Assignment #1 WK 6 Mr. Hossack class

Assignment # 1-605

Analyze Mr. Hossack’s teaching-

Mr. Hossack’s 5^th grade class used closed reading to identify the main ideas and important cultural details and facts about the Seneca people from a newspaper article. Hossack conducts his lessons in two stages- stage one and stage two. The article chosen for the student is purposely challenging, meaningful and related to the unit of study. The text is complex enough to push the student’s to developing new vocabulary.

Write down Mr. Hossack’s instructional procedures-

Mr. Hossack’s strategies include determining the main ideas for cultural case studies, connecting between details and the main ideas-his purposes are made clear and are written on the smart board. The first stage involved “I can get the gist and determine the main idea in the newspaper article about the Seneca people”-student’s individual silently read the article for flow. Mr. Hossack instructs the student initially to read individually for flow and annotate different words-students read the text independently with minimal input from him. Students annotate for the second time during the lesson and start to make connections to the main ideas in the text. For differential instruction the text is chucked in to smaller chunks and some students worked with smaller paragraphs instead of the whole text at once. These students are taking “baby steps” to get the gist and main ideas of the text. The students wrote the main ideas of the paragraph in the margin space provide on the text.

Learning targets for second stage involved the student and teacher main idea talks around the smart board; student were then paired of to pair share the main idea details of the text. To additional support the students ideas, Hossack posted main idea charts around the classroom-so student could get involved by agreeing or disagreeing whether or not the main ideas charts really contained main ideas. Students walked around with their partners and post-its making case notes of what were on the main idea charts. For final analysis student disgusted whether or not they believed the main idea details on the charts were really important for their annotated cultural case studies.

Identify assessments (informal) throughout the lesson-

Student engaged in informal talks about the Seneca cultural main idea detail connections. Students also paired shared main ideas, connecting cultural case details on post-its on the main idea charts posted around the classroom. During the teacher student talks, student were assessed to determine whether they were able to make case connections between important details and the main ideas.