Thursday, May 2, 2024

Students will have prior knowledge of numbers 1-20. Prior knowledge and experience will be assessed when students are counting together in whole group. The teacher will also assess by listening and facilitating during group discussions by inquiring what it means to “Count On” and connecting with real-life experiences when going to a supermarket. Example of questions: “Do you know what counting on means?” This lesson will be taught at the beginning of the school year to help lay a foundation for teaching students about math and counting. This lesson will also help students to know how to Count On when they are doing addition or using it in a real-life situation.

Implementation Reflection: Designing Instructions:

Counting On aligns with Arizona State Standards for Math (K.CC.A. Know number names and the count sequence. 2 Count forward from a given number other than one, within the known sequence (e.g., “Starting at the number 5, count up to 11.” K.CC.B. Count to tell the number of objects. 5. Count to answer questions about “How many?” When 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects. K.OA.A.1 Represent addition and subtraction concretely.). It also aligns with ISTE Standards by empowering students to be Digital Citizens and use their Chromebooks to complete an assessment. Students become Global Collaborators as they discuss the video and clothes in a group discussion with their assessment. Then students are assigned groups to collaborate with other students they work well with. Technology is used with a colorful video that will be displayed on a smartboard in front of the class, a number chart, number cards, activities with abcya.com and Blooket, and a Nearpod assessment. Instructions are simple. Gestures with emphasis on numbers and counting will be used to help students. Tactile objects (dots, cups, number cards, and oranges) are used for the lesson. To end the lesson, students are asked what they learned from the beginning of the lesson to the end of the lesson why is it important to know how to count on, and how they can apply it to real-life experiences. Students will have a chance to respond when called upon.

Assessment Reflection: Planning Assessment:

Observation and asking questions about the knowledge of Counting On at the beginning of the lesson will help determine how to approach and continue the lesson. Digital activities will help students practice and engage in learning how to Count On. An assessment at the end of the lesson will demonstrate the student's comprehension of instruction.

Materials & Resources Reflection:

As an educator, I will reflect on the lesson as I design, create, implement, reflect, and revise the lesson. I will empower students to be responsible Digital Citizens as they log on to their Chromebooks and access activities on abcya..com, Blooket, and Nearpod. As a collaborator and designer, I used information from cohorts and teachers about different applications and videos online to create a lesson. As a Learner of new applications, I created an assessment using a video for my lesson plan. As a leader, I reflect on what I can do to improve the lesson plan. As a facilitator, I used technology to assess my students' knowledge and skills, which also helps me to analyze the gathered information to know and understand the level of knowledge and skills a student has achieved from the lesson.

Micro Lesson 2

MICRO LESSON 2

I. RATIONALE:

This lesson teaches kindergarten students how to continue “Counting on”. This lesson integrates both the Arizona State Standards for Math and the ISTE Standard to help students use and learn technology in the classroom. Students will use online applications (abcya.com and blooket.com) to practice “Counting On”. The teacher will use Nearpod to assess students.

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): Math

Topic of Study: Counting On

Time Allotment: 30 minutes

Standards:

K.CC.A. Know number names and the count sequence. 2 Count forward from a given number other than one, within the known sequence (e.g., “Starting at the number 5, count up to 11.”)

K.CC.B. Count to tell the number of objects. 5. Count to answer questions about “How many?” when 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects.

K.OA.A.1 Represent addition and subtraction concretely.

Objectives:

Students will be able to count from 1 to 20 with objects and will know the number of the last counted object 80% to 90 % of the time. Students will identify the number of objects presented and be able to count on to the next number when objects are added to the group.

