Days 5 and 6- Unit and Lesson Plan Analysis

 Unit and Lesson Plan Analysis

I am observing the big unit and how to write an effective enduring understanding that aligns with the UDL principles.

What is provided in the Unit plan: 

Students will learn to identify letters, names and sounds. 

What I came up with using Chat GPT: 

In this Grade 1 lesson on letter names and their sounds, students will discover the fundamental connection between letters, their names, and the sounds they make, recognizing that learning is enriched through diverse sensory experiences and individualized strategies. They'll understand how mastering letter names and sounds is integral to phonemic awareness and gradually builds a toolbox for reading, bolstering confidence in real-world communication. In this inclusive and supportive learning environment, students will respect each other's unique styles of learning, appreciating the flexibility and ownership they have in their learning journey.

These enduring understandings emphasize the importance of flexibility, accessibility, and individualization in teaching letter names and sounds to Grade 1 students, aligning with UDL principles to meet the diverse needs of all learners.

Day 5 - Revised EU combining our definition of learning

In this Grade 1 lesson on letter names and their sounds, students will grasp the enduring understanding that learning involves a continuous process, where letters, their names, and sounds are interconnected. Through diverse sensory experiences and tailored strategies, they'll change their thinking, feeling, and actions. Mastering letter names and sounds enhances phonemic awareness and reading skills, boosting confidence for real-world communication. In an inclusive, supportive environment, students appreciate diverse learning styles, fostering flexibility and ownership in their ongoing journey focused on solving real-life problems and improving performance.

Assessment

Considering the revised enduring understanding and UDL principles, a variety of assessments that cater to diverse learning styles and abilities would be appropriate. Here are some assessment options:

Letter-Sound Matching Activity: Provide a hands-on activity where students match letters with their corresponding sounds. This tactile assessment supports kinesthetic learners.

Oral Sound Recognition: Conduct one-on-one or small group assessments where students orally identify letter sounds. This accommodates auditory learners and those who may struggle with written assessments.

Reading Aloud: Have students read simple words or sentences containing the letter sounds they've learned. This assesses their ability to apply letter-sound knowledge in context and supports diverse reading levels.

Visual Letter-Sound Chart: Create a visual chart with letters and images representing their sounds. Ask students to point to or select the correct images, accommodating visual learners.

Portfolio of Work: Allow students to create a portfolio showcasing their progress in letter-sound recognition. This could include drawings, written assignments, and recorded oral responses, giving students options to express their learning in various ways.

Peer Teaching: Encourage students to teach a letter and its sound to a peer. This not only assesses their understanding but also promotes peer learning and collaboration.

Technology-Based Assessment: Use interactive digital tools and games that engage students in practicing letter names and sounds. This approach accommodates tech-savvy learners.

Written Reflection: Ask students to write a short reflection on how they have improved in recognizing letter names and sounds. This assessment taps into their reflective and written expression skills.

Observational Assessment: Observe students during group activities and discussions, noting their active participation and contributions. This can help assess their understanding in a natural, inclusive setting.

Student Choice Assessment: Allow students to choose how they want to demonstrate their knowledge. Some may prefer a traditional quiz, while others may opt for a creative project or presentation.

Providing clear instructions and offering alternative assessment formats or accommodations for students with diverse needs to ensure fair and meaningful assessment.

Learning Goals

Reading - Word structure (phonics)

1Rw.01 Know the name of each letter in the English alphabet and the most common sound (phonemes) associated with it.

1Rw.05 Use phonic knowledge to read decodable words. 

1Rw.06 Use phonic knowledge to sound out some elements of unfamiliar words.

1Rw.07 Begin to recognize a range of common words on sight, including common exception words.

Writing - Word structure (spelling)

1Ww.01 Identify the most common letter(s) grapheme(s) associated with each sound in the English language. 

1Ww.03 Relate rhyme to shared spelling patterns, e.g.: rock, clock, sock.

1Ww.05 Choose plausible graphemes that match phonemes to write simple regular words and to attempt other words. 

1Ww.06 Spell familiar words accurately, including common exception words.

Reading - Vocabulary and language

1Rv.01 Begin to show understanding of words and sentences encountered in reading. 

1Rv.02 Use pictures in texts as cues to support understanding of familiar words.

1Rv.04 Recite the alphabet in order.

1Rv.05 Explore sounds and words in texts, e.g.: rhyming words, and rhythm.

Writing - Vocabulary and Language

*** (none for term 1)

Reading - Grammar and punctuation
1Rg.07 Explore and understand the use of articles the and a or an in sentences.

Writing - Grammar and punctuation

1Wg.04 Write simple sentences.

Reading - Structure of texts

1Rs.01 Talk about the sequence of events or actions in a text, e.g.: What happens at the beginning, in the middle, and at the end of the story. 

1Rs.03 Explore and recognize parts of a book, including cover, title, and content. 

Writing - Structure of texts

*** (none for term 1)

Reading - Interpretation of texts 

1Ri.06 Retell a familiar story verbally, including most of the relevant information.

1Ri.07 Identify the main characters of the story and talk about what happens to them.

1Ri.08 Find information by reading labels, lists, and captions.

1Ri.10 Anticipate what happens next in a story.

1Ri.11 Make simple inferences based on events in a text.

1Ri.12 Respond verbally to simple questions about texts read or heard.

Writing - Creation of texts

1Wc.03 Develop a short written retelling of a familiar story, eg. by writing sentences to caption pictures.

Reading - Appreciation and reflection

*** (none for term 1)

Writing - Presentation and reflection

1Wp.01 Develop a comfortable and efficient pencil grip.

1Wp.02 Form lower-case and upper-case letters correctly.

1Wp.05 Present text in a range of different ways, eg. diagrams with typed labels, and storyboards with handwritten captions.

1Wp.06 Read own writing aloud and talk about it.

My reflections on the learning goals provided in the Unit Plan

Learning goals typically describe specific skills or knowledge that students are expected to acquire or demonstrate. Content standards, on the other hand, often outline broader expectations for what students should know and be able to do in a particular subject area or grade level.

Therefore, the learning goals provided in the Unit Plan aligns with the principles of Universal Design for Learning (UDL) by promoting flexibility, engagement, and accessibility in the learning process. 

I also observed that most of the goals use flex verbs instead of constrictive verbs that are more focused on the learning purpose rather than the task itself.

Revising 3 of the learning goals

Old Learning Goal: 1Wc.03 Develop a short written retelling of a familiar story, eg. by writing sentences to caption pictures.

Revised Learning Goal: demonstrate the comprehension and synthesis of key story elements.

Old Learning Goal: 1Wp.06 Read own writing aloud and talk about it.

Revised Learning Goal: Read your own writing out loud and discuss it, helping you understand and talk about your work in a way that suits your learning style.

Day 6

Potential barriers

In this unit, potential barriers and challenges may arise due to the diverse learning styles and preferences of the students. While some lean towards kinesthetic, visual, and interactive learning, others may have shorter attention spans. Addressing these variations while maintaining engagement and providing individualized instruction and feedback can be a complex task. Accommodating seating preferences and implementing rotating activities to cater to diverse needs and abilities while ensuring smooth transitions also presents logistical challenges.

To overcome these potential barriers, a flexible and inclusive teaching approach is essential. This approach should encompass different learning modalities, offer various seating options, and allow for regular movement breaks while maintaining structured learning goals. Monitoring student progress, adjusting teaching strategies as needed, collaborating with support staff, and involving students in the goal-setting and reflection process can enhance the overall learning experience and help address the diverse needs of the class.