Portfolio
Resume:
Erica Heather Stacey
Great Bend, Kansas 66762
[email protected]
Objective
An Elementary teaching position.
Experience
Spring, 2017 St. Mary’s Colgan Elementary School Pittsburg, Kansas
Student Teacher (5th Grade)
YES Tutor
Summer, 2016 Totus Tuus Wichita Diocese, Kansas
Teacher
Marian Hall Residential Advisor
Education
May, 2017 Pittsburg State University Pittsburg, Kansas
Activities and Civic Involvement
Minot State University
Great Bend, Kansas 66762
[email protected]
Objective
An Elementary teaching position.
Experience
Spring, 2017 St. Mary’s Colgan Elementary School Pittsburg, Kansas
Student Teacher (5th Grade)
- Design and facilitate lessons based on provided curriculum
- Cultivated a successful learning environment within the classroom
- Worked cooperatively with supervising teachers
YES Tutor
- Assist students in various age groups with school work
- Assist teachers in the classroom
- Supervise students
- Teach small lessons as needed
- Assist in the running of after school program
- Help students practice and enhance math and reading skills
Summer, 2016 Totus Tuus Wichita Diocese, Kansas
Teacher
- Teach provided curriculum to students (grades K-6)
- Teach and lead Mass music
- Coordinate between team members and parish teams
- Create and perform engaging skits and games
- Lead talks and discussions during evening program (grades 7-12)
Marian Hall Residential Advisor
- Enforce handbook rules and regulations
- Transport residents
- Assist with school work (as needed)
- Care for sick residents
- Communicate between dormitories
Education
May, 2017 Pittsburg State University Pittsburg, Kansas
- Bachelor of Science, Elementary Education
- Virtus
- Protecting God’s Children
Activities and Civic Involvement
Minot State University
- Minot State University Choir
- Honor Society
- National Association for Music Education
- Alpha Gamma Delta (Activities Coordinator)
- St. Pius X Newman Club (Female Member of the Year, 2016)
- Chair of Catholic Safe Space Group
- Chesterton Discussion Group
- Kansas Catholic College Student Convention
- Dean's Scholastic Honors, 2014 and 2016
- All A's Scholastic Honors, 2015 and 2016
Reference Letters:
Evaluation:
Lesson Plans:
Intermediate Reading
PRACTICUM LESSON PLAN
PSU Student: Erica Stacey Grade Level: 4th
Session #: N/A Content Area: Social Studies/Reading
Lesson Title: Veteran’s Day: The Meaning of Poppies
ALIGNMENT TO COLLEGE AND CAREER READINESS STANDARDS
STANDARD
LESSON PERFORMANCE OBJECTIVE/EVALUATION:
Students will demonstrate their comprehension of the meaning of the poppy flower in regards to the military. Students will discuss the origins of the poppy flower as a symbol after hearing the story The Poppy Lady, by creating an oral summary of the story with 5 details from the story to support it.
MATERIALS:
The Poppy Lady (book), Character chart, markers, pencils, 6 pieces tissue paper, 3 green pipe cleaner pieces, 3 blue pipe cleaner pieces
ANTICIPATORY SET:
Students will identify the different characteristics that make an American soldier, contributing at least three characteristics to the chart.
(Working as a review from the previous lesson over character traits.)
TEACHER INSTRUCTION:
CHECK FOR UNDERSTANDING:
Not Needed
PRESENTATION/SAMPLE/DELIVERY:
Dog Tag example
Characteristic Chart
The Poppy Lady
Poppy example
Poppy Projects
Practicum Lesson Plan Rubric
PRACTICUM LESSON PLAN
PSU Student: Erica Stacey Grade Level: 4th
Session #: N/A Content Area: Social Studies/Reading
Lesson Title: Veteran’s Day: The Meaning of Poppies
ALIGNMENT TO COLLEGE AND CAREER READINESS STANDARDS
STANDARD
- Individuals have rights and responsibilities.
- Societies are shaped by beliefs, idea, and diversity.
- Societies experience continuity and change over time.
- Relationships between people, place, idea, and environments are dynamic.
LESSON PERFORMANCE OBJECTIVE/EVALUATION:
Students will demonstrate their comprehension of the meaning of the poppy flower in regards to the military. Students will discuss the origins of the poppy flower as a symbol after hearing the story The Poppy Lady, by creating an oral summary of the story with 5 details from the story to support it.
MATERIALS:
The Poppy Lady (book), Character chart, markers, pencils, 6 pieces tissue paper, 3 green pipe cleaner pieces, 3 blue pipe cleaner pieces
ANTICIPATORY SET:
Students will identify the different characteristics that make an American soldier, contributing at least three characteristics to the chart.
(Working as a review from the previous lesson over character traits.)
- (Teacher) Do you know what holiday is happening on Friday (11/11)?
- Discuss, ending with Veteran’s Day
Give the students some time to discuss veterans within their own families. - Talk about why we have Veteran’s Day. (To honor/remember veterans.)
