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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1: (Aimie) lack of aide could cause an issue in assisting with the students with fine motor delays and circling.
-Lesson 2: (Aimie) lack of aide could cause an issue in assisting with the students with fine motor delays and circling.
-Lesson 3: (Aimie) Child with mirror hands may have difficulty cutting paper.

-Lesson 1: (Tiffany) lack of experience with buying items at stores could limit the students' prior knowledge of the topic.
-Lesson 2: (Tiffany) 2 students are not yet able to identify independent letters, and will need one-on-one assistance during the active handout
-Lesson 3: (Tiffany) students delayed in fine motor coordination may have difficulty with cutting paper.

- Lesson 1: (Shelby) Because of the low socioeconomic status of the students this school serves we will not only talk about purchasing goods, but what different types of goods are and where they can be found in their school and community.
- Lesson 2: (Shelby) There are 24 students in this class and often times sedentary whole group activities lose their interest.
- Lesson 3: (Shelby) Because the students are so young, a majority of them are not quite at the writing stage yet. Some of the students get frustrated during writing time.

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Tiffany:

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Aimie:

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Contextual Factors and Resource Chart (FALL 2018)

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Aimie: (SS) 18 students 4/4; 1 student 2/4; 2 students 1/4. (this was after the question, "why do we need to know what goods and services are" was removed) (ELA LR) 18 students 2/4; 3 students 0/4 (ELA HFW) 14 students 3/3; 4 students 2/3; 3 students 0/3.
Shelby:
ELA: 1 student 0/7, 14 students 4/7, 2 students 6/7, 6 students 7/7.
SS: 2 students 1/5, 5 students 2/5, 4 students 3/5, 12 students 4/5, 1 student 5/5.
Tiffany:
ELA- 1 student 0/7, 2 students 3/7, 1 student 4/7, 1 student 5/7, 2 students 6/7, 19 students 7/7
SS (last question was removed): 1 student 1/4, 1 student 2/4, 2 students 3/4, 22 students 4/4

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For our concluding activity, we will use the students' Pride Tickets to go shopping. While we are shopping we will have the student choose the item they want to buy with their Pride ticket and discuss whether it is a good or a service and why. When we call the students to choose their pride ticket, we will call them by tables to go redeem their tickets. This will relate our lesson to goods and services because they will have to use "money" (pride tickets) to decide whether they want a good or a service.

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- Students will be asked to identify the sight words from the book.
- When the students provide examples of goods, both from the book and their own, they will also be asked why it is a good.
- Students will brainstorm different locations goods can be found
- The formal assessment prompts the students to circle only the goods from a variety of items.
The formal assessment also prompts the students to practice writing the words "it, is, and in" on their own.

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- Brainstorming what service to provide within the classroom
- Thumbs up thumbs down indicating if something is a service or not within the video
- Examples of services that they've seen
- The formal assessment prompts the students to circle only the services from a variety of items.
- The formal assessment also prompts the students to circle their letters of the week; V and W.

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- Answering the prompts throughout the video, determining if the items are goods or services
- Placing the items on the T-Chart
- Determining if the items were placed correctly/incorrectly and why/why not.
- Completing a T-Chart of their own, categorizing new items as "goods" or "services."

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The students will revisit what the goods were from the book. We will record these goods on an anchor chart and follow it up by adding additional goods that the students come up with.

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The students will share services that they saw in the video and then they will be prompted to come up with more services on their own. All of these ideas will be recorded on the services anchor chart.

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The students will participate in an interactive T-Chart, where one student at a time will come up to the board and place the items under either the "goods" or "services." As a class, we will go through each one and determine if we agree with what category the item was placed under and why.

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The students will watch a video that will help them bridge together the ideas of goods and services. The video prompts the students to determine whether the items in the video are goods and services.

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As groups, the students participated in a classroom service of their choice and earned a pride ticket for their "service" to begin the discussion on what services are. Then the students will watch a video all about services.

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The students will watch an electronic reading of "If You Give A Mouse A Cookie" and use the interactive whiteboard to point out their high frequency words; it, is, and in.

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For our introduction activity, we are going to be hosting a "Goods and Services" activity. During this game, we will have stations set up for the students. We will have a station for Shoe Tying and a station for stickers. The students will get to explore the stations and each teacher at the station will discuss whether it is a good or service.

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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Aimie:
ELA: Not all of the students have had much exposure to words and some have not had exposure to letters. The students need the most help with it, is, in.
SS: Students seemed familiar with the services part of the unit, but were very unfamiliar with goods.
Shelby:
ELA: Not all of the students know their letters, but the students need help the most with the sight words "it, is, and in"
SS: Students seemed familiar with the idea of services. They need the most help with goods, real world examples of goods and services, and why they are important to learn about.

