Vous êtes sur la page 1sur 12

Solo Plan Requirements

The solo plan should contain all content for one content area (if elementary education either
Language Arts or Mathematics; if secondary, one subject/period) that you will be teaching for the
duration of your solo and needs to be submitted to your CT and US at least one and a half to two
weeks prior to the start of your solo period. Upon approval from your CT and US you must
then submit a copy of your signed Solo Plan Overview and Approval form to field services
before you can officially start your solo period. Solo plans should be formatted to fit the
Understanding by Design (UbD) Solo Plan Template (see below); however, if you have not
received training or utilized UbD, other solo plan formats from your coursework at Chaminade
University may be accepted upon approval by the Seminar Instructor and Field Services Director.
1. All solo plans must include Common Core/National Standards or other State Standards
(if doing student teaching outside of Hawaii) and State Teacher Standards.
2. You must include a calendar schedule of the content focus to be delivered each day
during the solo period of four weeks.
Example:
Day 1
Number Sense
Lesson - focus
on addition of
two-digit
numbers that
doesnt involve
carrying.

Day 2

Day 3

Practice with the


algorithm of
adding two-digit
numbers that
doesnt involve
carrying

Field Trip to
Bishop Museum

Day 4
Using number
blocks to add
two-digit
numbers
involving
carrying

Day 5
Teacher Work
day

3. A bibliography and resources tapped should be included at the end.


4. The solo plan should address identified objectives that lead to meeting the standards.
5. All solo plans that do not adhere to the UbD must seek the approval of the Field Services
Director before using a different format or template. If you are unsure of other templates
that you can use please contact the Field Services Director for more information.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

6. A pre- and post-assessment and at least two-three data points must be included in
the completed Solo Plan. All assessments must have an analysis of student
performance on the assessment. Names of students should not be used in any of the
assessments and other means of identifying student data must be used (i.e. Student A
or student 1).

7. Results/Reflections section of the Solo Plan should include assessment data analysis of
student performance, discussion of what went well, what should be done differently that
would improve student achievement. This section can also include a discussion of any
changes made as a result of assessment data during each week/period between data
points.

SOLO PLAN TEMPLATE


Teachers Name: Jessica

School: Queen Kaahumanu

Complex: McKinley

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Pagtulingan

Elementary

Grade: 1

Content Area: Language


Arts
Student Population: 20
Total Number of Students: 20
SPED Pullout: 0
ELL: 7

Course Name:

Males: 8
GT:0

Females: 12

Period:

SPED Inclusion: 0

Any Other:
Additional Information:
Essential Vocabulary:
Unit 2 Week 5 (Genre- Nonfiction):

Locate: To locate means to find.


Route: A route is the road or way to
take to get somewhere.
Height: The height of something is
how tall it is.
Model: A model is a small copy of
something large
Separate: When you separate two
things, you keep them apart from each
other

Unit 3 Week 1(Genre-Fantasy):

Immediately: When you do


something immediately, you do it
right away, without waiting.
Schedule: A schedule is a timetable
showing when things will happen.
Calendar: A calendar is a chart that
shows the days, weeks, and months in
a year.
Occasion: An occasion is a special
time or event.
Weekend: The weekend is Saturday
and Sunday.

STAGE 1: Desired Results


Learning Goal(s):

Rationale: Language Arts is a critical area of focus for grade 1


and provides a necessary foundation for college and career
readiness. Students in grade 1 are learning to read both literature
and informational text to develop their comprehension skills. It is
vital for grade 1 students to start developing their critical
thinking skills in order to make connections that will result in a
deeper understanding of the skill/concept. Having a deeper
understanding of the skill/concept will help students to
communicate their thoughts and ideas effectively.
The Wonders program provides opportunities for students to

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

develop comprehension skills through the analysis text structure


and text organization in different texts. This plan will focus on
Unit 2: What makes a community? and Unit 3:What happens
over time? As children read for comprehension using different
texts, they will distinguish types of structures and organizations
using literature and informational text.
Critical Skills:
DOK 1: Students will be able to identify the different text
structures and text organization in literature and informational
text.
DOK 2: Students will be able to organize appropriate
information gathered from literature and informational text in
verbal and written form.

