Stacey+Jackson


 * Solving Summer Learning Loss Problem-Based Unit Plan **


 * Grade level:** 2nd grade
 * Subject area:** Reading/language arts

For my problem-based learning unit, I decided to enlist the help of my students in solving the problem of summer learning loss. Summer learning loss is a significant problem for elementary students; 10 months of work can quickly be erased in just 3 months of academic hiatus. In this first lesson, students will learn what “summer learning loss” is, why it is a bad thing, and what they can do to avoid it.
 * Lesson description:**

Students will define the term “summer learning loss” and describe why it is detrimental to their academic progress. Students will also list things they can do over the summer to minimize their own summer learning loss.
 * Learning objectives:**

RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * Common Core Standards addressed:**

W.2.8: Recall information from experiences or gather information from provided sources to answer a question

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups

First, I will give students a print-out of a spreadsheet that contains the class’ DRA and Aimsweb scores from the end of first grade and the beginning of second grade (with all names removed). Students will discuss the scores in small groups. Then, we will discuss them as a whole-class and note the trends they see (leading students to notice that most scores went down from first grade to second grade). After this activity, I will introduce the term, “summer learning loss.”
 * Lesson plan:**

Students will then work on iPads in groups of three. Using the Pocket app, they will read the article located at [] (students will be grouped strategically to make sure that there is at least one strong reader in each group). After students read and discuss the article, we will make an anchor chart together on the Promethean ActivBoard to explain the term and its effects.

After the anchor chart, I will present the students with the central problem of this unit. All year, I have stressed to the students that they are in charge of their own learning; to introduce this problem, I will tell them that they are also in charge of their own learning over the summer. I will tell them that they will be creating a packet that will be sent home with every member of the class to help minimize summer learning loss for everyone. They will work in groups of three and each group will be in charge of a different section: books to read, reading responses, phonics activities, writing activities, grammar activities, and math activities.

To conclude the lesson, I will give students time to brainstorm in partners the ideas they have for each section. Last, students will rank their preferences for the section they want to complete (I will use these rankings to put them in groups for the remaining lessons).

During this lesson, iPads and a Promethean ActivBoard will be used. Students will use iPads in small groups (because of a limited quantity) to read an article saved on the Pocket app. The ActivBoard will be used in a whole-group setting.
 * Technology:**

The main aspect of this lesson that needs to be differentiated is when the students read and discuss the article on the iPad. To differentiate for the struggling readers, students will be placed into groups strategically so there is at least one strong reader in each group. The strong readers will be allowed to read the article aloud to their groupmates. Questioning and discussion prompts during the whole-group discussions will also be differentiated by difficulty level.
 * Diverse learners:**

This lesson will not contain a formative assessment piece; however, summative assessment will be used to gauge student understanding. Assessment methods will include questioning and observation during whole-group discussions and small-group activities. Things I will be looking for to determine understanding and proficiency include willingness to participate, contribution of quality ideas, engagement level and attentiveness, and ability to answer peer and teacher questions.
 * Assessment:**

Stacey, I love the concept of this lesson. It is definitely a real problem the students will find meaningful! I like how you activate students' background knowledge prior to posing the problem so the students can make connections and see why this is an important lesson. Will the students be in the same groups for the whole lesson, or will you switch up the groupings after the iPad activity? You could have a member from each group join together, using a jigsaw-like strategy to share their ideas for their section with members of the other groups in order to present their work. Can't wait to see your other lessons! Karla

Karla, Thanks for the response. For this lesson, the students stayed in the same groups. They worked with their table groups. I am changing theirgroups for the rest of thintuit. They'll work in groups based on preferences (i will put the groups together, however, to make us they are differentiated in terms of abilities and behavior). -Stacey

Stacey, I like this lesson....it is such a huge problem for us teachers : ( What is the 'pocket' app? I haven't heard of it and perhaps could make some use of it! I like that you are making your students aware of a problem and then helping them find ways to fix it. Great job! Melissa

Melissa, It's a free app. You save web links to it for later viewing. It's kind of like using "favorites" on a PC, but the articles can also be read offline. -Stacey

Stacey, I love this lesson. The topic is one that we can all relate to, but seldom address the problem itselft with our students. Even as a Kindergarten teacher I could see myself using this lesson. I am also very curious to observe your next lessons that will be a part of this unit! Great idea! Angel

** Solving Summer Learing Loss Unit Plan ** ** Lesson 2: Online Collaboration **


 * Grade level:** 2nd grade
 * Subject area:** Reading/language arts

For my problem-based learning unit, I decided to enlist the help of my students in solving the problem of summer learning loss. Summer learning loss is a significant problem for elementary students; 10 months of work can quickly be erased in just 3 months of academic hiatus. In the first lesson, students learned what “summer learning loss” is, why it is a bad thing, and what they can do to avoid it. In this second lesson, they will break into groups and find or create resources to be distributed to their classmates for summer practice. Before creating a final product, they will post their ideas to their blogs for feedback from classmates and teachers.
 * Lesson description:**

Students will generate a list of ideas for a worksheet-based activity that will help minimize summer learning loss and express their ideas on a blog. Students will also respond to their classmates’ blogs with constructive comments or questions that will help their classmates’ deepen their thinking.
 * Learning objectives:**

RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * Common Core Standards addressed:**

W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.8: Recall information from experiences or gather information from provided sources to answer a question

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups

First, students will be placed into groups based on their responses to the final survey in the previous lesson. I will choose the groups so I can make sure they are also differentiated in regards to abilities and behavior. There will be 6 groups and each group will have a specific sub-topic to focus on (books to read, reading responses, phonics activities, writing activities, grammar activities, and math activities). Each group will create one worksheet-based learning activity for their sub-topic. At the end of the unit, all worksheets will be copied and distributed to everyone in the class in a summer activity packet.
 * Lesson plan:**

Students will start by generating a list of ideas for their activity. They will have access to an iPad or computer if they would like to search for ideas. During this stage, I will circulate around the room and guide groups who seem to be struggling to think of reasonable and doable ideas. I will conference with each group to make sure they are addressing their sub-topic effectively.

After the brainstorming session, students will type their ideas into a blog post on our class’s kidblog.org site. They will be directed to make a quick list of all of their ideas and to elaborate on the one idea they think they are most likely to pursue.

After everyone has had a chance to post their blog, groups will be directed to choose 2 other groups’ posts to read and respond to. We will discuss what “constructive criticism” is and how to pose a thought-provoking, yet respectful question or comment. During this time, I will also read and comment on each groups’ blog posts.

To conclude the lesson, groups will return to their own blogs to read the responses they received. Using this feedback, they will then finalize their plans and choose a definite activity that they will then create in the next lesson.

During this lesson, iPads and laptops will be used. Students will be able use the technology to search for activity ideas if they choose to do so. They will be required to use the technology to make a blog post on kidblog.org, which is a secure site that I have set up in advance.
 * Technology:**

Because this is a group activity, students will have peer support within their groups. Students will be able to choose their role based on their strengths: readers will do the research, writers will make the list, and artists will create the final product. Struggling learners will have stronger learners in their groups. I will also provide extra assistance to groups who struggle with the brainstorming phase. Advanced learners will be encouraged to expand their thinking and provide a “challenge” for the activity they create.
 * Diverse learners:**

This lesson will not contain a formative assessment piece; however, summative assessment will be used to gauge student understanding. Assessment methods will include questioning and observation during the brainstorming phase and evaluation of the students’ blog posts and responses.
 * Assessment:**