Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary...

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Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and attach a table with links to the LOC primary source items used in the learning activity. Attach any materials needed to implement the activity. Name: Mary Anne Graves District: Falls Church City Public Schools School: Mt. Daniel Elementary Unit/Activity: Kindergarten Number Book I implemented this learning experience with students on: January 17, 2006. Signature: Mary Anne Graves (Type signature if completing electronically to acknowledge that you have implemented this activity with students.) 1. This learning experience meets one or more of the following objectives (check all that apply): ___x___ develops student content knowledge through exploration and analysis of a variety of primary resources. _____x___ is differentiated, offering challenges and support for students with a broad range of readiness levels, interests or learning profiles. ________ contains an assessment tool that aligns with the learning goal for the activity. ________ contains an assessment tool that creates an opportunity for feedback to the learner and the teacher from which further learning activities can be built. ________ promotes information literacy and technology skills that enable students to search for relevant information and develop critical thinking skills. 2. This learning experience is (check all that apply): ___warm-up ___a unit with a series of lessons ___assessment ___student project or performance _x__one activity within a larger lesson ___web based activity ___full lesson within a unit ___other, please explain _______________________ 3. Give one or more examples of student learning you observed (e.g. student comments and/or products.) When using the book with a student who is learning to count, I asked specifically “How many people do you see?” for the first page. He then counted each person or object on a page and named what he counted. For example, he said, “ three people, and three fishes.” He shared that the pictures were from “a long time ago.” He sometimes predicted how many would be on the following page. I gave him number cards so he could match the numeral with objects counted. I used the book with a student with higher level counting skills and did not give him any directions other than helping him read “How many.” This student surprised me by counting the vertical lines in the shirt of the man in the first picture. He counted 38 and added two more lines he saw in the trombone. He went beyond counting and used math and science knowledge that we have worked on during the year. On

Transcript of Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary...

Page 1: Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and

Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and attach a table with links to the LOC primary source items used in the learning activity. Attach any materials needed to implement the activity. Name: Mary Anne Graves District: Falls Church City Public Schools School: Mt. Daniel Elementary Unit/Activity: Kindergarten Number Book I implemented this learning experience with students on: January 17, 2006. Signature: Mary Anne Graves

(Type signature if completing electronically to acknowledge that you have implemented this activity with students.) 1. This learning experience meets one or more of the following objectives (check all that apply): ___x___ develops student content knowledge through exploration and analysis of a variety of primary

resources.

_____x___ is differentiated, offering challenges and support for students with a broad range of readiness levels, interests or learning profiles.

________ contains an assessment tool that aligns with the learning goal for the activity.

________ contains an assessment tool that creates an opportunity for feedback to the learner and the

teacher from which further learning activities can be built.

________ promotes information literacy and technology skills that enable students to search for relevant information and develop critical thinking skills.

2. This learning experience is (check all that apply):

___warm-up ___a unit with a series of lessons ___assessment ___student project or performance _x__one activity within a larger lesson ___web based activity ___full lesson within a unit

___other, please explain _______________________

3. Give one or more examples of student learning you observed (e.g. student comments and/or products.) When using the book with a student who is learning to count, I asked specifically “How many people do you see?” for the first page. He then counted each person or object on a page and named what he counted. For example, he said, “ three people, and three fishes.” He shared that the pictures were from “a long time ago.” He sometimes predicted how many would be on the following page. I gave him number cards so he could match the numeral with objects counted. I used the book with a student with higher level counting skills and did not give him any directions other than helping him read “How many.” This student surprised me by counting the vertical lines in the shirt of the man in the first picture. He counted 38 and added two more lines he saw in the trombone. He went beyond counting and used math and science knowledge that we have worked on during the year. On

Page 2: Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and

seeing the woman and the dog he said, “I see two living things.” He counted pairs of socks when counting the six hockey players, so we talked about counting by twos. He counted five helmets and said “So, there must be five people.” He also mentioned the shapes in two pictures. 4. If you were to implement this learning experience again, what would you change The book could also be used to have students indicate the ordinal position of objects: first, second, third, etc.