Big Idea(s):

DOK 3: Students will be able to cite text evidence to support the


authors writing.
Students will be able to

Essential Question(s):

Standards/Benchmarks:

Standards/Benchmarks:
General Learner Outcomes
Standards/Benchmarks:
State Teacher Standards

Identify different text structures and organization of


literary and informational text to draw conclusions and
make inferences about the authors purpose
Cite textural evidence to support relevant parts of a text
that reflect the authors purpose through retelling and
written composition
How do readers create meaning from literary and
informational text?
What is this text really about?
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
SL.1.1 Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in
small and larger groups.
W.4.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
GLO #3: Complex Thinker- The ability to demonstrate critical
thinking and problem solving
GLO #5: Effective Communicator- The ability to communicate
effectively
Standard #1: Learner Development
Standard #2: Learning Differences
Standard #4: Content knowledge

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Standard #5: Application of Content


Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
_____ Yearlong
__ Semester
__ _ Other (4 weeks)

Interval of Instruction
Necessary to address Goals:
STAGE 2: Assessment Evidence

Both the summative and formative assessments will be based on informative writing that is
pulled from unit 2 week 5 and unit 3 week 1. Each prompt given will help guide students to
retell stories with key details while demonstrating understanding of the central message or
lesson. Through writing they will be able to use evidence from literary or informational
texts to support analysis, reflection, and research.
Summative
Assessment/
Performance Task:

Both the pre and post assessment will be on prompts for analytical
writing in Unit 2 Week 5 in Wonders. Both assessments will focus on
students ability to comprehend while making connections, and
gathering their ideas and putting it into writing. The pre-assessment
will be given on the first day of Unit 2 Week 5. The post will be given
on the last day before Thanksgiving during Unit 3 week 1.
*See attached for pre and post.
Pre-Assessment

Rubrics for
Summative
Assessment/Performa
nce Task:

Prompt: How can maps help


us?
Writing Rubric
ME (4)
Informative - Writes 4
CCSS.ELAor more
LITEERACY
complete
W.1.2
sentence
s about a
topic
- Provides
a
creative
topic
sentence
- Provides
at least 4
relevant
facts to

Post-Assessment
Prompt: Where would you
use a map?
MP (3)
-Writes 3
complete
sentences
about a
topic
-Provides
a simple
topic
sentence
-Supplies
at least 3
relevant
facts to
support
the topic

DP (2)
-Writes 2
possible
complete
sentences
about a
topic
-Topic
sentence
may be
unclear or
not
included
-Uses 1-2
facts that
may not

WB (1)
-Writes 1
to 3
incomplete
sentences
about a
topic
-Topic
sentence is
not
established
-Uses
unclear
facts
-Draws a
picture

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

support
the topic
Provides
an
appropri
ate
closure
that is
not a
restatem
ent

Meets with Excellence


Meeting Proficiency
Developing Proficiency
Well Below

Formative
Assessments:

be
relevant
to the
topic
-Closure
may be
unclear or
not
included

and/or
writes 1
sentence on
topic

16-14 points
13-11 points
10-8 points
7-0 points

Writing: Formative assessments will be prompts pulled from the


Wonders curriculum from literature and nonfiction stories using the
Reading/Writing Workshop, Literature Anthology textbook, or the
interactive read-aloud. Unit 2 week 5 will focus on main topic and
key details, while using make and confirm predictions as the skill.
Unit 3 week 1 will focus on sequence, also using make and confirm
predictions as the skill. These assessments will be given throughout
week 2-4 of November.

Unit 2 Week 5
Unit 3 Week 1
Rubrics for Formative
Assessments:

-Provides
some
sense of
closure

Assessment
Type:
Graphic
organizer/Writing

Prompts:

Name three things


you know about
maps?
Graphic
How could we
Organizer/Writing measure time?