- Discuss, ending with Veteran’s Day
- (Teacher) With that in mind, I want you to describe an American soldier to me. Just like we did last week, for SkippyJon Jones. Think about the inside character traits that a soldier might have—and the outside traits that you can see.
- Have students complete the chart over what an American soldier’s character traits are.
- Interior and exterior.
- Do you know what soldiers wear around their necks? (Discuss—dog tags)
- I am going to let you to make your own dog tag putting what a soldier means to you on it. *Hand out pre-made dog tags necklaces.
- Show students mine, showing the different words I used to describe veterans (honorable, strong, family members, loyal, fierce, etc.)
- You can use the adjectives we used on the board, or some from our adjective list that we keep in our folders. I am going to have you work on these while I read you a story.
- (Teacher) So today, we are going to be talking about what people have done to honor Veterans and soldiers. Can you think of some things that are done to honor them?
- Discuss (Pledge of allegiance, salute, flag, different symbols and ceremonies etc.)
- (Teacher) Has anyone ever seen people wearing little red flowers around Veteran’s Day? Those are called poppies, and they have become a symbol for many in the military. Listen to the story of The Poppy Lady to find out what they mean and how they came about.
- Let students work on the dog tags as they listen to the story.
TEACHER INSTRUCTION:
- Read The Poppy Lady to students.
- Pause occasionally while reading to explain terminology if needed.
Have students predict what they think will happen on several pages.
- Pause occasionally while reading to explain terminology if needed.
CHECK FOR UNDERSTANDING:
- (Teacher) What did you learn from this story? Why did Moina buy poppies and give them away? Why poppies?
- (Discuss, creating a summary of the story with at least 5 details used to support it.)
- (Teacher) So now, I am going to have you make your own poppies, like this one. (Show students the example poppy made before the lesson.) *Hand out supplies
Take the two pieces of tissue paper in front of you and put them so a corner is sticking out from each side, like so. (Show students).
Now, gently take your pencil and poke a very small hole in the center of your papers, keeping them crisscrossed. Put that aside.
Then, take your two pieces of pipe cleaner, one blue and one green. Fold one end of each over the opposite color, so that it looks like they are holding hands.
Now, twist your blue pipe cleaner around itself making a little ball out of it, while keeping the green “stem” straight.
Now, push the end of the green pipe cleaner down through the hole you created in your tissue paper, stopping when you reach that little blue ball you made.
Finally, to get your poppy to look more realistic with flower petals that are wavy, put your hand around the tissue paper and squeeze it. - There, now you have your own poppy.
- Now that you have this poppy, I want you to think of who you might be able to give them to?
(Talk about veterans in their family, veterans coming to the assembly on Friday, themselves/their family. Discuss how they could wear them to honor veterans.) - There are a lot of different ways that we can help to honor veterans, from saying the Pledge of Allegiance to wearing a poppy. This Veteran’s day, I want you to try to find a Veteran and thank them. You can wear your poppy and explain to others why you have it—and how Moina stepped up to honor those who were fighting for our country. You can do the same as Moina, each and every day.
Not Needed
PRESENTATION/SAMPLE/DELIVERY:
Dog Tag example
Characteristic Chart
The Poppy Lady
Poppy example
Poppy Projects
Practicum Lesson Plan Rubric
PRACTICUM LESSON PLAN
DATE/SESSION: 02/25/16 PSU STUDENT: Erica Stacey
Share Learning Goals:
The student will discuss and collaborate to create community guidelines by contributing at least two appropriate guidelines to the discussions.
Strand: Speaking and Listening
Box Subheading: Comprehension and Collaboration
Standard:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.B
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Materials:
The Plan:
Objective/Evaluation/Common Core Standard: All About Me Project
The student will create an All About Me Project that will include their picture and their name, 5 favorite things with pictures and captions, 3 favorite books with picture and label, and sentences with matching pictures for 3 prompts.
Strand: Writing
Box Subheading: Production and Distribution of Writing
Standard:
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Materials:
Objective/Evaluation/Common Core Standard: Benchmark Word Test
The student will read words from the Benchmark Word Test until 90% (18/20) or less accuracy has been reached.
Strand: Reading Foundational Skills
Box Subheading: Phonics and Word Recognition
Standard:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Materials:
Objective/Evaluation/Common Core Standard: Get to Know you Game
The student will throw the Ball of Questions to each other, then the student will answer the question that their thumb lands on in complete sentences.
Strand: Speaking and Listening
Box Subheading: Presentation of Knowledge and Ideas
Standard: SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Materials:
Objective/Evaluation/Common Core Standard: Extra Activity
The student will orally retell the story of the text read to them by the teacher, answering the prompts given to them by the teacher and reaching a conclusion on what lesson was learned by reading the book.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard: CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Materials:
DATE/SESSION: 02/25/16 PSU STUDENT: Erica Stacey
Share Learning Goals:
- Tell students that each week, the teacher will provide a list of learning goals.
