LEARNING MAP

Samantha Hood
Learning Map
ITL 530
Professor LeBouf
June 16, 2023
LEARNING MAP

ITL530 – Learning Map Stages One and Two

Stage One
CCSS.ELA-Literacy (be CCSS.ELA-Literacy.L.1.4
sure to not only cite Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1
the standard reading and content, choosing flexibly from an array of strategies.
reference, but to
articulate the exact
wording from the
standard
CA Content List the Standard(s)
Standard(s) CCSS.ELA-Literacy.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1
reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-Literacy.L.1.4A
Use sentence-level context as a clue to the meaning of a word or phrase.
ELD Standard List English Learning Development Standard(s)
Part I: Interacting in Meaningful Ways
B. Interpretive
ELD.PI.1.6. Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language
ELD.PI.1.8 Analyzing how writers and speakers use vocabulary and other language resources for specific
purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience,
topic, and content area

Prior Knowledge What do students have to know coming into your lesson? Think in terms of instructional
academic language and vocabulary.
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and
learning the verb to duck).
Big Question(s) Your Learning Target Question(s)
How can you know the definition of a vocabulary word that has multiple meanings?

Concepts The content we want students to learn, evaluate, and apply.

The students will build on their previous knowledge by using their knowledge of possible definitions of the
word and learn to use context clues around the word to determine the meaning of the word. Students will
be able to demonstrate their understanding of vocabulary with multiple-meanings.
Skills What skills do you want students to master?
DOK Level 1
- Identify words with multiple meanings

DOK Level 2
- Use context cues to identify the meaning of multiple-meaning words.
Task List both teacher actions (TA) and student actions (SA) for each skill
Skill: Identify words with multiple meanings
TA:
- The teacher will explain what a homonym is.
- The teacher will give a list of words and definitions to the students consisting of words with single-
meaning and multiple-meanings.
- The teacher will split the students into pairs where they will play a puzzle game. The students will be
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Prior Knowledge What do students have to know coming into your lesson? Think in terms of instructional
academic language and vocabulary.
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and
learning the verb to duck).
given pieces that can form a triangle, however the only pieces that fit together are a homonym and its
different meanings.
- The teacher will observe the pairs and provide help when necessary.
SA:
- Students will have to observe the list of words and identify which words only have a single-meaning and
which words have multiple-meanings.
- The students will work together in their pairs to match the multiple-meaning words given to their
definitions. They will then separate the words with a single-meaning from the words with multiple-
meanings.

Skill: Use context cues to identify the meaning of multiple-meaning words.

TA:
- The teacher will show and read aloud a list of vocabulary words with multiple-meanings from the book
How Much Can a Bare Bear Bear? By Brian Cleary.
- The teacher will discuss the different meanings of each word.
- The teacher will ask the students if they have any questions about the different definitions, and clarify
any concerns the students have.
- The teacher will read aloud the book, and throughout the story the teacher will ask the students if they
can identify which definition goes with which correct word.
- The teacher will explain how to use the context clues around the word to identify the correct meaning of
the word.
- After the read aloud, the teacher will allow the students to play a matching game with a partner. The
students will be given playing cards. One card will have a sentence with an underlined word and they must
match it with the correct definition of the underlined word.
- The teacher will walk around, observe the students, and provide help when necessary.

SA:
- Students will listen to the vocabulary words and repeat them aloud.
- The students will have a chance to ask any questions to clarify the definitions before the read aloud.
- Students will practice with the teacher identifying which vocabulary word matches which definition
throughout the read aloud.
- The students can work with a partner during the matching game to practice their context clue skills they
just learned about.

Learning Objective Complete the following steps below to put together your learning objective:
Components:
Performance Describe what students will know and be able to do the end of the lesson by using a given strategy.
Students will be able to identify and understand the difference between words with multiple
Condition meanings. Students will be able to use context clues to determine the meaning of homonyms.
Criterion
Decide on your instructional strategy.

Strategy Identify the instructional strategy:

The lesson will contain direct and indirection instruction for the students. This lesson will begin
with direct instruction that recalls on the students’ prior knowledge. The direct instruction will
model how to identify homonyms and how to use context clues around the word to determine
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Learning Objective Complete the following steps below to put together your learning objective:
Components:
Performance Describe what students will know and be able to do the end of the lesson by using a given strategy.
Students will be able to identify and understand the difference between words with multiple
Condition meanings. Students will be able to use context clues to determine the meaning of homonyms.
Criterion
Decide on your instructional strategy.

the meaning. The indirect instruction will allow the students to work with a partner to play a
matching game to apply the knowledge they have learned and practice using context clues to
determine the meaning of a word with multiple meanings. I will provide instructions for this
activity, answer any questions the students have during their indirect instruction, and check for
their understanding by monitoring their progress with an independent practice and informal
assessment.
Performance List the verbs using Blooms or DOK:
Verb Identify, match, differentiate, determine, and practice.

