Lessons I Have Taught in my Field Experiences


1. Guided Reading


I. OVERVIEW OF THE LESSON

A. November 11, 2010

B. Four 10- 15 minute lessons

C. Small group format

D. Literacy

E. Kindergarten

 

II. PENNSYLVANIA STATE STANDARDS

A. 1.1.K.B.- Employ word recognition techniques- Demonstrate phonological awareness through the segmenting and blending of phonemes, and use knowledge of letter sound correspondence to decode words in context.

B. 1.2.K.D.- Make predictions, draw conclusions, and explain whether or not predictions are confirmed, with adult assistance.

 

III. GENERAL OBJECTIVE

A. Students will understand how to phonemically segment the words “go” and “can” and will be able to blend different phonemes onto the beginnings of those words.

 

IV. BEHAVIORAL OBJECTIVE

A. After reading a short book appropriate to the students’ reading level, the students will phonemically segment the words “go”, “can”, “it”, and if time allows, “in” and then they will replace the beginning phonemes with other phonemes to create word families.

 

V. INSTRUCTIONAL MATERIALS

A. It Can go Up- One copy per student in the lower two reading groups

B. Fast or Slow?- One copy per student in the lower two reading groups

C. The Train Trip- One copy per student in the higher two reading groups

D. How They Go- One copy per student in the higher two reading groups

E. Whiteboards- One per student in each group

F. Dry-erase markers- One per student in each group

G. Alphabet chart

 

VI. ACTIVITY AND PROCEDURE

A. Motivation and Introduction

            1. The teacher will ask the students to look at the cover of the book they are to read and make a prediction about what the story will be about.  The teacher will also ask the students to identify the title and author of the book.  Assistance will be provided if the students cannot identify the title and author.

 

B. Development

            1. In each group, the teacher and students will read their reading level book aloud.  The teacher will check for understanding by asking follow-up questions.

            2. After reading, the teacher will ask the students to look in their books and find the highlighted words.  Once the students have found the words, they will sound out the highlighted words “go”, “can”, “it”, and if time allows, “in” and they will write the words on their whiteboards.

            3. The teacher will then ask the students to replace the first letters in the words “go”, “can”, etc. with other letters and see how many new words they can make using an alphabet chart as a guide.  Possible answers include “no”, “so”, “do” “to” for the word “go”, “man”, “pan”, “ban”, “fan”, “tan”, and “ran” for the word “can” and “bit”, “fit”, “hit”, “kit”, “lit”, “pit”, “sit”, and “wit”.

            4. The teacher and students will re-read their books aloud.  The teacher will check for comprehension again by asking follow-up questions.

            5. If time allows, the teacher will have the students make a word family for the words “in”.  If there is additional time after that, the teacher will ask the students to make word families for their star words.

 

D. Summary and Closure

1. The teacher will review the story’s plot, book author, book title, and the phonemically segmented words.

 

VII. EVALUATION

A. Assessment

            1. The students will be assessed by their active involvement in the group reading and phoneme segmentation/ blending activity.



2. Large Group Lesson


I. OVERVIEW OF THE LESSON

A. November 4, 2010

B. One 45 minute lesson

C. Large group format

D. Literacy

E. Kindergarten

F. Mrs. Sames

 

II. PENNSYLVANIA STATE STANDARDS

A. 1.3.K.C: Identify literary elements (characters, settings, and problems) in stories

B. 1.5.K.F: Use grade appropriate conventions of language when writing and editing, with adult assistance.  

 

III. GENERAL OBJECTIVE

A. The student will be able to identify the setting and characters of the story Leaf Man by Lois Ehlert.  The student will also be able to identify live and dead leaves and know that leaves start to die in the fall and that is why they change colors. 

 

IV. BEHAVIORAL OBJECTIVE

A. After discussing the characteristics of leaves and reading the story Leaf Man, the student will be able to demonstrate his comprehension of the story by creating his own leaf man from leaves gathered from outside.  The student will draw a background around his leaf man to describe the setting and write one sentence under the leaf man describing where the leaf man is (My leaf man is ________.). 

 

V. INSTRUCTIONAL MATERIALS

A. Leaf Man by Lois Ehlert

B. Leaves collected from outside

C. Glue

D. Crayons

E. Construction paper

F. Large piece of paper

 

VI. ACTIVITY AND PROCEDURE

A. Motivation and Introduction

      1. The students will go outside and collect their own leaves that will be studied and used for the leaf man creation.

 

B. Development

              1.  The teacher will have the students sit in a circle and give each student one live and one dead leaf and have the students try to identify which leaf was dead and which was living.

            2.  The teacher will then proceed to tell the students that leaves start to die in the fall when it is colder and there is less sunlight and that as the leaves die, they turn different colors such as red, yellow, orange, and finally brown. 

            3. The teacher will read the book Leaf Man to the students discussing the characters and setting upon reading. 

 

 

C. Strategies for Diverse Learners

      1. The teacher will use real leaves to visually demonstrate the characteristics of leaves.

 

D. Summary and Closure

            1. Review leaves, characters, and setting.

 

E. Assignment

            1. The student will make a leaf man out of leaves collected from outside.  The student will then draw a background around the leaf man and write one sentence describing where the leaf man is. 

 

VII. EVALUATION

A. Assessment

            1. The leaf man picture will be checked for completeness according to whether there is a leaf man, a background picture, and a complete written sentence. 

 

 Student Samples:


leaf man      leaf man      leaf man


leaf man     leaf man      leaf man

                



                

 
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