a make believe superhero or villain in each category that includes places, power/items, adjectives, and food. Under edTPA #6 Planning Assessments to Monitor & Support Learning, the assessment is aligned with baseline data. According to the ELA pre-assessment, the baseline data demonstrated that Michael needed to understand the concept of alliteration. I monitored his progress and understanding throughout guided practice and independent practice. The assessment also reflected appropriate levels of challenge and support because I had Michael gradually work independently on the assignment. Although Michael had trouble coming up with five alliterative words, he was able to come up with two or three alliterative words in each category. I don’t think he needed additional support additional support to make further progress and work toward generalized and maintained or self-directed use and knowledge and/or skills. Based on his responses and my final question to him which was “what did you learn about alliteration?” he understands the concept of alliteration.
Overall, I thought that the tutoring at Freeport was a great experience. Although I have never tutored before, this 5 week session made me realize how much I love teaching. I believe the greatest reward is seeing the students understand what is being taught to them.