2 Teachers know how children grow The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Rationale 1: This is a unit I created for my first grade Spanish students to introduce them to colors and shapes in Spanish. I taught this unit and it was received with excitement and enthusiasm by my students.
I understand that students learn in different ways, therefore, I included a variety of activities from songs to tactile activities, to visual, auditory and kinesthetic activities. I included technology such as the use of a PowerPoint and the use of web resources (games with audio) to introduce and or support the unit content. My students were excited about this unit and the activities we did. They learned the content very well as the unit assessment showed in the end. The students love the color song and sing it daily, and they ask to play the Simon color game and shape game on the computer all of the time. Seeing the excitement and learning that occurred encourages me to continue planning similar activities within all of my units of study.
KSD
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
I understand that students learn in different ways, therefore, I included a variety of activities from songs to tactile activities, to visual, auditory and kinesthetic activities. I included technology such as the use of a PowerPoint and the use of web resources (games with audio) to introduce and or support the unit content.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
As my students worked through this unit, I observed students as they played the games and completed the activities. I was sure to seize the moment when I noticed students who needed more support as far as pronunciation. I always relate the Spanish word to the English word and try to help the students think of ways to remember the words, for example with the word cuadrado (square) we talked about the prefix cuad meaning four. We talked about English words such as quadrilateral, and quadruplets. This helped us remember that the cuadrado is the four sided shape with sides that are all the same length.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
The activities in this unit include many cooperative learning games and the use of technology and were designed to help build my students self-confidence and competence in saying and identifying the Spanish shapes and colors.
2 Teachers know how children grow
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence 1: Unit 2 Colors and Shapes
Rationale 1: This is a unit I created for my first grade Spanish students to introduce them to colors and shapes in Spanish. I taught this unit and it was received with excitement and enthusiasm by my students.
I understand that students learn in different ways, therefore, I included a variety of activities from songs to tactile activities, to visual, auditory and kinesthetic activities. I included technology such as the use of a PowerPoint and the use of web resources (games with audio) to introduce and or support the unit content. My students were excited about this unit and the activities we did. They learned the content very well as the unit assessment showed in the end. The students love the color song and sing it daily, and they ask to play the Simon color game and shape game on the computer all of the time. Seeing the excitement and learning that occurred encourages me to continue planning similar activities within all of my units of study.
KSD
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
I understand that students learn in different ways, therefore, I included a variety of activities from songs to tactile activities, to visual, auditory and kinesthetic activities. I included technology such as the use of a PowerPoint and the use of web resources (games with audio) to introduce and or support the unit content.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
As my students worked through this unit, I observed students as they played the games and completed the activities. I was sure to seize the moment when I noticed students who needed more support as far as pronunciation. I always relate the Spanish word to the English word and try to help the students think of ways to remember the words, for example with the word cuadrado (square) we talked about the prefix cuad meaning four. We talked about English words such as quadrilateral, and quadruplets. This helped us remember that the cuadrado is the four sided shape with sides that are all the same length.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
The activities in this unit include many cooperative learning games and the use of technology and were designed to help build my students self-confidence and competence in saying and identifying the Spanish shapes and colors.