Page 3: Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and

Name: Mary Anne Graves

Grade/subject: Kindergarten

School: Mt. Daniel Elementary School

Unit Title/Description: Kindergarten Number Book

email: gravesm@fccps. Learning goal: Students will count number of objects/people.

SOL Number Title of LOC item Permanent URL Description of Classroom Use K.2 a

1[Portrait of Buddy Morrow, New York, N.Y., ca. Sept. 1946].

http://hdl.loc.gov/loc.music/gottlieb.06441

2-[Portrait of Billie Holiday and Mister, Downbeat, New York, N.Y., ca. Feb. 1947].

(negative) gottlieb 04241 urn:hdl:loc.music/gottlieb.04241 http://hdl.loc.gov/loc.music/gottlieb.04241

3. Fishing. Three fish http://hdl.loc.gov/loc.pnp/thc.5a36383

4. Closures on bottles and jars. Four jars

http://hdl.loc.gov/loc.pnp/thc.5a37134

5. Charlotte Hall Military Academy. Five football play

http://hdl.loc.gov/loc.pnp/thc.5a45179

6. Six unidentified women hockey players standing on a field, holding hockey sticks].

http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s065712))

7. Vaughan Connelly. Seven signs near Alexandria, Virginia II

http://hdl.loc.gov/loc.pnp/thc.5a41686

Students will orally count number of objects/people on each page of the book. The pages may be presented in numerical order and later changed to random order. Number cards could be made available to match the number of objects/people counted.

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8. [Eight members of the Boveen High School basketball team standing in a gymnasium].

http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s065788a)) -->

9. Potomac Boat Club.

http://hdl.loc.gov/loc.pnp/cph.3b38705

10. Julesburg, Colorado http://photoswest.org/cgi-bin/imager?10009617+X-9617

11. Mr. Matsumoto and children at children's garden, Manzanar Relocation Center, California / photograph by Ansel Adams.

http://hdl.loc.gov/loc.pnp/ppprs.00186

12. Soper school near Fairdale, North Dakota : teacher, Mr. Hunter, April 3, 1912.

http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b371)) -->

Page 5: Checklist and Reflection for Primary Source Learning ... · Checklist and Reflection for Primary Source Learning Experiences Complete one checklist for each learning experience and

1[Portrait of Buddy Morrow, New York, N.Y., ca. Sept. 1946].

http://hdl.loc.gov/loc.music/gottlieb.06441

2-[Portrait of Billie Holiday and Mister, Downbeat, New York, N.Y., ca. Feb. 1947].

(negative) gottlieb 04241 urn:hdl:loc.music/gottlieb.04241 http://hdl.loc.gov/loc.music/gottlieb.04241

3. Fishing. Three fish http://hdl.loc.gov/loc.pnp/thc.5a363834. Closures on bottles and jars. Four jars http://hdl.loc.gov/loc.pnp/thc.5a371345. Charlotte Hall Military Academy. Five football play

http://hdl.loc.gov/loc.pnp/thc.5a45179

6. Six unidentified women hockey players standing on a field, holding hockey sticks].

http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s065712))

7. Vaughan Connelly. Seven signs near Alexandria, Virginia II

http://hdl.loc.gov/loc.pnp/thc.5a41686

8. [Eight members of the Boveen High School basketball team standing in a gymnasium].

http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+s065788a)) -->

9. Potomac Boat Club.

http://hdl.loc.gov/loc.pnp/cph.3b38705

10. Julesburg, Colorado http://photoswest.org/cgi-bin/imager?10009617+X-961711. Mr. Matsumoto and children at children's garden, Manzanar Relocation Center, California / photograph by Ansel Adams.

http://hdl.loc.gov/loc.pnp/ppprs.00186

12. Soper school near Fairdale, North Dakota : teacher, Mr. Hunter, April 3, 1912.

http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b371)) -->

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KindergartenNumber Book

How Many?

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How many?

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How many?