Teacher Candidate: Sara Tulley School: Nitro Elementary School Lesson Topic: Vocabulary for Bad Dog, Dodger!

Instructional Objectives/Student Outcomes

Date: March 13, 2012 Grade/Subject: 2nd Grade/Reading

Students will identify and use grade appropriate essential reading vocabulary. Students will identify and practice grade level appropriate reading comprehension skills. Students will use context clues and prior knowledge to determine a word meaning. Students will read on-level text with purpose and understanding. Students will determine meaning of unknown word using context clues. Students will use digital tools to communicate understanding.

WV CSOs RLA.O.2.1.2: identify and practice grade level appropriate sight words and reading vocabulary (e.g., high frequency words, homonyms, homophones, multiple meaning words, synonyms, antonyms). RLA.O.2.1.7: use a variety of context clues to determine word meanings (e.g., prior knowledge, read ahead, reread). RLA.S.2.1: identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and

National Standards ACEI Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation.

Common Core Second Grade Reading Standards Foundational Skill: 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding Second Grade Language Standard: 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.

ISTE

ISTE Grades PK-2 Standard 1: Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)

Management Framework Overall Time 60 minute lesson 20 minutes: Give pre-test, Introduce vocabulary using Power Point 30 minutes: Create vocabulary booklets 10 minutes: Give post-test

Strategies Teacher model Whole group discussion Hands-on practice Independent practice Guided practice

Differentiated Instruction Learning Differences I will help the students with reading disabilities by reading their tests to them and allowing them additional time to answer questions and draw their visions in the vocabulary flipbooks. Attention Differences Walk all around the room to keep students attention. I will not stand in one place, or even one area, where the students may get bored looking or distract themselves with something else. Motivational Differences Encourage students to use prior knowledge and their imaginations. Explain that in illustrating the vocabulary words, they can draw anything that is relevant to the word. Use scaffolding and positive praise. Physical Differences Allow the student with severe health problems (frequent seizures) additional time to catch up on illustrations after an episode. Question student individually to help him understand word meaning while not making it obvious to his classmates. Communication Differences If student with speaking difference is called Sensory Differences Place students with visual disabilities in the front of the classroom so they may view the Smart Board easily. Behavioral Differences Keep students with behavioral differences on track by monitoring their work regularly. This will let the student know they should keep their behaviors in check and not stray from their assignment because they are being supervised. Ability Differences Help the low achievers by constantly monitoring them and being around to explain and offer assistance. Have high achievers collaborate with low achievers. Cultural Differences Offer several diverse examples when using guided practice to help students understand the vocabulary words on a personal level.

Enrichment Have enriched students use words to explain

upon to answer a question, have that individual write their answer down to share to class, rather than speak aloud. Multiple Intelligence Addressed (bolded) Verbal/Linguistic Spatial Logical/Mathematical Bodily-Kinesthetic Musical Procedures Introduction:

their illustrations. Have students explain to me what their pictures are about to keep them on task if they finish a certain page before their classmates. Naturalist Interpersonal Intrapersonal Existential Others

Explain to students that today we will be reading Bad Dog, Dodger! in their Reading Street textbooks beginning on page 212. As I am passing out the Bad Dog, Dodger! Vocabulary Books that I made, I will explain that they will be drawing an illustration of the definition of each word. I will use the Smart Board overhead to show the class an example of what their vocabulary book is expected to look like. Next, I will open up a Power Point that contains the vocabulary words. I will introduce all 10 words as a whole and explain what prior knowledge is. Body: I will go through the slides individually, prompting students to think about what the words mean using questions that require prior knowledge. The students will be drawing as were discussing the meaning to each word. I will ask: Practice: Has anyone ever played a sport? What do you do often as a team, or maybe even individually with a family member or friend, to help you get better at it? You are practicing to get better. Wagged: Does anyone have a pet that has a tail? Maybe a dog? When your dog moves his tail from side to side, what is that motion called? Its called wagging. Dripping: When you are taking a shower or a bath, and you turn off the water that is coming through the faucet, a little bit or water still comes out, right? Or when it snows and there are icicles on the side of your house. Then, the sun comes out and makes the icicles melt. The water is dripping off of the faucet or off of the house. Chased: Have you ever played tag with your friends in gym class or on the playground? When youre running after your friends to tag them, that action is called chasing. Chewing: When you eat food, what do you do before you swallow? You chew. Grabbed: When you take hold of something really fast so it doesnt fall on the floor or so someone else doesnt get it, what are you doing? Youre grabbing it. Treat: Have you ever done something really good and your mom or dad or grandparents give you something for being good, like a piece of candy? Or when your dog is behaving and you give it a bone. What do you call that? Bleachers: When youre having an assembly in your schools gym, where do you all sit?