Condition Describe the circumstances under which the performance takes place:
1.Support with 1. Students will be able to use the book How much can a bare bear bear? to reference the
vocabulary words and how to use context clues. Students can also use their vocabulary journals
Tools and
throughout the lesson for definitions. Students are also allowed to collaborate with their peers
Resources and use any anchor charts posted around the classroom.
2. Environment 2. The lesson will take place in the classroom setting at the student’s own desk where they can
work independently or with a partner if they choose to.
Criterion Describe what the criterion is:
How will you Students will be given an independent practice that allows them 10 minutes to assess four
sentences that contain homonyms from the vocabulary taught. By the end of the lesson,
measure student
students will be able to correctly identify 75% or higher of the homonyms and their matching
learning? definition.
Write a Learning Students will in (environment) be able to (verb) by using the strategy of
Objective _______________, with the support of (tools/resources) with (speed or accuracy) as
measured by (how will you record the evidence of student learning).
Ex.: Students will, in small groups, be able to compare wind and solar power by using the strategy of
identifying details in the text, by highlighting 5 details of solar power in blue and 5 details of wind power
in green, then complete a Venn Diagram of similarities and differences with mastery learning as
measured by teacher anecdotal charting.
By the end of the lesson, students in a classroom setting will be able to identify and determine
the meaning of homonyms by using the strategy of direct instruction and collaboration in order to
use context clues and recall prior knowledge, with the support of the book, vocabulary journals,
and anchor charts with 75% or higher accuracy as measured by the independent practice and
informal assessment.
Student Learning I can statement:
Target I can identify and differentiate between the different meanings of homonyms by using context
clues.
Social and Before the lesson, students will go over the classroom rules that the students created to keep a
positive environment for all students. At the end of the lesson, we can discuss how we felt about
Emotional
what we learned. We can discuss the difference between positive and negative ways to cope
Learning when we feel learning new vocabulary is difficult. We can discuss different ways to help a peer
Strategies who is struggling with learning new vocabulary. Students will also be given positive feedback
throughout the lesson when they are doing good, when they learn from their mistakes, and
more. The students also have the chance to practice their active listening and communication
skills when they collaborate with their partners during the matching game. During direct
instruction, students will have the opportunity to think-pair-share when answering questions. A
safe environment will be established through the rules being enforced between the teacher and
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the students holding themselves and their peers accountable. A positive environment will be
established through the open discussions about how the students felt during the lesson, go over
coping strategies for when the students get frustrated, and positive feedback to support the
students, their work, and motivate them to improve. Defining expectations and teaching
social/emotional instruction to the students can help prevent misbehavior and build skills needed
for positive interactions (Alignment of the PBIS Framework and Restorative Practices, 2017).
Positive feedback can also help students understand how they should master the topic or
performance with effort and practice (CAST, 2018). Teaching students healthy coping skills can
help reduce stress and help them focus on their learning (Classroom friendly coping skills,
2023). The most important thing is to create a positive and safe environment to support all
students and their personal and educational needs.
Student Students may get confused when determining which definition belongs to the homonym as they
are spelt the same and sound the same. Students may also not understand some of the
Misconceptions
vocabulary words. I can ensure to go over each definition and emphasize on how to use context
clues to understand which word is being used. I can also make sure to relate each definition to
the students’ lives so they can further understand the meanings. Students need relevant
material when they are learning so they can make connections to their lives. To support all
learners equally, it is important to provide “options that optimize what is relevant, valuable, and
meaningful to the learner.” (CAST, 2018). Making content meaningful can help students
understand what they are learning.
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Stage Two - Instructional Approach: Teaching

Write a Description of Students’ Assets and Learning Needs (Whole Class)
Prior academic Describe what skills students already have coming into this lesson – what are they
knowledge already able to do?
related to the Students will be able to recall on prior knowledge by understanding that some words may be
specific content spelt the same and sound the same, but have a completely different meaning.
you plan to teach CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and
learning the verb to duck).
English language List students and their CELDT or ELPAC levels:
proficiency levels I am not currently in a classroom, and I do not have this information.
(Standard English
learners and
English learners
Cultural and Cultural resources and funds of knowledge:
linguistic resources I will provide cultural resources and use the student’s funds of knowledge based on
and funds of
knowledge (i.e.,
what I know about the background of each of my students. Throughout the year I will
knowledge and skills have gotten to know each of my students and their families well so I can use the insight
derived from cultural to help support them in the classroom. I may have students who are bilingual, have
experience strong family values, come from different socioeconomic statuses, and a variety of
interests. I plan on using resources that acknowledge each student’s culture, interests,
and common knowledge they have acquired through their own experiences to support
their learning and development.

