MEP Tutor Training January 2011 Lesson Modification MEP Tutor Training January 2011

Tutor Requirements- Planning time 1.5 hours of planning time a week Reviewing the lesson Familiarizing yourself with the concepts Choosing standards for the lesson Planning how you will present the lesson Purchasing materials

Tutor Requirements- After you plan Submit your plan using the Tutor lesson plan form If it doesn’t follow the form it will be sent back Plan needs to be approved- sometimes suggestions needs to be implemented Must be sent early in the week- no later than Wednesday for Saturday tutoring

MEP Tutoring Lesson Plan Form Modification of the grade levels you are working with- K-12 Standards- minimum of two per grade level Academic vocabulary (as many words that naturally go with the lesson) Objectives- What do you hope to accomplish with each grade level? Instruction Activities- Summarize the activities for each grade level

The Process of Lesson Planning Identify Theme What is the focus of the lesson or activity? Identify Related Standards What standards relate to it? Individualize Standards What does the student need to work on?

What are state standards Content Standards Statements that define expectations for students in terms of knowledge and skills. They identify what students are expected to learn in various subjects as part of a good education. Content Standards provide details for more general, abstract educational goals by specifying what thinking and performing capabilities students should master and what knowledge they should possess.

Do you want your student to understand a concept. Probability Fractions Understand how something works. Electricity Ears Create something. Story Model Explore a process. Writing Scientific Method Goal of the Lesson What do you want the student to accomplish? How do these goals relate to the standards?

Relating the Standards and Lesson The standards should complement the lesson. They may not address everything that is covered by the lesson, but should at least address a particular aspect. Even if the standard only addresses a particular aspect, the entire content of the lesson should still be covered. One way to look at the standards is whether they address a specific concept or a specific process and whether they are general or specific. Standards that are general usually are similar across multiple grade-levels, however, with the expectation that the student performs on a higher level as they move to the next grade.

Concept – What Something Is Understand the place value of whole numbers. (3rd, Math) Identify the six different types of simple machines. (7th, Science) Define the concept of supply and demand, profit and loss, and analyze factors affecting each. (9th – 12th, Economics) Process – How To Do Something Arrange events in a logical, sequential order while writing. (1st & 2nd, English) Calculate circumference and areas of circles. (6th, Math) Design and conduct scientific investigations. (9th – 12th, Science) General Participate in group discussions. (K - 2nd, English) Maintain a science notebooks. (3rd - 5th, Science) Write an extended research paper. (9th - 12th , English) Specific Name and identify coins. (K, Math) Identify the 3 branches of federal and state governments. (4th, Social Studies) Demonstrate an understanding of the basic elements of plot. (8th , English) Standards When choosing standards, look at what the students will be doing in the lesson and what concepts will be covered. Try to pick a combination of specific concepts.

What state standards would go well with this simple experiment? What academic vocabulary? K 4th 7th 9th Tornado in a Bottle Students fill one 2-liter bottle mostly full with water and add food coloring, sequins, and glitter. They turn it over and swirl it in order to create a tornado.

Use a variety of objects to demonstrate different types of movement Use a variety of objects to demonstrate different types of movement. (K, 11.1: Science) Demonstrate different types of movement (e.g. backwards/forward, side to side, in circles) and make observations about the best way to create a tornado and describe its movement. Identify how the direction of a moving object is changed by an applied force. (3rd, 11.1: Science) Explain what happens to the rotation of the tornado when force is and is not applied and record their observations and explanation in a notebook. Investigate how Newton’s laws of motion explain an object’s movement. (7th, 11.4: Science) Discuss Newton’s laws of motion. Explain how they relate to the creation of the tornado in the bottle. Recognize the limitations of scientific investigations. (9th – 12th, 2.3: Scientific Research) Analyze how the tornado in a bottle is reflective of real tornadoes and how it differs from them. Tornado in a Bottle Students fill one 2-liter bottle mostly full with water and add food coloring, sequins, and glitter. They turn it over and swirl it in order to create a tornado.

ELL Standards Are divided into four categories reading, writing, listening, speaking. Speaking and writing standards can be incorporated, so as to check for understanding. Having siblings give and follow instructions is a good way to address both listening and speaking standards.

Speaking, Reading, Listening, Writing Your lessons need to develop all areas of language. Generally we want to tell them everything- they need to listen We have to ensure in our plan we are not too heavy on just speaking or listening or reading or writing. Must have a blend of all four.

Tornado in a Bottle, Part II: ELL Follow simple 1 – 4 step directions in sequence to complete a task with and without visual support. (K, L.2.1) Orally give the student instructions for building the tornado in a bottle and making the tornado (depending on the level of the student visual support may not be necessary). Write expository compositions. (3rd, W.2.4) Describe and explain what happens to the rotation of the tornado when force is applied. Organize ideas in writing to ensure coherence, logical progression, and support for ideas. (7th, W.2.4) Prior to writing, discuss ways to support your idea, as well as different organizational structures. Then the student explains Newton’s Law of Motion and how it relates to the tornado. Develop a central idea and support it with relevant details. Write a thesis statement as to whether the tornado in a bottle is an accurate representation of a real tornado and support the statement.

Have students show or explain a process/concept to the parent - this also allows you to check the students understanding. Have them help out with an activity or experiment – let them help the student glue, cut, build, etc. Give the parent suggestions as to activities they can continue with the student after you leave. Ask the parents questions too – what do they know about a topic, what is their hypothesis, why do they think something happened. Sometimes a student won’t get a concept the way you explain it – have the parent explain it to them or explain it to the parent who can reword in a way different way. Ask the parents how the students are doing in school or if they have any questions about papers the student brought home. Encourage the parent to read the RIF books with the student. Have the student summarize or tell you what the liked about the book they read before picking out a new one. Parent Involvement The more the parent knows and understands the better he or she will be able to help the student in the long run. Involving the parent in the lesson will help them help the student when the tutor is not present. Sometimes parents are unsure what to do in order to help their son/daughter.

Explain your expectations to the parents and kids up front – keeping appointments, parental involvement, etc. Find out if the student has any homework they need help or if there was a particular concept they had difficulty with in school that week. Give both the students and parents positive feedback. Everything will not be fixed in one visit, but over time you will begin to see improvements. Do not hesitate to teach a more advanced concept if the students understands the grade level concept or review concepts that the student does not fully understand. If a student does not understand a concept the way you explained or showed it, try a different approach and enlist help from the parents. Tutoring Tips Things to make your life easier and your students to learn more.

Take 40 minutes to read the Tall Tales Lesson and Contest Flyer AND Pick out two grade level standards that would go well with the lesson for K-3 & 7th- 12th graders AND Find appropriate academic vocabulary for each grade level AND Make a plan for what you would do in your first tutoring session. THEN-Email your lesson plan to migranted@blomand.net Call back in at (I’ll give you a time) Tall Tales Contest