- Present them with this week’s learning goal sheets (one per student).
- Go over the sheets with them, explaining to students what they will be doing today in class.
The student will discuss and collaborate to create community guidelines by contributing at least two appropriate guidelines to the discussions.
Strand: Speaking and Listening
Box Subheading: Comprehension and Collaboration
Standard:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.B
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Materials:
- 2 Pieces of Paper
- Pen
- List of rules that the teacher wants to guide students to
The Plan:
- Anticipatory Set (The HOOK):
- Ask students what it means to be a good student.
- Ask students what their own classroom rules are.
- Discuss for several minutes.
- Give examples as needed.
- Discuss for several minutes.
- Introduce the Lesson:
- The student will discuss and collaborate to create community guidelines by contributing at least two appropriate guidelines to the discussions.
- Explain that today, we are creating our own rules for our group.
- Instruction:
- Teaching the Lesson
- Explain why rules are important to a classroom.
- Ask students why they think rules are important.
- Prompt them if needed:
- Do rules keep us safe?
- What would happen if there were no rules?
- Explain why rules are important to a classroom.
- Check for Understanding
- Ask if students have any questions about the normal rules in a the classroom.
- Give examples of good and bad classroom behavior.
- If I am talking when it is (student’s name)’s turn to talk, is that respectful?
- If I am listening to the teacher, am I thinking about recess or lunch at the same time?
- If I am looking at the teacher and listening to directions, am I being a good student?
- What would happen if I decided to run around in the middle of a lesson or activity? Would I learn what I need to learn?
- Tell students that they are going to create their own set of classroom rules today, which will be put onto a poster and brought to each class in the future.
- Guided Practice and/or Independent Practice:
- Guided Practice
- Ask students to come up with ideas for rules to create a safe, respectful learning atmosphere.
- Teacher may prompt if needed.
- For example:
- “What do you do if you have a question in your classroom?”
- “What do you do when someone else is talking?”
- For example:
- Teacher may prompt if needed.
- Write down the students’ ideas as they present them on a piece of paper.
- As a group, go through the list and select 3-5 rules that are most important.
- After the session, the list will be transferred to paper and brought to each meeting there-after.
- Ask students to come up with ideas for rules to create a safe, respectful learning atmosphere.
- Guided Practice
- Teaching the Lesson
- Closure:
- Go over the classroom rules that have been created with the students. Make sure that both of the students know all of the group rules, and understand the reasoning behind all of the rules.
- Use the rules created to make scenarios of good and bad behaviors, having students identify each.
- Assessment/Evaluation:
- By the end of the session, there will be a written copy of the classroom rules created through the collaborated efforts of both students. Each student should have suggested at least 2 rules.
- The rules will be brought to each session in the future.
- Students will have correctly identified good and bad classroom behaviors.
- By the end of the session, there will be a written copy of the classroom rules created through the collaborated efforts of both students. Each student should have suggested at least 2 rules.
Objective/Evaluation/Common Core Standard: All About Me Project
The student will create an All About Me Project that will include their picture and their name, 5 favorite things with pictures and captions, 3 favorite books with picture and label, and sentences with matching pictures for 3 prompts.
Strand: Writing
Box Subheading: Production and Distribution of Writing
Standard:
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Materials:
- Computer
- Powerpoint
- Printed student Templates (one per student)
- Pencils (one per student)
- Crayons or colored pencils
- Paper
- List of Popular Children’s Books
- Anticipatory Set (The HOOK):
- The teacher will show the students the pre-made slide show (All About Me).
- Introduce the Lesson:
- The student will create an All About Me Project that will include their picture and their name, 5 favorite things with pictures and captions, 3 favorite books with picture and label, and sentences with matching pictures for 3 prompts.
- The teacher will explain that Slideshow is a good way to tell someone a lot of information about yourself.
- Explain how the teacher went about brainstorming and creating the Slideshow.
- Explain that today, the students will begin to make their own Slideshow to introduce themselves as young authors using the template that will be provided to them.
- Instruction:
- Teaching the Lesson
- Teacher will hand out the student templates, pencils, paper, and colored pencils to each student.
- Check for Understanding
- Ask if the students have any questions about what they are being asked to do.
- Guided Practice and/or Independent Practice:
- Guided Practice
- Help students to brainstorm ideas for the slides (My Favorite Things and My Favorite Books).
- If students are having difficulties picking books, name some of those from the list.
- Students may have a “group” discussion if it helps them to brainstorm.
- Help students to brainstorm ideas for the slides (My Favorite Things and My Favorite Books).
- Independent Practice
- Students will write down the information that applies to them individually on the printed slides.
- Teacher may prompt students if they become confused.
- If students complete the two slides required of them, they may brainstorm and complete the next slides.
- Students will create illustrations to go along with the information on the slides.