Dugout: Has anyone ever been to a baseball game? Where do the player sit while theyre waiting for their turn to bat? Its a tiny shelter that has a bench in it that is called a dugout. Spectators: Has anyone ever been to a baseball game, or a basketball game, or a soccer game? You and everyone that is watching that game are called spectators.

Closure: Explain to student that using prior knowledge can help us learn new things that we didnt know before, but we can use various concepts to connect the meaning of what something is to its word, like we did the vocabulary words at the beginning of the lesson. One last time, review vocabulary words very quickly. After discussing, pass out post-tests to students. Allow students to work at their own pace. Provide assistance for students who struggle with reading/comprehension. Assessment Diagnostic: Pre-tests were given on Thursday, March 8. Students will be encouraged to provide information on vocabulary they are familiar with based on the Power Point presentation. (Objective: Students will use digital tools to communicate understanding). Formative: Students will use oral responses during the introduction when I ask questions to guide students into understanding the definitions of each vocabulary word. (Objective: Students will use context clues and prior knowledge to determine a word meaning). I will be able to see how well the students understand the definitions to the vocabulary words by examining the vocabulary books they will work on in the introduction and the body of the lesson. (Objective: Students will read on-level text with purpose and understanding.) Summative: Having a discussion with the students about how prior knowledge was needed to learn the definition to the vocabulary words will help me understand on what level the students learned these words. A post-test will be given at the end of the lesson. (Objective: Students will identify and use grade appropriate essential reading vocabulary). Materials 19 Bad Dog Dodger! Vocabulary Books made by me. Reading Street West Virginia textbooks Laptop Smartboard Microsoft Power Point

Extended Activities If student finishes early, I will have students color their illustrations in their vocabulary flipbooks.

If lesson finishes early, I will have students write 2 sentences on the back of their vocabulary flipbook about what happened in Bad Dog, Dodger! to show the students comprehended the story.

Reflection Sara Tulley School: Nitro Elementary School Principal: Mr. Pack Teacher: Mrs. Holliday Grade: 2nd Grade Date: March 13, 2012 Planning Planning for this lesson was far more extensive than I ever dreamed it would be. However, I feel very pleased in the way I planned because I believe it made it easier to present while teaching. The aspect of my planning that helped the most was knowing exactly what I was going to say before stepping into the classroom. I had each statement and question planned and written out in my lesson plan. I also copy and pasted all of the statements and questions that I planned on using in the class to separate sheets of paper. This made it far simpler to carry it around with me as I walked throughout the classroom. It was also a lot easier to glance at the enlarged version of the questions than to sift through my lesson plan to find them. While reading the story, I placed sticky notes with questions written out that I planned to ask the students at the end of each page. Having the sticky notes placed exactly where they needed to be made it so I didnt have to refer to my lesson plan to see what page I was supposed to ask what question on. For my next lesson delivery, I think it would be to my advantage to make my lesson plan a little less wordy. At times, it was slightly challenging to sort through my lesson to figure out what I was supposed to do at a specific time. This caused me to pause for a few seconds when transitioning. Thankfully, the students were very respectful to me and did not become distracted. Student Responses The students responded very, very well to my lesson. As soon as I explained to them what we would be doing, they immediately became excited about doing something a little different than their typical workbook lessons. As I passed out the vocabulary flipbooks, I held up an example to show the students what would be expected of them. From what seemed like each student I heard This is awesome! This is so much fun! I was a little apprehensive about this lesson. I was very worried that maybe the students would not understand the concept that I was trying to get across, but they did awesome. Being

able to draw their visions of what each vocabulary word meant really let their imaginations fly. I saw some very interesting things from each student. The best thing about the lesson was being able to understand the students on a more personal level. As I walked around the room to observe what the students were drawing, I stopped frequently to ask the students to tell me about their pictures. Hearing their responses gave me insight to who they are, because the things they were thinking as they created their pictures were so imaginative and unique to their personalities.