III. IMPLEMENTATION

Procedure: TW begin by verbally introducing the objective on board. TW give instructions on what to expect for today's lesson about Counting On. TW introduce lesson with video Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com). After the video, TW review counting using a counting chart. TW have students in a whole group. TW ask students “Do you know what counting on means?” SW will raise their hands and respond. TW give positive feedback to students' responses. TW explain that “Counting On is being able to continue counting when you are given a number. Here is an example. I want you to count to ten, but I want you to start at seven. We will be practicing counting objects. I will add to these objects, and you will be able to count on and tell me how many objects there are. Maybe someday, you will go to the store with your mom or dad and get oranges. Let’s say they are getting two oranges and then they say, ‘I’m thinking I need to get three more oranges, how many will that be altogether?’ You will have to help your parents count on from the two oranges you have and add three more. Like this: (demonstrate with student help.) Two (pointing to the two already in hand, then continue counting with the additional picked up) three, four, five.” Pause “How many will I have altogether? (Students will answer 5). Did you notice that I did not start from 1? When you count on you don’t start from the beginning of number 1.”

TW continue “I want to make sure you know your numbers. I have cards with numbers on them. I also have a number chart with some missing numbers. Can you put this in the correct place?” (Give a number to the students and they will place it on the chart.) TW ask “How did you know where to place your number? Is your number before or after…? Does your number go on the left or the right of …?” TW have students finish placing cards in the correct positions. TW say “I have a cup here that we are going to use as a cover. I also have some counters here. I want each of you to help me count ten counters. I will line them up, left to right, on the table. I am going to count the counters to make sure that I am working with ten: One, two, three, four, five six, seven, eight, nine, ten. Ok, so I definitely have ten counters. Now, I will count four counters and I will cover these four counters with my cup. One, two, three, four (cover the counters). There are four counters hidden under the cup and I will count on like this: foooour (pointing to the ones under the cup), five, six, seven, eight, nine, ten. TW give another model and demonstrate using another number. SW: Sit on chairs, feet on the floor, seat to seat, back-to-back, and face forward to the teacher. Watch attentively. TW work in an activity of counting on together with students for the “We Do”. TW give the cup to a friend and have them count and cover the counter and then they will count on. TW say “We will help our friend count. Remember to count together. We also need to make sure we are counting the counters, not just counting.” (A SW be given the cup and count and cover the counters, then count on. Students will alternate. If there is difficulty remembering the numbers, numeral cards will be used.) SW uncover all the counters and try practicing counting the given counters. TW have student practice independently for a couple of minutes, while the teacher is mobile and prompting and guiding students. SW listen and follow directions and when prompted will begin and work together in pairs. Students who finish early will have an opportunity to do activities on Learn to Count | More Than, Less Than Activity • ABCya! or Play Tower Defense 2 | Blooket., https://play.blooket.com/play?hwId=661b7ad88b52b461695886df, Students will be assessed through Nearpod: https://app.nearpod.com/?pin=B6MQN. In conclusion, TW review the lesson by asking for a whole group discussion on how Counting On can help in real-life situations. Students will have one minute to talk and think with a partner and help explain in a whole group discussion.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson) TW show video Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com) on smartboard (which is in every classroom of the school). TW use counting chart 1-20. SW watch the video and use a chart to demonstrate their understanding of what Counting On is. SW have an option to complete an activity on Learn to Count | More Than, Less Than Activity • ABCya! or on Play Tower Defense 2 | Blooket., Extension: https://play.blooket.com/play?hwId=661b7ad88b52b461695886df, SW show their understanding of the lesson by completing a Nearpod assessment. This assessment will consist of a total of 5 slides. The first 3 slides will have counting on with dots and the last two will have numbers with one number to fill-in-the-blank.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

· Cognitive delay- TW give simple explicit instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The lesson has a fun colorful video with repetitious music about counting 1-20, to help students. TW explain what Counting On is and demonstrate, model and guide students throughout the activity. SW be given a choice in counting different objects the counters, oranges, or using the numeral cards. SW be paired up with another classmate. TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment. Students having more difficulties with vision or counting will be seated close to me. Students will be guided by the teacher, when necessary, with counting. Number cards will be used and placed on top of cup. Counters in cup will begin with small numbers first. For those having difficulty, the number of counters will stay the same in the cup. The counters outside the cup will change.