- Students will use crayons, colored pencils, or pencils to create labels and illustrations.
- Students will write down the information that applies to them individually on the printed slides.
- Guided Practice
- Teaching the Lesson
- Closure:
- Teacher will explain that the students will continue to work on the Slideshow at each meeting until it is completed.
- Students will have completed the slides of “My Favorite Things” and “My Favorite Books” by with appropriate labels and illustrations by the end of the session.
Objective/Evaluation/Common Core Standard: Benchmark Word Test
The student will read words from the Benchmark Word Test until 90% (18/20) or less accuracy has been reached.
Strand: Reading Foundational Skills
Box Subheading: Phonics and Word Recognition
Standard:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Materials:
- Where-to-Start Word Test Instruction Sheet
- Where-to-Start-Score sheet (one for each student)
- Where-to-Start Word Lists
- Blank note card
- Pencil
- Anticipatory Set (The HOOK):
- Teacher will remind students of classroom rules that were created.
- Explain that the students will be be doing a reading test today. Teacher will explain that students will be reading some words today, to see what the students know and what they will be learning.
- Introduce the Lesson:
- The student will read words from the Benchmark Word Test until 90% (18/20) or less accuracy has been reached.
- Teacher will explain that students will be reading some words today, to see what the students know and what they will be learning.
- Instruction:
- Teaching the Lesson
- Have one student begin to work on their All About Me book a little ways away from the teacher and the other student.
- Have one student sit with the teacher and the teacher will give the Benchmark Word Tests.
- Give the student the list of words to read.
- Say the following prompt:
- “I want you to read some words. When you come to a hard word, try it. If you cannot read it, go on to the next word. I’ll be making notes while you read. Start here.”
- Point to the first word, putting a card beneath the first word on the Beginning list. Have the student move the card down the list as they read.
- If a student spends more than 5 seconds figuring out a word, say, “Read the next one.”
- “I want you to read some words. When you come to a hard word, try it. If you cannot read it, go on to the next word. I’ll be making notes while you read. Start here.”
- If the child reads 19-20 words on a list correctly, then go the next list and repeat the process. If a child reads less than 18 words correctly, then stop and begin the text reading at the appropriate level shown on the Where-to-Start Word Test sheet at the bottom.
- Check for Understanding
- Ask if the student has any questions about what is about to happen.
- Guided Practice and/or Independent Practice:
- Guided Practice
- Have student read down the list, prompting as needed.
- Guided Practice
- Teaching the Lesson
- Closure:
- If the child reads 19-20 words on a list correctly, then go the next list and repeat the process. If a child reads less than 18 words correctly, then stop and begin the text reading at the appropriate level shown on the Where-to-Start Word Test sheet at the bottom.
- After one student finishes, have the other student take the test. The first student that took the test will now spend time working on their project.
- If the child reads 19-20 words on a list correctly, then go the next list and repeat the process. If a child reads less than 18 words correctly, then stop and begin the text reading at the appropriate level shown on the Where-to-Start Word Test sheet at the bottom.
- Assessment/Evaluation:
- Record the number of words that a student reads correctly/incorrectly on the Where-to-Start Individual Record (one per student).
Objective/Evaluation/Common Core Standard: Get to Know you Game
The student will throw the Ball of Questions to each other, then the student will answer the question that their thumb lands on in complete sentences.
Strand: Speaking and Listening
Box Subheading: Presentation of Knowledge and Ideas
Standard: SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Materials:
- Ball with questions/prompts written on it.
- Anticipatory Set (The HOOK):
- Ask students how they normally get to know another person.
- Discuss what questions they might ask someone new.
- What is your name?
- What is your favorite color?
- How old are you?
- Discuss what questions they might ask someone new.
- Ask students how they normally get to know another person.
- Introduce the Lesson:
- Explain that they will be playing a game to get to know each other.
- Demonstrate the game for the students.
- Catch the ball. Whatever prompt or question your right thumb lands on, answer it.
- Demonstrate the game for the students.
- The student will throw the Ball of Questions to each other, then the student will answer the question that their thumb lands on in complete sentences.
- Explain that they will be playing a game to get to know each other.
- Instruction:
- Teaching the Lesson
- Discuss what is good game etiquette.
- Do you throw the ball as hard as you can at the others playing?
- Do you exclude anyone from the game?
- Model:
- The teacher will throw the ball into the air, and then answer the question that their thumb lands on.
- Discuss what is good game etiquette.
- Check for Understanding
- Ask student questions to ensure that they understand how the game works
- “If I catch the ball, and my thumb lands on a question I didn’t want, do I get to pick a different question?”
- “Do I make up my own questions?”
- Ask student questions to ensure that they understand how the game works
- Guided Practice and/or Independent Practice:
- Guided Practice
- Have the students throw the ball between each other and the teacher.
- The student who catches the ball will read and answer the question that their thumb lands on.