Strategies I feel that this lesson especially reflected Blooms Taxonomy. This lesson targeted all six of the lower-to-higher order thinking skills explained by Blooms theory. Students used Remembering by using their prior knowledge to explain what each word meant in relation to their own personal experiences. They showed Understanding by being able to interpret their thoughts in verbal words, drawn image and written expression. The students Applied their knowledge by sharing their thoughts, and then editing any misconceptions after they were corrected by me or a classmate nearby. Students used Analyzing by organizing their thoughts, ideas and prior knowledge into their booklets. Evaluation was used in their pre- and post-assessment that showed their growth of understanding the definition of each word. And last, the students Created by publishing their own booklet where they expressed their understanding of each word in a way that meant something to them. Several of my strategies worked perfectly, but some practices were slightly off target. I expected the whole group discussion to be a little challenging, considering the students are all seven or eight years old and tend to get off task easily. However, they did wonderful. As I spoke to them, they worked quietly. When they had something to say, they very seldom blurted out the answer. They shook their hand in the air and waited to be called on. Then, after the question was answered, I allowed students to one at a time to share personal stories about whatever a particular vocabulary word reminded them of. I believe this helped the students who were stumped on a word to get to thinking about their own experiences. A strategy that did not work very well was independent practice. While they were working individually, they tended to consulted with their neighbors about what they were going to draw. Everything seemed to work

very well, but after thinking about it, I wonder if the students may have drawn what their friends were drawing or what they imagined when they thought of a word. Something I would do differently if I were to do this lesson over is place more emphasis on the story than I did. Due to time management problems, I had to zip through the story quickly while the students had their daily snack. While I still asked all of the questions that I planned on asking, I believe it would have been more beneficial to the students if I would have had a chance to pinpoint all vocabulary words as they appeared in the story. In addition, I would use technology, such as a SMARTBoard to quickly bring up images of each of those things to have students compare and contrast the differences they have. Assessment The majority of my students learned the definitions of all of the vocabulary words. I know this because of the differences in scores in the pre-tests and post-tests that I administered. It was wonderful to see how drastically the scores improved just over one lesson. In this lesson, I learned that the potential of students cannot be measured by what is assessed before a lesson. I was very worried that the students would not grasp the concept that I was trying to get across in the lesson, but they definitely surprised me. I was blown away by the creativity I saw from each student during this lesson. I also learned that time management is a very difficult aspect in planning a lesson. Next time, I hope to manage my time in a more efficient way.

Data Based Decision Making

Number of Students with 100% Accuracy on Pre-Test 8 of 18

Number of Students with 100% Accuracy on Post-Test 13 of 18

After grading the pre-tests for Bad Dog, Dodger! vocabulary, it was clear to me that the students were going to need more than me simply telling them the definitions and expecting them to understand and remember the meaning. For this lesson, I thought the students would be best accommodated if I created a lesson that would make the vocabulary words meet their understanding on a more personal level, rather than a general definition of the words. The students seemed weak in their ability to discuss, as well as being able to think creatively. During the lesson, I found that they were strong in being able to responding to guided questioning to come to a conclusion. I can support these strengths and weaknesses using my quantitative and qualitative data. My observations of the students told me a lot about their capabilities. It seems to me that the developmental level of these students is on-target, well within the School Age Stage of Erik Eriksons Developmental Stages theory. They seem to be very capable of meeting social and academic expectations, so I decided to create a diverse approach than what they are typically used to. One weakness I observed during the lesson was that many students had difficulty differentiating between words they associated with the same things, such as spectators and bleachers. I decided that the best way to get the students to effectively understand the meanings to the vocabulary words was the tie them to real world experiences and use their prior knowledge, which was a strategy for the Bad Dog, Dodger! Unit by using guided questioning. A strength the students portrayed during the lesson was that they did very well responding to the questioning in a way that meant something to them. I believe this really helped them understand the meaning of the words and how it related to their own experiences.

My post-test proved that my decision had worked for the most part. As the graph above shows, the students excelled in understanding of each vocabulary lesson, with the exception of one student missing the word dripping, which I believe is statistically insignificant (probably a careless mistake). After I found that students were having a difficult time with the word wagging, I made a personal connection by asking the students if anyone had a pet. Whether their response was yes or no, I prompted the question, What does a dog do with his tail whenever hes excited? They then yelled wag! I believe the students excelled because they now have a real-life association with the word. Unfortunately, the students did not progress with understanding of the word bleachers. Although I brought about several instances where bleachers were used, to try and tie real-life meaning to the word, they consistently confused the word with dugout and spectators. I believe that the main learning need of these students was their ability to differentiate between words they realized had similar characteristics, but were not the same. To meet this learning need in a lesson I would do over, I would use technology, such as a SMARTBoard to quickly bring up images of each of those things to have students compare and contrast the differences they have. I believe neglecting to do this was a weakness of instruction on my part. Based on the data, for the next vocabulary lesson I would teach, I would approach it in a similar way but with more emphasis on certain aspects. For instance, I would revolve it more so around technology and allowing the students to come up with their own understanding on the words by using technology independently.