Kristen Compton RDG 531 - Signature Assignment

Running head: Signature Assignment
Signature Assignment Grade 3: General Educational Instruction Kristen Compton October 9, 2012 Deborah Preach Arizona State University RDG 531: Language and Literacy
Signature Assignment
Summary The following 10 lesson plans include the five key areas of literacy instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. These lessons were created for a third grade regular educational classroom. I implemented one phonics lesson and one comprehension lesson in the third grade classroom at American Leadership Academy (ALA) in Gilbert, Arizona. My lessons all include a summary and rationale, key objectives and my instructional plan. All my lessons align with the Common Core State Standards (CCSS) for Arizona. My lessons focus on small group intervention strategies for below level students. However, some of my lessons were created for the whole class and then break off into small groups. They can be effectively utilized for any level based on the chosen text. My goal was to create fun and engaging lessons which would help excite a love of reading and create life-long learners.
LESSON OVERVIEW Your Name Title of Your Lesson Grade Level Subject Summary and Rationale (Connections to Big Goal/Unit) Classroom Scenario (small group, whole class, self-contained, resource,
gen. ed., spec. ed. inclusion)
PHONEMIC AWARENESS Kristen Compton Segmenting Phonemes 3rd Language Arts (Phonemic Awareness) Phonemic Awareness is an essential key for becoming better readers. Students will need to understand how to segment and decode words in order to become better readers. Small Group Intervention
PRETEACHING TASKS/PLANNING Common Core State Standards (CCSS) Add your English Language Proficiency Standards (ELPS) if you are in an ELD setting or serving ELL students on an Individualized Language Learner Plan (ILLP) Objectives (One to two at most. TSW or TSWBAT)
(What will your students be able to do? What will students know by the end of this lesson?)
1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Evaluation/Assessment (Is your assessment intimately aligned to your

lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.)
Materials Needed (Graphic organizers, specific books, readers, word wall,

sound counters, SMARTBoard, etc.,)
Accommodations/Modifications to be provided Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set) (How
does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lessons objective(s)? Explain.)
Students will: Be able to segment words into their phonemes/sounds and syllables Be able to count the number of phonemes in each word Be able to understand decoding and spelling I will work with the small group and observe whether they understand how to segment the words using the Elkonin Boxes. We will have spelling quizzes on a weekly basis to determine that they understand which sounds create each word. Rubber Bands Elkonin Boxes Beans Extra time will be given for students who are struggling with sound identification. Groups will be split up based on experience level and will be given words accordingly N/A We have been working on our understanding of the different sounds each letter and words make. Today we will be continuing that by practicing how to segment words. This is very important because it will help us to become better readers and spellers! I will split students into their small groups by name. Each group will have a different task related to phonemic awareness based on their skill level. I will be working with the students who need extra help.
Introduction of New Material (What 3 5 key points do you want to

emphasize? How/what will you model for students? How will you ensure that
I want to emphasize that segmenting words will help my students get a better understanding of spelling, reading and
students actively take in information presented?)
4 writing. I will begin by passing out rubber bands to each student. I will say a word slowly and stretch out the rubber band to emphasize each sound. For example: Sheep /sh/ /ee/ /p/ Shovel /sh/ /o/ /v/ /e/ /l/ After we practice with the rubber bands I will pass out the Elkonin boxes and beans. I will pronounce the word slowly again and stretch out each sound. I will have the students repeat the word slowly, stretching out each sound. I will give them each the Elkonin boxes and explain that each box represents a sound. I will say the word again slowly and have the students place the corresponding letter into each box as they repeat the word. We will practice this with more challenging words as they gain more understanding. We will start off using the rubber bands so they can visualize each sound they are making as they repeat each word. We will then move onto the Elkonin boxes for more practice. We will use more challenging words as their understanding improves. For example, we may start with words that only have two phonemes or boxes, and then progress to three, four, five, etc. We will then move onto pictures of different words and the students will have a chance to say each word and segment it. I will be working with this group of students to help correct any mistakes by saying the word aloud again very slowly and emphasizing each sound. Students will receive a worksheet with a picture and corresponding boxes below each picture. They will have to segment the word by themselves. I will monitor the class and check for understanding. I will check the students progress by monitoring them during independent practice. We will go over their answers from their independent practice worksheet and make sure they all understood the lesson. We will go around the circle and discuss what we learned from this lesson and highlight how this will benefit their spelling and reading and ultimately their comprehension and fluency. Daily practice with phonogram flashcards to improve their understanding of sounds.
Guided Practice/Small Group Lesson Activities (This is where you

practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)
Independent Practice (This is where you specifically evidence your

objectives goal (s) with the same activity but different items/prompts for individual assessment. How will the students apply the new knowledge they have learned?)
Lesson Closure (How will students summarize what they learned?

