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Abstract Sculpture

Understanding by Design

Stage 1
Desired Results

Goal(s):

  • Learners will demonstrate and apply phonological awareness by blending, rhyming, and segmenting syllables in words. 

  • Learners will demonstrate and apply letter-sound relationships to decode words.

Understanding(s):

  • Spoken language comprises sounds that can be identified, blended, and segmented at the phoneme, syllable, and word levels.

  • Decoding consists of using letter-sound relationships to read and write words accurately.

  • Blending individual sounds of a word will help extract the word's meaning.

  • Rhyming words sound the same at the end. 

Essential Question(s):

  • What is a word? 

  • What makes up a word?

  • How can I make words using sounds?

  • How are the words the same? How are they different?

  • What do I hear in the word?

  • How can I put sounds together to make a word?

  • What are letters?

  • What are the sounds that letters make?

  • Why is decoding words important?

  • Why is blending words important?

  • Why is it important to know how to rhyme?

Knowledge & Skills:

  • To decode words, the students develop word structure knowledge through phonological awareness and phonics.

  • The student will know how to blend and segment syllables. 

  • The students will use letters and letter sounds to blend words to understand their meaning.

Stage 2
Assessment Evidence

Direct Evidence:

  • Decode a list of CVC words and read the words aloud. 

  • Blend individual phonemes to say a word i.e. /m/ /a/ /n/ (man). 

  • When given a word, generate 2-3 more words that rhyme. 

Indirect Evidence:

  • Blend CVC words using manipulatives.

  • Whole group and small group discussion

  • Building word families

  • Reflections in ePortfolio

​Key Actions:                        Person(s) Responsible: Teacher & Students                   Time Frame: 10 days

Stage 3 
Action Plan

  • The teacher will model letters and letter sounds and show Jack Hartmann Learning Letter Sounds video. (E1, T)

  • View Clap It Out syllables on Go Noodle (T)

  • Teach and model blending words. (W,O)

  • Create CVC word's in ePortfolio, then conduct a peer review using QR codes. (H1)

  • Complete a video-recorded self-reflection on the positive/ negative outcomes and how to improve weekly. (E2, R, T)

  • Work in pairs to generate rhyming words in ePortfolios.(T)

Reflection

Shadows

When it comes to instructional design, Finks 3 Column Table and the Understanding by Design (UbD) are two models of different methods used to create effective learning experiences. These models have unique features and benefits that make them useful for various purposes.

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The Finks 3 Column Table is a simple yet powerful tool that can be used to organize and compare information quickly. This model is beneficial when identifying similarities and differences between two or more things. 


The UbD Template, on the other hand, is a more comprehensive curriculum approach that allows for more in-depth learning. This model is useful for mapping out objectives and aligning them with assessments and activities. 


When using the Finks 3 Column Table,  I created low- to higher-level goals. Whereas using the UbD Template, all the goals were higher level.

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Which model would I prefer to use for my innovation plan? It depends on my needs and expectations. It appeared more challenging to complete the UbD Template for this unit because the information I presented in this unit is at a lower level. Perhaps the Finks Template 3 Column was a better alternative for this unit. As we advance, I will select the template best suited for the content I need to teach to support my innovation plan.
 

References

Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development

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