Linguistic resources and funds of knowledge:

The class will be learning the definitions of the vocabulary through written and visual
methods to ensure all students can understand the meanings of the words. I can work
with students who speak a different language to compare the word they are learning to
the equivalent in their primary language to deepen their understanding. I will also make
sure to use books and language that are up to the student’s ability level. This should
make it a slight challenge, but easy enough that the students are capable of
understanding on their own.
Prior experiences How might you incorporate or build on their experiences and interests as assets to this
and interests lesson:
related to the I will incorporate their experiences and interests as assets to this lesson by making the sentences for the
content vocabulary relatable to the students and their lives. The sentences will also reflect real situations that can
occur in the students’ lives relating to their culture, experiences, and/or interests. As most students like
to work with at least one peer and learn more when working with others, the lesson incorporates a
collaboration with peers to match definitions to the correct homonym.
Lesson What behavioral expectations will you model and expect?
management I will model and expect students to engage with the material and be respectful when others share their
structure answers. I expect the students to try their best to recall their prior knowledge and use it to complete the
classwork, peer collaboration, individual practice, and informal assessment. I plan on using the students’
interests and experiences so they feel more connected and engaged with the material provided. The
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students will be closely watched throughout the lesson to make sure they stay on task and complete the
activities. The guidelines/rules for the lesson will be established with the help of the students. This will
also help the students keep accountable for each other to make sure they are behaving appropriately.

Content of the Lesson

What do you I expect students to deeply understand what a homonym is and how to know which
expect students to meaning of the homonym is being used in different contexts. I expect the students to
deeply understand understand the lesson is going to help their vocabulary skills by using context clues to
about the lesson? determine the meaning of a word with multiple meanings. I also expect students to
What do you understand that this knowledge is important for their language development and lives
expect students to as they should know how to distinguish the meanings of homonyms.
retain after the
lesson and use in
future learning? I expect students to retain the knowledge of how to differentiate between the
different meanings of homonyms by using context clues around the word to identify
which meaning is being used. I also expect the students to retain how to correctly use
homonyms in their daily lives.
What I expect my students to misunderstand and misuse the homonyms because the words
misunderstandings do sound the same and are spelt exactly the same. I also expect my students to
or misconceptions possibly not know all of the meanings of the homonyms as they have multiple
do you expect meanings. To help my students, I will make sure they have the different meanings
students might logged in their vocabulary journals, and I will have anchor charts posted with strategies
have from the on how to tell which homonym is being used.
lesson?
What knowledge I expect the students to be able to identify which words have a single meaning and
and skills do you which words have multiple meanings. I also expect students to be able to use context
expect students to clues to determine the meaning being used when there are words with multiple
have after meanings. I expect the students to know exact what a homonym is and why it is
engaging in the important to know the different meanings so they can understand how it is being used
lesson? in different contexts.

Assessment / Checking for Understanding

What essential As we go over the lesson and the students work together on the matching game, I will ask them
questions will to show and explain how to identify a homonym and what context clues they should look for
you ask to when determining which meaning is being used. After the lesson and collaboration activity, the
determine if students will be required to complete a worksheet with sentences containing homonyms. The
students must correctly identify which meaning of the homonym is being used in each sentence
students are not
and explain how they know. A rubric can be listed as such: highly developed- correct answer and
meeting,
detailed explanation of why they chose that definition, developed- correct answer and vague
meeting, or explanation of why they chose the definition, emerging- correct answer with no explanation,
exceeding the and initial-incorrect answer with explanation. This rubric can be used for each essential question
learning goal(s) of asked during the lesson, the group matching game activity, individual practice, and informal
the lesson? assessment to monitor the students’ progress.

