Ariel Jones (DOC) by chenboying

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									        Ariel Jones

         EDU 482

        Emma Duren

          10-29-09

Metropolitan State University
Grade: First Grade
Day: 1
Subject Area: Guided Reading
Theme: Lunch, by Denise Flemming

Minnesota Standard:
      Sub-Strand: Comprehension
      Standard: The student will actively engage in the reading process and use a
      variety of comprehension strategies to understand the meaning of texts that have
      been read or listened to.
      Benchmark: Make predictions of outcomes and verify from texts.

Objective:
      1) To teach students about the story, Lunch.
      2) To relate students prior knowledge to the story.
      3) To create a Red-Book for the students work to be assessed.
      4) To predict what the story is going to be about.

Resources Needed:
      1) Big book of Lunch
      2) Copies of the story, Lunch for all the students.
      3) Markers
      4) 5 Copies of Red-Books

Time Required:
      20 Minutes

Questions to be answered:
      I want to know if the students can predict the story and correctly write it on the
      assessment sheet. I also want to know if the students can tell me the main parts of
      the story and correctly write it on the assessment sheet.

Assessment:
      I want to know if the students can correctly tell me what the main parts of the
      story are, who the character is, the sequence of events and can they predict the
      story.

Anticipatory Set:
       Show the students the story and ask them what they see on the front cover? Ask
       them if they can read the word on the front cover. If they cannot read the word on
       the front cover, sound out the word with them. Ask the students what they like
       and do not like to eat for lunch? Ask the students what they think is going to
       happen in the story? Explain that we are going to predict what is going to happen
       throughout the story, meaning we are going to make guesses about what is going
       to happen next. Show the students the cover again and have them guess what the
       story is going to be about.
Lesson Presentation:
      1) Pass out an assessment to each student and a pencil. Tell each student they
          will be writing in the answers as a group.
      2) Start with the predicting part of the assessment.
      3) Read the story to the students, after each page have them make a prediction, or
          a “guess,” about what is going to happen on the next page, if it is necessary
          write it on the assessment paper.
      4) After the story have the students individually tell you what happened during
          the story.
      5) Fill out the portion of the assessment that tells about the retelling of the story
          as a group.
      Mini Lesson
      1) Pass out the Red- Books
      2) Have the students write there names on the cover of the Red-Book and
          number the pages in the book up to five.

Check for Student Understanding:
      The teacher will ask the students about the story and what they think happened
      during the story. The teacher will listen to students individually so to understand
      that everyone comprehended.

Guided Practice:
      Teacher will listen to the student’s responses and assist if they need help. The
      teacher will also help the students write his or her name on the Red-Book and
      assist in writing number one through five in the Red-Book.

Assessment:
      I want to know I the students can correctly tell me what the main parts of the story
      are, who the character is, the sequence of events and can they predict the story.
      Fill out the record sheet as a group to help with comprehension and glue it to the
      first page of the Red-Book.

Closure:
      Before they are dismissed to their seats, recap the story with the students and
      explain that they did a wonderful job predicting. Have the students pass you their
      Red- Books, the teacher will hold onto them so they don’t get ruined.
Name:________________________________________________ Date: __________

                                Predict



         Characters



         Setting



   Problem and the Solution




                           Story Retelling


         Characters



         Setting



   Problem and the Solution
Grade: First Grade
Day: 2
Subject Area: Guided Reading
Theme: Lunch, by Denise Flemming

Minnesota Standard:
      Sub-Strand: Vocabulary Expansion
      Standard: The students will use a variety of strategies to develop and explain
      reading, listening and speaking vocabularies.
      Benchmark: Learn new words through explicit instruction and independent
      reading.

Objective:
      1) To teach students vocabulary words that they will see frequently throughout
           reading this story of reading other stories.
      2) To recognize the words in the story through out the book and be able to point
           to the words.

Resources Needed:
      1) Each child has a copy of the story, Lunch.
      2) Each students Red-Books
      3) Flash cards of the high frequency words we will be practicing
             a. and
             b. at
             c. can
             d. look
             e. my
             f. the
      4) Glue

Time Required:
      20 Minutes

Questions to be answered:
      The questions that I want answered are if students can correctly identify the high
      frequency words throughout the story after it has been read to them. I also want
      to know if students can correctly say the high frequency word while I am showing
      it to them in flash cards.