How will students be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will you specifically review your lessons objectives?
Extensions (How might you provide opportunities for extension?)
Signature Assignment LESSON OVERVIEW Your Name Title of Your Lesson Grade Level Subject Summary and Rationale (Connections to Big Goal/Unit)
5 PHONEMIC AWARENESS Kristen Compton Match Maker 3rd Language Arts (Phonemic Awareness) Phonemic Awareness is an important component to becoming better readers, writers and spellers. The point of this exercise is to give students a chance to put their knowledge of phonemes to the test and give them extra practice with initial sound in a fun and engaging activity. Whole Group & Small Group
Classroom Scenario (small group, whole class, self-contained,

resource, gen. ed., spec. ed. inclusion)
1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Evaluation/Assessment (Is your assessment intimately aligned to

your lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.) Materials Needed (Graphic organizers, specific books, readers, word wall, sound counters, SMARTBoard, etc.,)
Students will: Be able to identify initial sounds in words Be able to match different words by initial sound Check for understanding (CFU) Monitor the small groups to ensure they are creating matching pairs of phonemes Phoneme Picture Cards Extra time and/or less challenging words will be given for students who are struggling with sound identification. If students are still struggling at the end of the lesson, I will work one-on-one with the student during RTI time. More challenging words will be given to gifted students to identify. Groups will be split up based on experience level N/A Good morning students. All month we have been reviewing our phonograms and learning how each sound relates to a letter in the alphabet. Today we will be continuing that knowledge by practicing initial sounds in words. This will increase our understanding of the sound/letter relationship which will ultimately help us become better readers and spellers! And we all want to become better readers and spellers right? Right! Explain how this lesson relates to our previous knowledge of phonemes. Phonemes are the smallest units that make up words in spoken language. The word dog, for example, has
Accommodations/Modifications to be provided
Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set)
(How does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lessons objective(s)? Explain.)
Introduction of New Material (What 3 5 key points do you

want to emphasize? How/what will you model for students? How will you ensure that students actively take in information presented?)
6 three phonemes: /d/ /o/ /g/ We are going to practice working with phonemes today by playing an activity called Match Maker. After my instructions I will be splitting you all into small groups to do this activity. We will be using these picture cards (show picture cards) to identify the initial sound in the word and match them to other pictures. I will split you into groups and each group will have two piles of pictures. You will take turned picking one picture from each pile and matching the initial sounds.
Guided Practice/Small Group Lesson Activities (This is

where you practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)
I will practice the game with the students once or twice until they get the hang of it. For example, this is a picture of a dog. /d/ /o/ /g/ We want to find another picture with the same initial sound /d/. Lets say that initial sound together: /d/. You will select a picture from the second and third piles and if the words have that same /d/ sound that you get a match and get to keep the pictures. If one does not match, you must put the picture back into the middle of the pile (like so) and it will be your partners turn.
After I know that students understand the activity I will split them into groups and let them practice alone.

I will split up the class into pairs to practice the lesson. Students will be split up based on their level. For example, students who are struggling with sound identification will be given easier words to sort and match. More gifted students will be given more challenging multi-syllabic words to practice. - I will divide the initial phoneme pictures by the numbers on the cards and place face down in two separate stacks. - Taking turns, students select the top card from each stack. - They will say the name and initial sound of each picture. For example, kitten /k/, cake
/k/, calendar /k/. If initial sounds match on both cards, student keeps both cards. If two cards have the same initial sound, keep those and return the non-matching card to the middle (not the bottom) of the appropriate stack. If no cards match, return all three cards to the middle (not the bottom) of their respective stacks. The pairs will go back and forth practicing matching each sound. I will monitor the class progress and ensure all teams understand the activity and arent struggling with initial
7 sounds. Teams will also be able to self check each other and help each other with difficult sounds. At the end of the lesson I will check to make sure they all understand the concept of initial letters by hold up one of the pictures and ask them to say the word aloud. They will then have to find a matching sound from one of their pictures and hold it up. If everyone is holding up the correct sound I will know they all understand. If anyone is struggling I will give them more practice at a later time. Students who need extra practice will be invited to bring the game home to play with their parents. PHONICS Kristen Compton Phonics Bingo 3rd grade Language Arts (Phonics) Phonics is an important component for becoming better readers and spellers. The point of this exercise is to review the sound/letter relationship and connect them to this weeks spelling words. Small Group Intervention