- If the student cannot read the question, the teacher may read it for them.
- Continue the activity until each person has answered 5-6 questions on the ball.
- Guided Practice
- Teaching the Lesson
- Closure:
- Have each student say something that they learned about each other and the teacher. Each student (and teacher) should say at least 2 things that they have learned about each person in the group.
- Assessment/Evaluation:
- Each student will repeat 2 things that they have learned about each person in the group.
Objective/Evaluation/Common Core Standard: Extra Activity
The student will orally retell the story of the text read to them by the teacher, answering the prompts given to them by the teacher and reaching a conclusion on what lesson was learned by reading the book.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard: CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Materials:
- Book (Where the Wild Things Are)
- Wild Thing Drawing
- 2 Pieces White Paper
- Pencils (2)
- Paper (2)
- Anticipatory Set (The HOOK):
- Ask the students if anyone has read the book Where the Wild Things Are, or had it read to them.
- Ask the students what they might think it is about, based on the cover of the book.
- Who do they think it is about?
- What do they think will happen?
- Ask the students what they might think it is about, based on the cover of the book.
- Ask the students if anyone has read the book Where the Wild Things Are, or had it read to them.
- Introduce the Lesson:
- Explain what the book is about:
- This is the story of a young boy named Max. Max is mischievous (playfully naughty), and likes to have fun. Max escapes to a wonderful land--a land Where the Wild Things are.
He is soon made the King of the Wild Things, but things don’t go quite as he planned.
- This is the story of a young boy named Max. Max is mischievous (playfully naughty), and likes to have fun. Max escapes to a wonderful land--a land Where the Wild Things are.
- Listen, as we read to find out what happens to Max when he makes his journey to where the Wild Things Are.
- Goal:
- The student will orally retell the story of the text read to them by the teacher, answering the prompts given to them by the teacher and reaching a conclusion on what lesson was learned by reading the book.
- Students will also create their own Wild Thing. The students will write a description of their Wild Thing and tell what they would do with their new friend.
- Explain what the book is about:
- Instruction:
- Teaching the Lesson
- Tell students that today, we will be reading Where the Wild Things Are and then talking about it.
- The teacher will read the story to the students.
- Check for Understanding
- Model a question that might be asked during the discussion, and how to answer it.
- Example:
- Who do we see on the cover of the book?
- Answer: We see one of the Wild Things.
- What kind of boy was Max?
- Answer: Max was naughty. Max likes to play tricks and have fun. At the end of the book, he is different.
- Who do we see on the cover of the book?
- Example:
- Model a question that might be asked during the discussion, and how to answer it.
- Guided Practice and/or Independent Practice:
- Guided Practice
- Students will discuss the book.
- Prompts:
- Who was in the book?
- What happened to Max?
- How did Max get to where the Wild Things are?
- What did the Wild Things do with Max?
- What did Max think about being King?
- What happened to Max at the end of the book?
- Prompts:
- Students will discuss the book.
- Guided Practice
- Teaching the Lesson
- Closure:
- Ask students what they think the moral or lesson of the story is. Discuss how they came to that conclusion.
- If time allows, students may draw a picture of their own Wild Thing.
- The teacher will show the example of their own Wild Thing.
- If time allows, students may draw a picture of their own Wild Thing.
- Ask students what they think the moral or lesson of the story is. Discuss how they came to that conclusion.
- Assessment/Evaluation:
- Students have participated in the group discussion showing surface and deeper levels of comprehension regarding Where the Wild Things Are.
- (If time allows) Each student will have created their own Wild Thing picture. The students will write a description of their Wild Thing, providing a name and description of what they would do with the Wild Thing.
PRACTICUM LESSON PLAN
DATE/SESSION: 04/21/16 PSU STUDENT: Erica Stacey
Share Learning Goals:
Objective/Evaluation/Common Core Standard: Guided Reading Day 1
The students will read The First Morning with at least 90% accuracy and at least level 1 fluency.
Strand: Reading Foundational Skills
Box Subheading: Phonological Awareness
Standard:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
R.F.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
The student will answer questions about the book The First Morning, answering at least 2 out of 3 questions correctly.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
R.L.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
R.L.1.3 Describe characters, settings, and major events in a story, using key details.
Materials:
The Plan:
Anticipatory Set:
Teaching the Lesson (Modeling – I Do It):
Closure:
Assessment/Evaluation:
On day 1, I will be taking anecdotal notes and mark the number of questions the student gets correct. This will allow me to tell whether or not the students meet the standard of answering two of the three questions asked of them correctly.
On day 2 I will take a running record to make sure that it is at least 90% accuracy and fluency level 1.
Objective/Evaluation/Common Core Standard: Rhyming Activity and Read Aloud
The student will orally retell the story of the text read to them by the teacher, answering the prompts given to them by the teacher and by identifying at least 2 specific details from the book.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
The student will create a rhyme about a single topic that uses at least 4 rhyming words in the proper sequence to create a patterned rhyme.