Tiffany:
ELA- Most students have not yet had experience with words, as they are still trying to understand and remember letters.  The sight words "it, is and in" within the lesson will need to be explained assisted more in-depth.
SS- All of the students connect the word "good" with "behaving good."  This will be a misconception that will need to be addressed and reiterated throughout the lesson.

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Aimie: (ELA) 2 students 2/7; 19 students 0/7. (SS) 16 students 0/5; 4 students 2/5; 1 student
Shelby:
ELA: 5 students 0/7, 7 students 2/7, 2 students 3/7, 7 students 4/7, 1 student 6/7, 2 students 7/7.
SS: 14 students 1/5, 7 students 2/5, 3 students 3/5.
Tiffany:
ELA: 1 student 0/7, 3 student 2/7, 15 students 4/7, 4 students 6/7, 3 students 7/7
SS- 10 students 0/5, 4 students 1/5, 9 students 2/5, 2 students 3/5, 1 student 4/5

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Objective 1: The student will identify the letters V and W in the set of labeled pictures categorized as goods and services with 100% accuracy. (ELA)
The student will determine whether pictures within a set are considered goods or services with 75% accuracy. (SS)

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Objective 1: The student will examine an assortment of letters on a page and isolate their current sight letters (Vv and Ww) by circling them with 75% accuracy. (ELA)
Objective 2: The student will examine items and acts and determine which ones are classified as services by circling them with 75% accuracy. (SS)

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Objective 1: The student will demonstrate their print awareness by individually writing the sight words “it,is, in” correctly 2 out of 3 times. (ELA)
Objective 2: The student will examine items in a set and determine which items are classified as goods with 75% accuracy. (SS)

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Potential biases affecting instruction or assessment and plans for countering biases

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Potential biases affecting instruction or assessment and plans for countering biases

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- That purchasing "goods" is something regular for these students when that is not true for every case. We countered this bias by making sure to address that goods were purchased, but emphasizing on all of the different types of goods and places they could be found (home, community, school, etc.)
- That students may not have any knowledge at all over this topic because it is Kindergarten. We countered this bias by pre-assessing several different aspects of goods and services (meaning, examples, purpose) to get a true understand of each child's background knowledge.

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Probable Obstacles for students' for objectives and why?

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Probable Obstacles for students' for objectives and why?

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- L1ELAObjective: The students are asked to write three of their sight words, but a few of the students are not at the writing stage.
- L1&L2&L3SSObjective: The students may get confused as to what the items they have to categorize are because they cannot read the labels.
- L2ELAObjective: Not all of the students know every letter of the alphabet yet, so they may struggle picking out certain letters.
- L3ELAObjective: The students may struggle picking out words that start with specific letters because they are not yet able to read the labels.

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ELA:
- All letters of the alphabet
- First and second quarter sight word words
SS:
- Understanding of goods, services, jobs, money, needs and wants.

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Students' prior knowledge of content/skill for each goal

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Students' prior knowledge of content/skill for each goal

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ELA:
- Letter recognition
- Sounding out words
SS:
- Goods and services with their everyday lives

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ELA:
- Letters of the alphabet A - U
- High frequency words the, I, see, A, can, go, like, my
SS:
- Everybody works

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ELA:
- Letters Vv and Ww
- Sight words it, is, and in
SS:
- What goods and services are
- What are real world examples of goods and services
- Why it is important that they learn/know about goods and services

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Shelby:
- 1 speech IEP
- 2 students at the reading level
- Difficulties with some fine motor activities

Tiffany:
-1 bilingual student with speech difficulties in both languages
-5 students with severe literacy development delays
-3 students with difficulties in fine motor ability, such as using scissors

Aimie:
- 1 gross/fine motor IEP
- 2 fine motor delay
- 1 extreme off-task behavior

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Shelby:

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Contextual Factors and Resource Chart (FALL 2018)

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Lesson 1 :
ELA: RF.K.3.A.a - Develop phonics in the reading process by reading high frequency words.

S.S.: 1.4.A - Describe examples of goods and services within your school and community.
Lesson 2:
ELA: RF.K.1.A.a - Develop print awareness in the reading process by identifying all uppercase and lowercase letters.
S.S. 1.4.A - Describe examples of goods and services within your school and community.
Lesson 3:
ELA: RF.K.1.A.a - Develop print awareness in the reading process by identifying all uppercase and lowercase letters.
S.S. 1.4.A - Describe examples of goods and services within your school and community.

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ELA:
- Reading high frequency words
- Identifying all uppercase and lowercase letters
SS:
- Describe examples of goods and services within school and community