What will Students will demonstrate their knowledge through the independent practice where
students do to students will receive a worksheet that contains four sentences with homonyms that
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demonstrate have learned. The students must choose the correct definition that is being used in the
achievement of sentence for the homonym. This demonstrates multiple means of engagement as it
content during optimizes relevance, value, and authenticity because the sentences are based off the
the lesson? student’s interests and connect to their real-life. It also demonstrates multiple means of
Identify the UDL representation as it activates background knowledge because it builds on their prior
Principle knowledge and the students can use their vocabulary journals and anchor charts to
Guidelines support their learning.
incorporated.
How will you I will know students have retained the information by conducting an informal
know students assessment to test their knowledge. The students will not know they’re being assessed
understand the so it should put less pressure on them. The students will play a game of ball toss. The
content? What teacher will take turns tossing a ball to the students. When a student receives the ball,
evidence will you the teacher will give them a sentence with a homonym and the student must answer
collect? Identify which definition is being used. Every student will get the chance to answer. This will
the UDL Principle show off the students have retained any of the information from the lesson. I will also
Guidelines use the observations from the collaborative matching game and independent practice
incorporated. to see if the students are retaining the information. This provides multiple means of
engagement as it minimizes threats and distractions by involving all of the students in
the activity, the sensory stimulation will not be too overwhelming, and provides time for
socialization. This also provides multiple means of representation as it provides multiple
examples and provides cues and prompts to emphasize critical features.

Structured Student Learning Activities

What activities The learning goal of this lesson is for students to be able to identify homonyms and
will the students determine the meaning using context clues. The first activity is more of a warm-up as it
be involved in has the teacher introduce homonyms and the students will work in partners to solve a
during the lesson puzzle with homonyms. The second activity is where the teacher will present a read
to support their aloud that focuses on homonyms and the students will practice what they have learned
achievement of with a partner by participating in a matching game. As the story is read, the teacher will
the learning model what to look for in context clues to help the students figure out which definition
goal(s)? Identify is being used. This activity is used to give the students the chance to work in partners
the UDL Principle and practice the skills they learned during the read aloud. Finally, students will have the
Guidelines chance at an independent practice where they will have a worksheet that contains
incorporated. sentences with homonyms and they must match which definition is being used in the
sentence. This activity gives the students the chance to work on their own and test their
knowledge, but they can also receive help from the teacher if they need extra support.
The first activity represents multiple means of representation as it clarifies vocabulary in
the beginning of the lesson so the students know what the words they are discussing
mean. The first and second activity both represent multiple means of engagement as
they both foster collaboration and community with the partner work they do in the
activities. The second activity supports multiple means of action and expression as it
guides appropriate goal-setting with the modeling and asking essential questions. The
third activity supports multiple means of action and expression as it enhancing capacity
for monitoring progress with guiding students to self-assessment. The lesson overall
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supports multiple means of representation as it activates their background knowledge

of vocabulary with same spelling and sounds.
How will you For the first activity, the students will be in one whole group as the vocabulary is taught
group students and then will break into partners to solve the puzzle activity. This grouping will be
and manage managed by modeling appropriate behavior and allowing the students to set the rules
group work to for group time to keep each other accountable. The second activity will also start as one
support student group during the read aloud to give equal access to the students for modeling and
learning? Identify strategies to use context clues. Then the students will break out again into partners to
the UDL Principle work on the matching activity. This grouping will be managed by close observation and
Guidelines modeling appropriate behavior as well as following the rules set for circle time. The
incorporated. third activity the students will be on their own to challenge them to work on their own
and show their knowledge and skills. This will be managed by walking around the
classroom and monitoring the students as they do the activity. This will give me time to
check in on the students, answer any questions they may have, and correct any
inappropriate behavior if needed. The first and second activity supports multiple means
of engagement as it helps develop self-assessment and reflection because the students
are required to follow the rules they have set and must keep themselves accountable
for their actions. The third activity provides multiple means of engagement as it
minimizes threats and distractions as students will be required to keep their voices
down and focus on their own work.