Assessment:
      The teacher will look at the worksheet to see if the students understand and can
      write the high frequency words.

Anticipatory Set:
       Have the students place their book in front of them. Ask the students what they
       remember from yesterday about the story. Re-read the story, have the students
       follow along in their own books with their pointer fingers. Ask the students what
       they now remember about the story for comprehension.

Lesson Presentation:
      1) After asking the students about comprehension, have the students place their
          books on the table and look at the teacher.
      2) Tell the students they are going to be learning new words that they will see
          throughout the story.
      3) Introduce the flash cards of the six words (and, at, can, look, my, the) and
          sound out each word for the students to learn.
      4) Lay the flash cards across the table so the children can easily see them.
              Mini Lesson
              1) Have the students open their books to the first page and read through
                   slowly with the students.
              2) Tell the students to use their pointer fingers to follow along as the
                   teacher reads the story.
              3) Give the students ten post-it notes each. Teach the students that they
                   will be placing the post-it notes on the pages that have these six words.
      5) Re-read the story and allow for the students to be able to pick out the high
          frequency words while reading.
      6) When you get to a high frequency word, have the students place post-it notes
          on the pages and sound out the word with the students.
      7) Hand the students the manuscript paper and have them each word once on the
          line of the high frequency word.

Check for Student Understanding:
      As the teacher I will be checking for understanding while the students are placing
      the post-it notes in the book. I will also be checking for understanding when they
      are sounding the high frequency words out for the teacher and writing them on the
      manuscript paper.

Guided Practice:
      I will be helping all students during the reading lesson. However, I will be
      listening to all the students’ responses and helping individuals that need assistance
      spelling out the high frequency words and writing them on the manuscript paper.
      I will also be helping individual students place the post-it notes on the correct
      page.

Assessment:
      The teacher will look at the worksheet to see if the students understand and can
      write the high frequency words and can glue them into page two of their Red-
      Books.
Closure:
      Have the students sound out the six high frequency words for the teacher one last
      time before they can take their seats. Have the student’s return the books back to
      me and quietly go sit in their seats.
Name:___________________________________ Date:____________________
___________________________________________

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Grade: First Grade
Day: 3
Subject Area: Guided Reading
Theme: Lunch, by Denise Flemming

Minnesota Standard:
      Sub-Strand: Word Recognition, Analysis, and Fluency.
      Standard: The student will understand and apply knowledge of the sounds of the
      English language, the sound-symbol relationship, and word recognition strategies
      to read grade level materials with accuracy and fluency.
      Benchmark: Generate rhyming words in a rhyming pattern.

Objective:
      The objective of the lesson is to repeat the high frequency words with the students
      and to teach them rhyming words of the lesson with the students and

Resources Needed:
      1) Construction paper of the rhyming word “and” (band, land, sand).
      2) Construction paper with the rhyming words “at” (bat, cat, sat
      3) Construction paper with the rhyming words “can” (fan, man, tan)
      4) Construction paper with the rhyming words “look” (book, took, nook)
      5) Construction paper with the rhyming words “my” (lie, tie, sty)
      6) Copies of the stories for each student
      7) Large copy of the story for the teacher
      8) Flash Cards of high frequency words
      9) Glue

Time Required:
      20 Minutes

Questions to be answered:
      I want to know if students can correctly identify the rhyming words throughout
      the story. I also want to know if students can read the high frequency words. I
      also want to know if the students can accurately complete the worksheet.

Assessment:
      The students will fill out a worksheet of the high frequency words and the
      rhyming words. This assessment will allow me to see if they can correctly rhyme
      the high frequency words.