Strand: Reading Literature
Box Subheading: Phonological Awareness
Standard:
RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Materials:
The Plan:
Anticipatory Set:
Teaching the Lesson (Modeling – I Do It):
Objective/Evaluation/Common Core Standard: Read Aloud--Summarizing and Comprehension Focus
The students will create a detail-rich summary of the story A Trip to Dinosaur Time,with each student adding 2 new details to the summary by revisiting the text.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
R.L.1.3 Describe characters, settings, and major events in a story, using key details.
Materials:
Anticipatory Set:
Instruction:
Teaching the Lesson (Modeling – I Do It):
Assessment/Evaluation:
DATE/SESSION: 04/21/16 PSU STUDENT: Erica Stacey
Share Learning Goals:
- Give each student a copy of the learning goals.
- Read through the goals together as a group.
- Students will mark off the goals as each is achieved.
- Pull out the Guidelines.
- Hold the guidelines so that students can see and read them.
- Read through the guidelines that the group created together.
Objective/Evaluation/Common Core Standard: Guided Reading Day 1
The students will read The First Morning with at least 90% accuracy and at least level 1 fluency.
Strand: Reading Foundational Skills
Box Subheading: Phonological Awareness
Standard:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
R.F.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
The student will answer questions about the book The First Morning, answering at least 2 out of 3 questions correctly.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
R.L.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
R.L.1.3 Describe characters, settings, and major events in a story, using key details.
Materials:
- 2 books (1 per student)
- The First Morning by Brenda Parkes
- 2 white boards
- 2 markers
- 2 erasers
The Plan:
Anticipatory Set:
- Today, we are going to practice reading with emotion and spelling some different words. When we are finished with that, we are also going to read a new story about a group of animals who live in darkness.
- Ask the students what they do when the come to a hard word--or one that they have not seen before.
- Do they just give up, or ask the teacher to tell them what it is right away?
- What do they try before asking for help?
- Ask the students what they think of when they think of a “good reader”.
- Teachers, classmates, or parents might be good examples to reflect upon.
- Ask the students how they read. (Expression and emotion.)
- Do they read super fast or super slow?
- Do. They. Read. One. Word. At. A. Time.?
- You have been learning to read, and I know that you both have been working hard. Today, we are going to spend some time practicing some of the things that you have learned to do when you are reading a sentence--or even a story--for the first time.
Teaching the Lesson (Modeling – I Do It):
- N/A
- N/A
- Guided Practice (We Do It – Student in control):
- Fluent Writing
- Review with students how to use the materials (whiteboard, marker, and eraser).
- Go over the rules again with the students:
- Only touch the materials when told to do so.
- Write what you are asked to write--do not doodle.
- When you erase something, erase as fast as you can.
- When you are done writing, put the marker down.
- Hand out boards, markers, and erasers to students.
- Have the students practice doing this several times with some of their high frequency words.
- They, told, that, help, work
- Go over the rules again with the students:
- Review with students how to use the materials (whiteboard, marker, and eraser).
- Fluent Writing
- Phonics
- Model:
- Take one student’s board.
- Erase and rewrite the word work
- Say: sometimes words can be a little more tricky than the ones we just worked on. For example, what would happen if we added an ending to ‘work’.
- Add an -ed to work.
- Ask students what this ending does to the word.
- Take one student’s board.
- Have students work on words that have ‘ed’ on the end.
- Hand board to students.
- Walk to Walked
- Have students write the word ‘walk’.
- Ask them how they would make it past tense (adding -ed).
- Remind the students that we are working with past tense (-ed).
- Ask the students if the word is finished.
- If they say yes, tell them that there is something tricky that they are missing on the end of the word.
- The students should recognize that this means that there is an -ed that should be on the end.
- If they say yes, tell them that there is something tricky that they are missing on the end of the word.
- Have the students read the word slowly, using their finger to guide them, blending it.
- Have them repeat this several times.
- Have students write the word ‘walk’.
- Jump to Jumped
- Have students write the word ‘jump’.
- Ask them how they would make it past tense (adding -ed).
- Remind the students that we are working with past tense (-ed).
- Ask the students if the word is finished.
- If they say yes, tell them that there is something tricky that they are missing on the end of the word.
- The students should recognize that this means that there is an -ed that should be on the end.
- If they say yes, tell them that there is something tricky that they are missing on the end of the word.
- Have the students read the word slowly, using their finger to guide them, blending it.
- Have them repeat this several times.
- Have students write the word ‘jump’.
- Take one student’s board.
- Write the sentence: “I tripped on the brick on the playground.”
- Read the sentence together as a group.
- Ask the students which word is past tense.
- Write the sentence: “I ran to the front door.”
- Read the sentence together as a group.
- Ask the students which word is past tense.
- Write the sentence: “I tripped on the brick on the playground.”