· Gifted – TW give simple explicit instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The lesson has a fun colorful video with repetitious music about counting 1-20, to help students. TW explain what Counting On is and demonstrate, model and guide students throughout the activity. SW be given a choice in counting different objects the counters, oranges, or using the numeral cards. SW be paired up with another classmate. TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment. Students having more difficulties with vision or counting will be seated close to me. Students will be guided by the teacher, when necessary, with counting. Number cards will be used and placed on top of cup. Counters in cup will begin with small numbers first. For those having difficulty, the number of counters will stay the same in the cup. The counters outside the cup will change.

· ELL – TW give explicit and simple instructions, use gestures and movements to demonstrate what is expected for the lesson and throughout lesson. TW use numeral cards and objects to count. The assessment will have numbers and dots to complete Counting On Assessment. TW elaborate on counting on instruction and enunciate and slow speech down when necessary. TW observe students. The previous lesson had a colorful video with repetitious music about counting on 1-20. SW work in pairs, TW have knowledge which students work well together and use that information for pairing up. SW collaborate with a partner to foster social and verbal engagement. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. Students can choose to read instructions or listen to instructions from the teacher or Nearpod instructions.

IV. ASSESSMENT

Procedure: TW observe and assess on how students collaborate in group and pairs. SW be assessed (summative) by completing a Counting On 1-20 activities and assessment. Students can continue counting from a given number, in sequence.

Instruments: Nearpod links: https://app.nearpod.com/?pin=B6MQN

V. MATERIALS AND RESOURCES

Smartboard to display Counting On 1-20 video from Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com), Learn to Count | More Than, Less Than Activity • ABCya!, COUNTING ON | Blooket. ABCya, Play Tower Defense 2 | Blooket, https://play.blooket.com/play?hwId=661b7ad88b52b461695886df; Chromebook for each child to complete Nearpod matching assessment, Number Chart 1-20 with missing numbers, a bag of oranges, counter dots (10 for each student), cups (4-5), Number cards 1-20, Counting Sheet for Real Counting On.

NUMBER CARDS 1-20

Ten Frame and Dots

2 bags of oranges for activity Cups for activity

COUNTING ON 1-20 BLANK CHART

COUNTING ON 1-20 BLANK CHART

Micro Lesson 1 Reflection

Micro Lesson 1 Reflections: Assessing Prior Knowledge and Planning

Prior knowledge:

Students will have had a lesson about types of weather and will have received a lesson before this lesson. Students will have prior knowledge and experience of clothing items. I will assess prior knowledge and experience of weather and clothing as I observe how students interact during a group about clothing items. The teacher will also assess by listening and facilitating during group discussions with questions about clothing items. Example of questions: What does it look like? How do you think it would be worn? When would you wear that? This lesson will be taught at the beginning of the school year to help lay a foundation for teaching students about seasons and knowledge about science and geographical locations. This lesson will also help students to know how to dress for the upcoming seasons.

Implementation Reflection: Designing Instructions:

This weather aligns with Arizona State Standards for Science (K.E1U1.4 Observe, describe, ask, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans)). It also aligns with ISTE Standards by empowering students to be Digital Citizens and use their Chromebooks to complete an assessment. Students become Global Collaborators as they discuss the video and clothes in a group discussion with their assessment. Then students are assigned groups to where they can collaborate with other students they work well with. Technology is used with colorful printed pictures, worksheets, a Nearpod assessment, and a video displayed on the smartboard. Instructions are simple. Gestures and colorful pictures are used to help students. Tactile objects (clothing) are used for the lesson. To end the lesson, students are asked what they learned from the beginning of the lesson to the end of the lesson and why is it important to know what the weather is like, students will have a chance to respond when called upon.

Assessment Reflection: Planning Assessment:

The digital assessment demonstrates that students can differentiate between different types of weather and which clothing is appropriate for that weather. Performance assessment will demonstrate the student's comprehension of instruction and using fine motor skills.