Anticipatory Set:
       Have the students pair read and stop throughout the story at the high frequency
       words. They will be easy to find in every child’s books because they placed post-
       it notes on the pages of the high frequency words the previous day. Have the
       students stop at the words and try to sound them out. When they are done, read
       the story to the students again for comprehension.
Lesson Presentation:
      1) When the teacher is done reading the book, place the six flash cards of the
          high frequency words in front of the students.
      2) Have the students individual read the words to the teacher. Sound out the
          words as necessary.
      3) Then show the children the construction paper with the rhyming words.
      Mini Lesson
              1) Teach the students a rhyming word by showing them the “and” flash
                  card and the rhyming words to “and.”
              2) Explain to the students that a rhyming word is a word that sounds like
                  another word.
      4) Individually go through the flash card and the words that rhyme with it. Ask
          the students varying questions about the rhyming words and the flash cards.
      5) Give the students the assessment worksheet and have them fill out the
          worksheet.

Check for Student Understanding:
      Listen to the students responses while they are saying the high frequency words.
      Also listen to see if they understand what a rhyming word is and if they can
      rhyme to the high frequency words.

Guided Practice:
      Listen to each student individually and help them individually if they cannot
      sound out the high frequency words. Also help during the worksheet if students
      need assistance.

Assessment:
      The worksheet of the rhyming words will assess the progress of their high
      frequency and rhyming skills.

Closure:
      Have the students share the assessment worksheet with group and tell what they
      did and have them glue it into the third page of their Red-Book. Lastly, go over
      the six high frequency words again with a partner.
Name:___________________________________ Date:____________________



                   Our Rhyming Matches


     and                                             cat


     at                                              cook


     my                                              fan


     the                                             duh!


     look                                            band


     can                                             lie
Grade: First Grade
Day: 4
Subject Area: Guided Reading
Theme: Lunch, by Denise Flemming

Minnesota Standard:
      Sub-Strand: Word Recognition, Analysis, and Fluency.
      Standard: The student will understand and apply knowledge of the sounds of the
      English language, the sound-symbol relationship, and word recognition strategies
      to read grade level materials with accuracy and fluency.
      Benchmark: Use letter sounds, word patterns and parts of simple compound
      words to decode unfamiliar words when reading.

Objective:
      I want the students to notice words with the letters “a,” “e,” “i,” “o” and “u.” I
      want the students to be able to sound out the letters and comprehend the high
      frequency words more easily from learning these letters.

Resources Needed:
   1) Vowel Sticks with the vowels, “a,” “e,” “i,” “o” and “u.”
   2) Copies of the story for each students
   3) Large copy of the book for the teacher.
   4) The Red-Books for students.
   5) Flash Cards of high frequency words.
   6) Glue

Time Required:
      20 Minutes

Questions to be answered:
      I want to now of students can correctly say the vowels, “a,” “e,” “i,” “o” and “o.”
      I want to know if they can sound out the words and with the letters in them. I also
      want to know if they can correctly fill out the worksheet for assessment.

Assessment:
      The students will fill out an assessment of the vowels and glue them into their
      Red-Books. I will assess if they can correctly circle the right letter and from my
      assessment make an intervention lesson if necessary.

Anticipatory Set:
       Have the students read the book with a partner, every other page, and talk about
       the story and what they are going to have for lunch today.

Lesson Presentation:
      1) After the students are done pair reading, have the students close their books
          and listen to the teacher.
       Mini Lesson
              1) Show the student the vowel sticks, tell them they may play with them
                  but they have to be very gentle so they do not break them.
       2) Individually go over the vowel sticks, show the student the first vowel, “a,”
          say the sound and place your hand under your chin. Then have the students
          repeated your movement and the sound.
       3) Then show the student the second vowel, “e,” say the sound and place your
          index and thumb on both side of your mouth. Then have the students repeated
          your movement and the sound.
       4) Then show the student the third vowel, “i,” say the sound and place your
          index finger on your nose. Then have the students repeated your movement
          and the sound.
       5) Then show the student the fourth vowel, “o,” say the sound and place circle
          their mouth with their index finger. Then have the students repeated your
          movement and the sound.
       6) Then show the student the fifth vowel, “u,” say the sound and place your
          hands on your stomach. Then have the students repeated your movement and
          the sound.
       7) Repeat the vowel sticks as necessary until all the students understand the
          movement and the sound.
       8) Read the story and find words with the vowels in them.
       9) Hand the students the assessment and have them work in pairs to finish the
          assessment worksheet.

