Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Degree of Alignment:
2 Strong
(1 user)
Cluster: Vocabulary Acquisition and Use.
Standard: Recognize and explain the meaning of common idioms, adages, and proverbs.
Degree of Alignment:
2 Strong
(1 user)
Cluster: Text Types and Purposes.
Standard: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Degree of Alignment:
1 Limited
(1 user)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others�۪ ideas and expressing their own clearly.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Recognize and explain the meaning of common idioms, adages, and proverbs.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Recognize and explain the meaning of common idioms, adages, and proverbs.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Degree of Alignment:
Not Rated
(0 users)
on May 12, 12:52pm Evaluation
Opportunities for Deeper Learning: Superior (3)
Students were working collaboratively, communicating effectively, constructing viable arguments and critiquing others, and applying discrete knowledge and skills to real-world situations. The teacher modeled the idioms first, and then encouraged students to use them during the lessons. Students were very enthusiastic about idioms because they felt they were becoming a part of our shared American culture by learning them. There are plenty of opportunities for deeper learning.
on May 12, 12:52pm Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
If I teach this lesson the next time, I will spend some more time on the "warm-up section." This is because while many students were clear on what idioms are, some students were confused by the words "literal" versus "figurative." Next time I will spend more time explaining the difference and introduce more "practice" idioms during the warm-up. This is so all students will be on the same page before we begin the lesson.
on May 12, 12:52pm Evaluation
Utility of Materials Designed to Support Teaching: Superior (3)
The materials were created over a few years of teaching idioms, and have been tested in the classroom. Students were especially excited by the PowerPoint, which contained teacher created pictures. All the materials worked well together and for different groups of students (especially high beginners to advanced students).
on May 12, 12:52pm Evaluation
Quality of Assessments: Strong (2)
The assessment is adequate, but the next steps are not entirely clear. Next time it would be beneficial to include other remedial activities for teachers to use if the assessment shows students need more review.
on May 12, 12:52pm Evaluation
Quality of Technological Interactivity: Strong (2)
The technology in this lesson centers mainly around Activity 2, where students use iPads to record a brief dialogue they have written. The lesson receives a 2 because it was a strong component of the lesson. Many students were engaged and enthusiastic about recording themselves, but others were apprehensive. Next time it would be great to target the students who are more apprehensive and give them one-on-one support with the technology.