The lesson plan outlines assessments of reading fluency and spelling, as well as continuing an "All About Me" project where students create a poster with their favorite items, books, and sentences about given topics. It provides the objectives, standards, materials, and procedures for each part of the lesson, including introducing goals, assessments, and guiding students to complete their posters over multiple sessions.
The lesson plan outlines assessments of reading fluency and spelling, as well as continuing an "All About Me" project where students create a poster with their favorite items, books, and sentences about given topics. It provides the objectives, standards, materials, and procedures for each part of the lesson, including introducing goals, assessments, and guiding students to complete their posters over multiple sessions.
The lesson plan outlines assessments of reading fluency and spelling, as well as continuing an "All About Me" project where students create a poster with their favorite items, books, and sentences about given topics. It provides the objectives, standards, materials, and procedures for each part of the lesson, including introducing goals, assessments, and guiding students to complete their posters over multiple sessions.
The lesson plan outlines assessments of reading fluency and spelling, as well as continuing an "All About Me" project where students create a poster with their favorite items, books, and sentences about given topics. It provides the objectives, standards, materials, and procedures for each part of the lesson, including introducing goals, assessments, and guiding students to complete their posters over multiple sessions.
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PRACTICUM LESSON PLAN 2
DATE/SESSION: 3/9/17 PSU STUDENT: Shelby Meinert
This plan should include the following items:
Share the Learning Goals with your students AND Review Practicum Rules, Reading Assessment (Individual assessment), o Extra activity for other student while you are testing (iPad games, storylineonline.net, dot-to-dot color sheets, etc.) Spelling Assessment (Group assessment), All About Me project (students continue to work on their project; complete 1 choice section and favorite books section), Extra activity Get To Know You Game if it wasnt implemented; Last section of All About Me Project
Share Learning Goals AND Review Practicum Rules:
Review Practicum rules [Communicate ideas, be friendly, Listen to each other when talking (listening ears, bubble in mouth, and watchful eyes), and to be respectful] Read story, tell me about it, and write about it Write words down as I tell them to you All about me project (Favorite outside activity, what do you want to try, and where do you want to travel)
Assessment) The student will read a Benchmark Assessment book with appropriate accuracy (90-94%), fluency (at least level 1), comprehension (at least Satisfactory), and a written response (at least level 2) on a level G or better.
Strand: Reading: Foundational Skills
Box Sub Heading: Fluency Standard: R.F.1.4 Read with sufficient accuracy and fluency to support comprehension. Strand: Reading: Literature Box Sub Heading: Key Ideas and Details Standard: R.L.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Strand: Writing Box Sub Heading: Research to Build and Present Knowledge Standard: W.1.8 with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Materials: Benchmark Assessment book Benchmark Assessment scoring form Benchmark Assessment instructional page 2 pencils Lined paper Recorder
The Plan: Introduce the Lesson: You are going to read a story to me today, you will then tell me about the story and then write about the story.
Instruction: The story I will have you read today is Best Friends by Catherine Tess. In this story, two girls tell all the things they like to do together. Read to find out what they like to do. Point under each word as you read. After the student orally reads the story, code his reading behavior on the Benchmark Recording Form. Then I will score the students fluency as well, although it says fluency is not scored on levels A or B. Then I will give the comprehension prompt. I will have a conversation with the student about the text. I will use the prompts as needed and record as much as possible of what the student discusses with me. After the comprehension prompt, I will then give the student the Writing About Reading prompt. I will allow the student time to complete the prompt. As the student is doing the writing prompt, I will score the comprehension section and determine the Total score for comprehension. Assessment/Evaluation: Review the Benchmark Assessment Scoring form and calculate the accuracy, fluency, comprehension, and the written response. After the student orally reads the story, code his reading behavior on the Benchmark Recording Form. Then I will score the students fluency as well, although it says fluency is not scored on levels A or B.
Assessment) The student will correctly spell words from the Primary Spelling Inventory scoring at least at the Late Letter Name-Alphabetic Stage.
Strand: Language Box Sub Heading: Conventions of Standard English Standard: L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling with writing L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Materials: Primary Spelling Inventory directions and list of words (on back) Pencils Lined numbered paper
The Plan: Introduce the Lesson: Give student a piece of lined paper and a pencil. Have student write their name at the top of their paper. I am going to ask you to spell some words. You have not studied these words and will not be graded on them. Some of the words may be easy and others may be difficult. Do the best you can. Your work will help me understand how you are learning to read and write and how I can help you.
Instruction: Begin the assessment by calling out each word on the list. Be sure to pronounce each word naturally without drawing out the sounds. You may give the sentence provided if you believe it will help the students. Repeat the word as many times as needed. Give the first 15 words on the list (at least). If the student missed 5 words in a row prior to word 15, then the assessment is finished. If the student did not miss 5 words in a row prior to word 15, continue to give the assessment until they do miss 5 words in a row.
Assessment/Evaluation: Analyze the assessment by using the Words
Their Way Primary Spelling Inventory Feature Guide (follow the steps on the words Their Way Primary Spelling Assessment sheet). To analyze the spelling assessment first mark the incorrect words wrong and write the correct word beside it. Count the number of words correct and write that number at the top of the students paper. Then use the power score table to help you estimate the childs developmental stage of spelling and write it at the top of the childs spelling test. Using the Words Their Way Spelling Inventory Feature Guide, complete the top line of student/teacher information. One the Feature guide, draw a line under the last word used if you called out fewer than the total number of words and adjust the points possible in each column. Then score each word by the features spelled correctly that are located in the same row as the word. Then count the number of checks in that row and place the total number in the Feature Points column. If the word was spelled correct then place a point in the Words Spelled Correctly column, if spelled incorrect place a zero there. The complete the table and put the information required at the top of the page.
Objective/Evaluation/Common Core Standard: (All About Me)
The student will create an All About Me poster that includes 5 labels with pictures of their favorite items, 3 labels and pictures of their favorite books, and 3 sentences about given topics with pictures to match.
Materials: Student All About Me Template Paper for writing and Picture drawing Pencils, Crayons, Colored pencils Personal All About Me Project
The Plan: Anticipatory Set: I am going to introduce myself by using this poster I have made. You will also be making a poster like mine but we have to do them each a section at a time. Introduce the Lesson: Introduce myself by using my personal All About Me poster. My name is Ms. Meinert. I am studying to become a teacher. You will help me with becoming a teacher by letting me know all of your knowledge. Here is my All About Me poster. Lets talk about each of the sections on my poster. Proceed to talk about the different sections.
Instruction: Teaching the Lesson: Talk about myself using my Personal All About Me Poster Check for Understanding: After going over my poster, are they creating their own poster a section at a time and using their own ideas. Guided Practice and/or Independent Practice: I will guide the process of them creating their own poster. Start with one section and once they finish that one then move on to the next. Closure: Look at my poster, and look at his/her poster to see if we have any similarities.
Assessment/Evaluation: Did they use their own ideas to create their
poster? Did they have 5 of the favorite items with labels, 3 of their favorite books, and 3 given topics with sentences and pictures to match? The student should have finished 2 sections and we will see if any of our items in that section match and if not I will have him tell me about that particular item.