Check for Student Understanding:
      Listen to the student’s sounds of the vowels and see if they understand the vowels
      and the motions that go along with them. Also, watch the assessment paper to see
      if the students comprehend the lesson.

Guided Practice:
      Help students individually if they need it during the sounding and movements of
      the vowels. Also, help the students during the assessment sheet if they and their
      partner cannot work through a question.

Assessment:
      The students will fill out an assessment of the letters and glue them into their Red-
      Books. I will assess if they can correctly circle the right letter and from my
      assessment make an intervention lesson if necessary.


Closure:
      Have the students glue in the assessment on page three of their Red-Books and
      give it back to the teacher. Go through the flash cards of the high frequency
      words and do the movements and sounds of the vowels in the words.
Name:___________________________________ Date:____________________



                           Our Vowels

                      a          e           i           o           u




                      a          e           i           o           u




                      a          e           i           o           u




                      a          e           i           o           u




                      a          e           i           o           u
Grade: First Grade
Day: 5
Subject Area: Guided Reading
Theme: Lunch, by Denise Flemming

Minnesota Standard:
      Sub-Strand: Spelling Grammar, and Usage
      Standard: The student will demonstrate emerging knowledge of punctuation,
      spelling and capitalization.
      Benchmark: Spell 3-4 letter words correctly.

Objective:
      The objective of this lesson is to do a spelling test to see if the students have
      comprehended the high frequency words throughout their five day lesson.

Resources Needed:
      1) Copy of their Red Books
      2) Copy of the story of all the students
      3) Copy of a large story for the teacher
      4) Pencil for each student
      5) Glue

Time Required:
      20 Minutes

Questions to be answered:
       Have the students comprehended the five day lesson of the high frequency words
and can correctly write them in their Red- Books for a spelling test.

Assessment:
      A spelling test of the high frequency words in their Red-Books nad glue it to page
      five.

Anticipatory Set:
       Read the story with the students for the last time for comprehension. Stop at all
       the high frequency words and sound them out using the vowel cues we learned
       yesterday.

Lesson Presentation:
      Mini Lesson
             1) Tell the students will we be having a spelling quiz of the six high
                 frequency words.
             2) Every students needs to be quiet and do their test individually
      1) Have the students open to page four of their Red-Books
       2) One by one, say each word slowly so they can write it in their Red-Books.
          Say a phrase with the word in it so the students can easily comprehend the
          word.

Check for Student Understanding:
      Watch throughout the spelling test to see if children are writing the right word on
      the correct line.

Guided Practice:
      Help the students place the word on the correct line but try not to help the students
      spell the word. I want to know what they have already learned and if needed
      make intervention lessons.

Assessment:
      A spelling test of the high frequency words in their Red-Books and glue it to page
      five.

Closure:
      When the students are done with the spelling test, have the students hand in their
      Red- Books to the teacher for a final assessment of the five day lesson. Explain to
      the students that they did a very good job at their lesson and they should be proud
      of themselves. Allow the students to “Jump for Joy!”
                               Spelling Test Rubric

              1                              2                             3


   The student does not           The student writes some       The student writes all
   write in manuscript.           high frequency words in       high frequency words
                                  manuscript.                   in manuscript.


   Student cannot spell any       Student can spell some        Student can spell all
   high frequency words           high frequency words          high frequency words
   correctly.                     correctly.                    correctly.



   Student was not                Student was asked few         Student listened
   listening patiently            times to sit and listen       quietly during the
   during the spelling test.      quietly.                      spelling test.




_____ Student can write in manuscript.
_____ Students can accurately spell the high frequency words.
_____ Students listened quietly during the test..
                                    Final Rubric

              1                             2                             3


   Students do not               Students comprehend          Students comprehend
   comprehend the story          some of the story Lunch.     the story Lunch.
   Lunch.


   Students cannot               Students can write the       Students can
   accurately write the high     high frequency words         accurately write the
   frequency words.              with few errors.             high frequency words.



   Student does not have a       Student has part of an       Student has an
   clean and organized           organized Red-Book.          organized Red-Book.
   Red-Book.




_____ Student comprehends the story, Lunch.
_____ Students can accurately spell and write the high frequency words.
_____ Students have an organized Red-Book.

								
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