- Model:
- Orientation to New Book
- Book Introduction
- Set the books in front of the students, closed with the front cover facing up.
- Tell the students not to touch them until they are told to.
- Tell the students about the book:
- Say: Today, we are going to be reading a story called ‘The First Morning’ by Brenda Parkes.
- Have the students look at the front cover and say what they think that the story might be about.
- Ask: Looking at the picture on the front, what do you think might happen in this story?
- Set the books in front of the students, closed with the front cover facing up.
- Picture walk/word search
- Direct students to look at the cover of the story, read the title together.
- Ask students what they do to important names when they write them.
- They should know that names should be capitalized.
- Next, have students turn to page 7.
- Tell the students that there a few names in this story that are a little different than names they might have heard before.
- Ask students to put their fingers under the name Spider.
- Read it together.
- Discuss why it is capitalized, even though it is a bug.
- Some stories use the names for things as actual names.
- Example: (A frog becomes Mr. Frog.)
- Some stories use the names for things as actual names.
- Ask students to put their fingers under the name Spider.
- Next, have the students turn to page 13.
- Ask students to look read the 3rd line.
- Have students point to the word ‘cunning’ with their fingers.
- Look at the word “cunning”. Ask the students what they think cunning means.
- If they do not reach the idea of ‘smart’ or ‘sneaky’, guide them to the idea.
- Ask students to look read the 3rd line.
- Book Introduction
- Purpose For Reading
- Let’s read to find out what happens on the first morning.
- During Reading of New Book
- The students are reading the book, and the teacher is taking anecdotal notes.
- The teacher only steps in when absolutely are necessary.
- The students are reading the book, and the teacher is taking anecdotal notes.
- Comprehension Conversation
- Talk about the book when the students are done reading.
- What happened in the story?
- Who was in the story?
- What was the problem in the story?
- Was the problem fixed by the end? How/how not?
- Talk about the book when the students are done reading.
- Praise/Teaching Point
- Using my anecdotal notes, I will praise them for something they did well and teach them a strategy for reading that they need to work on.
- Independent Practice (You Do It):
- N/A
Closure:
- Say: Today we have worked a lot on how to read words that were focused on ‘things that happened in the past’. And then you got to practice those skills when you read the story. We are going to use this book next week too, now that you have had a chance to read it through once.
- Ask students if they enjoyed the story.
- Ask students if they think that, having worked with the book today, it might be easier to read next time.
Assessment/Evaluation:
On day 1, I will be taking anecdotal notes and mark the number of questions the student gets correct. This will allow me to tell whether or not the students meet the standard of answering two of the three questions asked of them correctly.
On day 2 I will take a running record to make sure that it is at least 90% accuracy and fluency level 1.
Objective/Evaluation/Common Core Standard: Rhyming Activity and Read Aloud
The student will orally retell the story of the text read to them by the teacher, answering the prompts given to them by the teacher and by identifying at least 2 specific details from the book.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
The student will create a rhyme about a single topic that uses at least 4 rhyming words in the proper sequence to create a patterned rhyme.
Strand: Reading Literature
Box Subheading: Phonological Awareness
Standard:
RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Materials:
- 2 pieces of paper
- Rhyme outline written out
- Example rhyme
- There once was a ______ named _______
Who thought _________________________.
S/he __________________________________,
Then __________________________________
Until s/he _____________________________.
- There once was a ______ named _______
- 2 pencils
- Rhyming Book
- One fish, two fish, red fish, blue fish by Dr. Seuss
- Rhyming words paper (blank)
- Students will generate words that rhyme, to be referenced as they write their rhymes, if needed.
The Plan:
Anticipatory Set:
- Tell students that you are going to be reading a story to them.
- Show the students the book cover.
- Ask the students what they see on the cover.
- What do they think the story is going to be about?
- Let’s read to find out what funny creatures might be lurking in the world.
Teaching the Lesson (Modeling – I Do It):
- Read story to students.
- Hold the book so that the students can see the pictures.
- Talk to students about what happened in the book.
- Ask what happened in the story?
- What was the story about?
- What did you like about the story?
- What do you think was the lesson in this story--was there a lesson?
- Ask what happened in the story?
- Ask the students what they noticed about the words in the story.
- Was there a pattern or rhythm?
- What do the words page 4 (open book and point to the words) do?
- Look at the words sad and glad, blue and new.
- What do the words page 4 (open book and point to the words) do?
- Was there a pattern or rhythm?
- Tell students that today, they are going to be writing a rhyme of their own.
- Pull out example paper.
- Fill in, thinking through the portions aloud.
- There once was a man named Mark
Who thought he could only bark.
S/he __________________________________,
Then __________________________________
Until s/he _____________________________.
- There once was a man named Mark
- Ask students if there is a rhyme and rhythm in what has been created so far.
- Read it as a group.
- Guided Practice (We Do It – Student in control):
- Have students assist filling in the rest of the rhyme.