Rubric for Writing:


ME
Informative - Writes 4
CCSS.ELAor more
LITEERACY
complet
W.1.2
e
sentence
s about a
topic
- Provides
a
creative

MP
-Writes 3
or more
complete
sentences
about a
topic
-Provides
a simple
topic
sentence

DP
-Writes 2
or 3
possibly
incomplete
sentences
about a
topic
-Topic
sentence
may be

WB
-Writes 1
to 3
incomplete
sentences
about a
topic
-Topic
sentence is
not
established

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

topic
sentence
Provides
at least 4
relevant
facts to
support
the topic
Provides
an
appropri
ate
closure
that is
not a
restatem
ent

Meets with Excellence


Meeting Proficiency
Developing Proficiency
Well Below

-supplies
at least 3
relevant
facts to
support
the topic
-Provides
some
sense of
closure

unclear or
not
included
-Uses 1-2
facts that
may not be
relevant to
the topic
-Closure
may be
unclear or
not
included

-Uses
unclear
facts
-Draws a
picture
and/or
writes 1
sentence
on topic

DP (2)
-The
retelling
has major
holes.
-Central
characters
are left out
-Incorrect
identificatio
n of the
problem.
-Inability to
relate
sequence,
and/or
essential
plot points
missing.

WB(1)
-The
retelling
consists of
bits and
pieces not
tied to any
plot

16-14 points
13-11 points
10-8 points
7-0 points

Rubric for Retelling


Literatur
e-Fiction

ME (4)
-The major
plot
elements are
retold
completely,
accurately,
and in order.
-All major
characters
are included.
-The
problem and
resolution
are clear.
-The
retelling
includes
details,
minor

MP (3)
-The
retelling
includes the
plot and
most major
characters.
-Minor
characters
and setting
may be
absent.
-Events not
essential to
the plot are
missing or
out of order.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Nonfictio
n

Prompts
from
teacher

characters,
and nonessential
events, but
not at the
expense of
the main
story.
-Includes
every main
idea, each
supported by
at least one
or two
details.
Organization
follows the
scheme of
the book
(e.g.,
chronologica
l,
explanatory)
.
-Uses
vocabulary
correctly and
in context.

-No
guidance
needed

-This
includes
most, if not
all, of the
main ideas.
-Details
may be
fragmentary
or missing.
Organizatio
n is looser,
but
essential
sequences
(processes
and
explanation
s) remain in
order.
-Vocabulary
is included
but may be
in isolation
(e.g.,
student
gives word
and
definition
out of
context).

-This
includes the
subject but
misses the
main idea.
-Details are
sketchy or
not linked
with the
idea they
support.
Organizatio
n is loose
and
random,
and
mistakes
occur in
essential
sequences.
-Student
tells facts
incorrectly.

-The
retelling
misses the
subject or
consistentl
y errs on
main
ideas.

-Little
guidance is
needed

Consistentl
y needs
guidance

-Student
needs
guidance
for each
stage of

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

retelling

Other Evidence:
Expected Targets:
Not reasonable and
realistic for one month
of solo.
All students would be
able to show progress
from the pre to the post

Rationale for
Expected Targets:

Excellence
16-14 points
Proficient
13-12 points
Developing
11-10 points
Well-Below
9 and below
Wonders Your turn practice book
*This section will be recorded on a record sheet. See attached.

Students who score an ME on the baseline writing prompt will


continue to score between 16-14 points
Students who score an MP on the baseline writing prompt will
gain at least 1-2 points on the scale of an MP or ME.
Students who score a DP on the baseline writing prompt will
gain at least 1-2 points on the scale of an DP or MP.
Students who score a WB on the baseline writing prompt will
gain at least 1-2 points on the scale of a WB or DP.
Second language learners will be provided more emphasis on
listening and speaking collaboration, through picture clues,
sentence starters, and dictation if needed to help with
comprehension and writing.
The use of literature and nonfiction stories in the Wonders curriculum,
helps students to develop comprehension, in order to retell events that
happened. Eventually, students will be able to compose their thoughts
about the story into written form. There are three learner levels in the
classroom, and they are: Beyond level, On-level, and Approaching
level. The teacher forms temporary groups of students that are alike
enough in their development of comprehension and writing, to teach
them together for a period of time. In selecting a text and prompt for
the group, the teacher uses the level designation; thinks about the
strengths, needs, and background knowledge of the group; and
analyzes the individual text for opportunities to support students
successful engagement with comprehension, collaboration, and
writing. The teacher uses the text to guide children in expanding what
they know and what they would like to know. This instructional
approach will be used in the classroom. The post-writing prompt is
chosen because it is reliable, rigorous, and research-based.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