Instruction to Support Learning

What instructional Gradual release: State, specifically, what you will do to model your instructional strategy
strategies will (I do), how you will engage the children in order to receive immediate feedback on what
support student
learning through
they are understanding and learning (We do), and how will you specifically ask the
multiple modalities? children to apply this understanding and learning (You do).
How will you use There will be a combination of direct and indirect instruction between the different activities. The direct
gradual release? instruction with the story uses visual and auditory as the book shows pictures and is being read aloud to
Identify the UDL the class. There is also collaboration as students think-pair-share when the essential questions are asked.
Principle Guidelines The indirect instruction offers the students the opportunity to determine the meaning of homonyms on
incorporated. their own. There is also collaboration in the partners as they discuss with their peers their ideas and
support each other. There will be a gradual release as it goes from the teacher reading aloud and
modeling to the students thinking and sharing answers to the essential questions as well as completing
the matching activity and then moving on to the students working independently. I will incorporate the I
do, we do, you do method by modeling the activities and what the students are supposed to do. Then I
will practice the activity with the students so they understand the concept, and finally, the students will
do the activities themselves. I will assess when to move on by the responses of the essential questions.
Based on my rubric, if the students are understanding the content and accurately responding to the
questions, then it is time to transition to individual work. I will know if students are making progress
based on their matching activities and as they do their individual work. The direct instruction helps
support multiple means of engagement by promoting expectations for what the students should be doing
for the activities. The indirect instruction supports multiple means of representation by maximizing
transfer and generalization of the new learned skills and knowledge. I chose these strategies because it
provides students with a variety of instruction that can support them based on their needs. Some
students may need group time because it works better for them and others may prefer the independent
practice. Either way, all students can be provided with a teaching strategy that works with the way they
learn. Allowing children to work in pairs, in a group, and individually incorporates inclusive practices by
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providing a range of learning setups (What is inclusive practice and why does it matter?, 2022). The
students are also provided with plenty of instructions and expectations so they know what to do every
step of the way.

What resources, The main resources and materials used will be poster paper and markers for the vocabulary and
materials, and/or definitions, multiple meaning triangle puzzles pieces, the book How Much Can a Bare Bear Bear?,
matching cards, worksheets, a ball, and computers if necessary. I chose these resources because it
educational provides a variety of materials for students to interact with. It helps students learn in interactive and
technology will engaging ways. Students are also provided with technology or concrete materials so they have the choice
you or your of which method they prefer. Making technology accessible and providing a variety of materials helps
students use support students who like to learn visually, verbally, hands-on, and with technology (Soika, 2020).
during
the lesson?
What adaptations In the group read aloud, students will be allowed to move around when needed as not
and all students can focus and stay still the entire time during the reading. There will also be
accommodations, breaks placed throughout the lesson for students to take a mental break, get up, and
including, as move around to help them refocus when they are having a hard time focusing or having
appropriate, an urge to move. Students will have the opportunity to choose their partners so they
assistive are comfortable communicating their thoughts with one another. The instructions for
technologies, will the activities will be given one at a time to prevent students from feeling overwhelmed
support with all the work they need to do at once. Students can also be provided with a checklist
individual so they understand what they need to accomplish and help self-regulate their progress.
student learning Students can also be provided with a text-to-speech to help those who struggle with
needs beyond reading on the individual practice portion as it can be done on paper or the computer if
the UDL supports the student prefers. I can also provide pictures to go with the vocabulary definitions to
built into the help English Learners visually see what the word means. All of these adaptations are put
lesson? in place so all students feel comfortable and supported throughout the lesson. It gives
those students who have the urge to move around the opportunity to do so in a non-
distracting way to other students, choice in partners they are comfortable with,
instructions are not overwhelming so students can focus on one step at a time,
checklists for those who like to monitor their progress, and text-to-speech and pictures
for those with language difficulties. The goal of these adaptations and accommodations
is to help maximize student independence, student participation, and skill development
(Adapt Instruction, n.d.).
References
Adapt Instruction. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q2/p08/
Alignment of the PBIS Framework and Restorative Practices. Pennsylvania Community of Practice. (2017,
February). https://nationalu.brightspace.com/content/enforced/11679-ITL530-029462-NUO-V2/Week
%20Three/Alignment%20of%20the%20PBIS%20Framwork%20and%20Restorative%20Practices.pdf?
_&d2lSessionVal=nYGV5DrVMDxPLHyUrlR8yPsah
CAST. (2018, January 12). Provide Multiple Means of Engagement. UDL.
https://udlguidelines.cast.org/engagement
Classroom friendly coping skills. UMass Chan Medical School. (2023, April 14).
https://www.umassmed.edu/TransitionsACR/youth-voice/ya-blog-corner2/class-copingskills/
Soika, B. (2020, March 19). Seven effective ways to promote equity in the classroom. USC Rossier School of
Education. https://rossier.usc.edu/news-insights/news/seven-effective-ways-promote-equity-classroom
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What is inclusive practice and why does it matter?. Learning Journals. (2022, May 31).
https://learningjournals.co.uk/what-is-inclusive-practice-and-why-does-it-matter/