Materials & Resources Reflection:

As an educator, I will reflect on the lesson as I design, create, implement, reflect, and revise the lesson. I will empower students to be responsible Digital Citizens as they log on to their Chromebooks and access Nearpod. As a collaborator and designer, I used information from cohorts and teachers about different applications and videos online to create a lesson. As a Learner of new applications, I created an assessment and trimmed a video to use for my lesson plan. As a leader, I reflect on what I can do to improve the lesson plan. As a facilitator, I used technology to assess my students' knowledge and skills, which also helps me to analyze the gathered information to know and understand the level of knowledge and skills a student has achieved from the lesson.

Micro Lesson 1

MICRO LESSON 1

I. RATIONALE:

This lesson teaches kindergarten students how the weather affects people, plants, and animals. This lesson integrates both the Arizona State Standards for Science and the ISTE Standard to help students use and learn technology in the classroom.

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): Science

Topic of Study: Weather

Time Allotment: 30 minutes

Standards:

K.E1U1.4 Observe, describe, ask, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans)

Objectives:

Students will develop an understanding of local weather patterns and be able to know what types of clothing to wear.

III. IMPLEMENTATION

Procedure: TW begin by giving instructions on what to expect for today's lesson. TW review a previous lesson on the weather. TW show a weather video (2:12) on Nearpod. TW have clothing displayed in 4 areas of the room on tables for students to see and touch. TW ask students to get into assigned groups. SW to explore and engage in discussion of what is in each area. A timer will be set for 2 minutes for each area then move to the next area until all areas have been covered by each group. TW explain and hand out 4 group-color-coded pictures of the weather (sunny, rainy, windy, and snowy) to each group. SW discuss and place each picture on the appropriate table with the clothing. As a summative assessment, SW complete a Nearpod matching weather to clothes on their own devices at their desk. After the Nearpod assessment, the teacher will explicitly instruct that SW 1) choose a picture of the weather they prefer, 2) cut out one appropriately dressed child for that weather, and 3) paste the child on the weather picture. Each child will have a handout of “What is your favorite weather?” and “Children dressed for the weather”. TW make notes of student responses for the chosen weather and dressed child. In whole group, TW close the lesson by asking students "What did you learn from the beginning of the lesson to the end of the lesson?" and “Is it important to know what the weather is like outside? Why?” Students will respond when they are called upon and share what they have learned.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson) TW show video on smartboard (which is in every classroom of the school). TW use colorful pictures of the weather. SW watch the video and use the pictures to demonstrate their understanding of what clothing is needed for each weather. SW show their understanding of the lesson by completing an assessment on Nearpod. This assessment will consist of a total of 4 slides. The first 3 slides will have 2 matching and the last will have all 6 weather types with clothing/activities to match.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

· Cognitive delay- TW give simple instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups, TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment.

· Gifted – TW give simple instructions. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups (TW have knowledge which students work well together and use that information for grouping). SW collaborate with other students in the group. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment.

· ELL – TW give simple instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout lesson. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups, TW have knowledge which students work well together and use that information for grouping. SW collaborate with other students in the group to foster social and verbal engagement. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. Students can choose to read instructions or listen to instructions from the teacher or Nearpod instructions.

IV. ASSESSMENT

Procedure: TW observe and assess on how students collaborate in group discussions as they attend to the four different areas of clothing and what they decide on which weather the clothing represents. SW be assessed (summative) by completing a Nearpod match-up weather and clothing/activities assessment. After the Nearpod assessment, SW produce a drawing of the weather they prefer and match an appropriately dressed child in a picture for drawn weather.

Instruments: Nearpod links: Nearpod; https://app.nearpod.com/?pin=zgl6w

V. MATERIALS AND RESOURCES

Smartboard to display Nearpod video from www.littlesmartplanet.com, Chromebook for each child to complete Nearpod matching assessment, 4 types of weather clothing/accessories, pictures from The weather for kids | Learn vocabulary in English | New vocabulary for kids (youtube.com), google pictures, PBS Learning Media, scissors, glue.

Name: ______________________________