STAGE 3: Learning Plan


I will be following daily lesson plans for Unit 2 week 5 and Unit 3 weeks 1. Each day is
broken down by what will take place that day. For each week, I will be conducting whole
group and small groups. Each time I meet with my students, I will be using the I do, we
do, and you do strategy to help get across both the concept and skill. For the not ready
group, I will be using more abstract materials to help guide those students in both their
reading and writing. Also, I will be using sentence stems. As for the students that are
beyond, the goal is to have them work independently through both the reading and writing
process.
Day 1
Day 2
Day 3
Day 4
Day 5
(Monday,
(Tuesday,
(Wednesday,
(Thursday,
(Friday,
10/31/16)
11/1/16)
11/2/16)
11/3/16)
11/4/16)
Unit 2 Week 5 Day
1:

Build
Background
Vocabulary
Listening
Comprehension
Word work
Practice-Your
Turn

Day 6
(Monday, 11/7/16)
Unit 2 Week 5 Day
4:

Close reading
Word work
Practice Your
Turn
Independent
writing
Day 11
(Monday,
11/14/16)

Unit 3 Week 1 Day

Unit 2 Week 5
Day 1:

Word work
PracticeYour Turn
Shared
reading
Shared
Writing

Unit 2 Week 5
Day 2:

Day 7
(Tuesday,
11/8/16)

Day 8
(Wednesday,
11/9/16)

Shared
reading
PracticeYour Turn
Listening
Comprehensi
on
Interactive
writing
Day 9
(Thursday,
11/10/16)

Election Day

Unit 2 Week 5
Day 4:

Unit 2 Week 5
Day 5:

Oral
language
Vocabulary
Interactive
read aloud
Word work
PracticeYour Turn

Unit 2 Week 5
Day 2:

Close read
Word work
Practice
Your Turn

Unit 2 Week 5
Day 3:

Oral language
Listening
comprehensio
n
Word work
Practice-Your
Turn
Independent
writing
Day 10
(Friday,
11/11/16)
Veterans Day

Weekly
assessment
Spelling test

Day 12
(Tuesday,
11/15/16)

Day 13
(Wednesday,
11/16/16)

Day 14
(Thursday,
11/17/16)

Day 15
(Friday,
11/18/16)

Unit 3 Week 1

EMERGENCY

Unit 3 Week 1

Complex PD Day

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

1:

Build
background
Vocabulary
Listening
comprehension
Word work
Shared reading
Practice Your
Turn
Shared writing

Day 2:

Day 16
(Monday,
11/21/16)
Unit 3 Week 1 Day
4:

Oral language
Comprehension
Close reading
Word work
Practice Your
Turn
Independent
writing

Oral
language
Vocabulary
Listening
comprehensi
on
Interactive
read-aloud
cards
Word work
Shared
reading
Practice
Your Turn
Interactive
writing
Day 17
(Tuesday,
11/22/16)
Unit 3 Week 1
Day 5:

Grammar
Integrate
ideas
Independent
writing
Practice
Your Turn

DRILLS

Earthquake
Lockdown
Mass
evacuation

Day: 3

Oral
language
Review
vocabulary
Listening
comprehensi
on
Word work
Close
reading
Practice Your
Turn
Independent
writing

Day 18
(Wednesday,
11/23/16)

Day 19
(Thursday,
11/24/16)

Day 20
(Friday,
11/25/16)

Unit 3 Week 2
Day 5:

Thanksgiving

Thanksgiving

Weekly
assessment
Spelling test

Materials and Supplies Needed:

Student Your Turn Practice Book


Student Writing Journals
Resources Needed:

Wonders Unit 2 and 3 Teacher edition


Results and Reflection:

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2015-2016

Bibliography:

http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
https://connected.mcgraw-hill.com/connected/login.do
https://www.readinga-z.com/guided/rubrics.html

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu