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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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"What is an antonym?"
"What is a synonym"
"How can you use antonyms and synonyms in context clues?"
"What are the differences between antonyms and synonyms?"

All questions will be asked by the teacher and students will respond with firm answers. More questions will be asked throughout the lesson to improve students' understanding of the lesson.

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"What is an antonym for giggles, scared, (etc.)?"
"What is a synonym for sleep, brave, (etc.)?"
"What is the answer to #5 on the worksheet?"
"Why are context clues important?"

All questions will be asked by the teacher and students will respond with firm answers. More questions will be asked throughout the lesson to improve students' understanding of the lesson.

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"What are the antonyms or synonyms for the bolded words in the passages?"
"How can we use the context clues to identify what the bolded word means?"
"Does anyone have any questions about the passage?"

All questions will be asked by the teacher and students will respond with firm answers. More questions will be asked throughout the lesson to improve students' understanding of the lesson.

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Students will go over definitions over antonyms and synonyms with an engaging video to activate prior knowledge. Students will be given a short handout to discuss context clues using antonyms and synonyms and identifying the bolded word meaning. I will then go over the handout to make sure students understand.

Students will use a Kahoot to review what they learned about antonyms and synonyms.

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Students will complete a notebook cutout of antonyms and synonyms. They will cut it out and glue it in their notebook and provide examples of each.

Once they master antonyms and synonyms, they will participate in a group activity where they will go around the room and answer context clues questions that are posted around the room. I will go over the answers to make sure students understand the handout.

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Students will be at their desks for the short passages to read for themselves. They will then do a hand up pair up to discuss their findings and talk about the answers they picked.

I will then pull them back in as a class and go over the passages to make sure they are using the correct context clues to help identify the answers.
They will then use whiteboard to answer more context clues questions I have already prepared.

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Objectives: The fifth grade student will connect context clues to antonyms and synonyms in short passages to describe multiple meaning words by reading a passage and highlighting context clues with 85% participation and 80% accuracy. (DOK 1,4)

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Objectives:
The fifth grade student will  identify context clues to help understand multiple meaning words in a sentence by participating in a antonym and synonym game with 90% participation and 75% accuracy. (DOK 2)

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Antonyms and Synonyms
Objectives: The fifth grade student will gain an understanding of antonyms and synonyms by using them in context clue sentences and then completing a kahoot with 100% participation and 80% accuracy. (DOK 2)

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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* Some students had several questions and were confused about some of the meaning of the words. They needed the test to be read to them in order to understand some of the words
* Another problem I saw, is that the pre-assessment was given to the students after they had just finished a test and they were worn out from it.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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-Scores ranged from 0% to 100%
-The class average was a 63%
-#7 was the most missed question with a 26%  (Which context clues would you use if you did not know the meaning of the word atrocious?)
#2 was the question most students answered correctly with an 89%  (Choose the word that correctly completes BOTH sentences.)

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1:  During RTI time there is a student that leaves to get extra help for reading. The one student who is depressed may have a problem with my lesson if it is not exciting enough for him. The student that does not work well with others will be fine since there is no group work. My students with ADHD will be allowed to move around while taking my Kahoot.
-Lesson 2: During the ELA time of the day no students will have to leave the classroom. The student who does not work well with others may have a problem if he is not paired with a group of his liking when we work outside in groups. The student with depression will enjoy the lesson because we will be outside.
-Lesson 3: During the ELA time no student will have to leave the classroom. The student who struggles with depression will be fine since we will just be reviewing and using whiteboards and quizzizz. The student who has a hard time working with others will be fine since this is not group work.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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Grading Bias
Poverty Bias
In my classroom there are several potential bias that could take place. The first one could be grading my students work. I could have a favorite student and a least favorite student. I could give my favorite student a good grade even though they scored bad. I could give my least favorite student a bad grade even though they did great. A poverty bias could happen with some students coming from poverty and some coming from a higher class. Some students may receive more benefits more than other students and may not get better treatment then other students. Some students may need extra help more than others. I need to overcome these bias and look at all students the same and help them no matter where they come from or if they are my favorite student or not.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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Some students may have a lower reading level than other students and will have a hard time reading short passages to identify multiple meaning words.

Students may have a hard time with antonyms and synonyms and will those mixed up and end up finding the wrong context clues to describe the word.

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5.W.2.A.c Write opinion texts that use specific and accurate words that are related to be topic, audience, and purpose.

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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Students will need to be able to match words and definitions together.

Students will need to be able to use vocabulary to  pick out definitions from a text they read.

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E. Previous Learning Goal (Where were the students?) Past

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E. Previous Learning Goal (Where were the students?) Past

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5.R.1.B.b Develop an understanding of vocabulary by using context to determine meaning of unfamiliar or multiple meaning words.
5.R.2.C.a-o Read, infer, and draw conclusions to evaluate the critical impact of sensory details, imagery, and figurative langauge.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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-Students with ADHD might need more time than others on test and other homework

-Student with depression will need words of encouragement to complete assignments

-Student who does not work well with others will need to put into a group of friends

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ELA Standard: 5.R.1.B.b- develop an understanding of vocabulary by using context to
determine meaning of unfamiliar or multiple meaning words (synonyms, antonyms,
homographs).

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Goal 1: Develop an understanding of vocabulary  by using context to determine meaning of unfamiliar or multiple meaning words.
Goal 2: Develop and understanding of vocabulary by using context to determine the meaning of synonyms and antonyms.

Objective 1: Identify antonyms and synonyms in sentences using context clues.
Objective 2: Identify context clues to help understand multiple meaning words in a sentence.
Objective 3: Connect context clues to antonyms and synonyms in short passages to describe multiple meaning words.