- Example:
- He ran around,
Then flipped upside down
Until he fell to the ground.
- He ran around,
- If students are having issues thinking of rhyming words, create a list of words that rhyme as a group.
- Example:
- Have students assist filling in the rest of the rhyme.
- Independent Practice (You Do It):
- Today you are going to create your own rhymes.
- Give students the rhyming paper with the outline for the rhyme.
- Tell them they may pick their own topic, or one from the following choices:
- Dinosaurs, Star Wars, Family, Sports, Music, or Animals
- Students will have 2 minutes to make their choice, otherwise one will be assigned to them.
- Tell them they may pick their own topic, or one from the following choices:
- The students will write their rhymes, with the teacher observing and taking anecdotal notes, only stepping in when needed.
- After both students are finished writing, they may share their rhymes.
- Today, you heard a story that was full of fun phrases--it had a rhythm and a pattern of rhyming. You also got to create your own rhymes.
- Talk to students about what they wrote today.
- Did the students find it difficult?
- How was this kind of writing different from others they have done before?
- Both students will participate in a discussion over the book. The students will each contribute at least 2 specific details to the discussion.
- Each student will have completed a unique rhyme.
- The teacher will have taken anecdotal notes as the student wrote their rhyme, and may refer back to it to create future lessons through analysis.
Objective/Evaluation/Common Core Standard: Read Aloud--Summarizing and Comprehension Focus
The students will create a detail-rich summary of the story A Trip to Dinosaur Time,with each student adding 2 new details to the summary by revisiting the text.
Strand: Reading Literature
Box Subheading: Key Ideas and Details
Standard:
R.L.1.3 Describe characters, settings, and major events in a story, using key details.
Materials:
- A Trip to Dinosaur Time
- 3 Pencils
- 3 Papers (blank, for details)
Anticipatory Set:
- You have both been working on retelling stories--and remembering details. Today, we are going to read a book, and really focus on remembering details.
- Today we are going to read a story called A Trip to Dinosaur Time. Looking at the cover, what do you think this story might be about?
- Discuss what might be happening in the story, based on the cover.
- Prompt the students if needed:
- What is on the cover (or who)?
- Do the characters look mad or sad or excited?
- What is happening?
- What details do you notice?
- Prompt the students if needed:
- Discuss what might be happening in the story, based on the cover.
- Well, this story is about a young man named Tom. Tom’s mother has gotten a new timer in their kitchen, and asked Tom not to play with it. However, Tom is unable to resist and plays with it anyways. Let’s read to find out what happens to Tom, and if he really meets any dinosaurs.
Instruction:
Teaching the Lesson (Modeling – I Do It):
- Read the story.
- Hold the book so that students can see the pictures.
- Focus on reading with emotion and fluency.
- Modeling to students how to read to make a story engaging.
- After the read aloud is finished, ask students to tell what happened in the story.
- Write down the basic idea of their summary on the piece of paper (teacher).
- Next, ask them for some specific details that they remember.
- Teacher will write these down on the piece of paper.
- Guided Practice (We Do It – Student in control):
- Show students page 7.
- Read the page again, telling students to think about a few specific details they can pull from that page and the illustrations.
- Have the students give answers, writing them down as they answer.
- Read the page again, telling students to think about a few specific details they can pull from that page and the illustrations.
- Show students page 20.
- Read the page again, telling students to think about a few specific details they can pull from that page and the illustrations.
- Have the students give answers, writing them down as they answer.
- Read the page again, telling students to think about a few specific details they can pull from that page and the illustrations.
- Show students page 7.
- Independent Practice (You Do It): (Teacher takes anecdotal notes)
- Hand out papers and pencils to students.
- Let students share the book, looking at 3 new pages on their own.
- Have the students write down 2-3 details per page, silently.
- After the students have written down details, have them share their details with the group.
- Discuss how much more information they have found by going back and looking at different pages than is in their summary.
- Ask how we can improve the summary with this new information.
- Add to and adjust the old summary, writing down the new and improved one beneath the old one.
- Compare the two summaries.
- Ask the students what the difference is between the two.
- Ask which one tells someone more about what happened in the story.
- Discuss how much more information they have found by going back and looking at different pages than is in their summary.
- Finish:
- Say: Today, you both worked very hard in finding details to make your summaries more interesting and accurate. We are going to keep working on your summarizing skills as we go through the next sessions.
- Ask: What skills/strategies did you use today to find details in the story?
- Possible answers: pictures or re-reading, looking close, paying attention to the characters more closely.
- Ask: What skills/strategies did you use today to find details in the story?
- Say: Today, you both worked very hard in finding details to make your summaries more interesting and accurate. We are going to keep working on your summarizing skills as we go through the next sessions.
Assessment/Evaluation:
- Each student will have added at least 2 new details to the summary of the story.
- The teacher will take anecdotal notes, to refer to later to assess their overall comprehension of the story and how it changed throughout the lesson.