LESSON OVERVIEW Your Name Title of Your Lesson Grade Level Subject Summary and Rationale (Connections to Big Goal/Unit)

2.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
3.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. Students will: Be able to identify phonemes by reviewing the phonogram flashcards. Students will use this prior knowledge and relate it to their weekly spelling words. They will gain practice reading, writing and hearing their words. By the end of the lesson students will have a better understanding of the weekly spelling words both by sound and letter. Students will be assessed by repeating the phonograms with me. They will also create this own bingo cards using the weekly spelling words. I will assess their understanding of the sound/letter relationship by having them write their words onto the cards prior to the game and having them read the words out loud at the end of the game to check for understanding. Phonogram flashcards Bingo Cards Markers List of weekly spelling words

your lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.)
Materials Needed (Graphic organizers, specific books, readers, word

wall, sound counters, SMARTBoard, etc.,)
Signature Assignment Accommodations/Modifications to be provided Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set)
8 I will repeat the word multiple times for students who are struggling with sound identification. Extra time will be given at the end of the lesson for students who need more help. The activity is for small group intervention. N/A Good morning students. All month we have been reviewing our phonograms and learning how each sound relates to a letter in the alphabet. Today we will be continuing that knowledge by practicing our phonogram flashcards and connecting it to a fun game of bingo! This will increase our understanding of the sound/letter relationship and give us some extra practice with our weekly spelling words, because we all want to become better readers and spellers! Explain how this lesson relates to our previous knowledge of phonemes. Phonemes are the smallest units that make up words in spoken language. The word dog, for example, has three phonemes: /d/ /o/ /g/ We are going to practice our phonemes today and refresh our memories by reviewing our phonogram cards. We will then be able to create our own bingo cards using our weekly spelling words and get some more practice both writing and reading our words! I will pass out the bingo cards and markers and demonstrate how to fill up their bingo card using their spelling words. I will say the word out loud and have the students fill it into their cards wherever they want. We have a list of 30 spelling words by they will only need to fill in 19 and a free space. After the students have filled out their bingo cards I will do a practice round. I will say the word and have the students repeat it so they are gaining more practice with their words and understanding how the sounds relate to the letters. If the word is listed on their bingo card they can mark it off. The first one to get 5 across will win a small prize. After the practice round, we will start the activity independently. I will say the word and the students will repeat the word and find it on their board. The first one to get 5 across will win, but first they will have to read aloud the winning words to the rest of the group. After the lesson has ended we will go around the group and correct all the misspelled words. I will have the students rewrite any misspelled words onto their boards. I will also have each one say one thing they learned today about sound/letter relationships that they were struggling with before the lesson. I will have the students do thumbs up thumbs down to check for understanding with each phoneme related to their spelling words. Students will be able to practice their new spelling words at




9 home. They will have to write out their spelling words and practice reading them aloud to their parents.
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., spec. ed. inclusion) PRETEACHING TASKS/PLANNING Common Core State Standards (CCSS) Add your English Language Proficiency Standards (ELPS) if you are in an ELD setting or serving ELL students on an Individualized Language Learner Plan (ILLP)
PHONICS Kristen Compton Word Wizards 3rd Grade Language Arts (Phonics) The point of this activity is to have students look for patterns in words which will help them create new words. They will be constructing their own words by manipulating letters that I have given them. By this grade level students should be able to decode and manipulate words, so this will give them extra practice in an engaging way. It will also help increase their vocabulary if they come across words that they have not yet learned. Whole Group Lesson R02-S1C2-02 - Blend isolated phonemes to form two syllable words R02-S1C2-03 - Segment spoken phonemes R02-S1C3-01 - Read multi-syllabic words fluently, using letter-sound knowledge. 3.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
Objectives (One to two at most. TSW or TSWBAT) (What will your students be able to do? What will students know by the end of this lesson?)
Students will:
Learn how to look for patterns in words Learn how changing one letter or where you put a letter changes the whole word Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams) Use meaning clues and phonics patterns to make words My assessment will be based on my observation during the lesson. After the initial lesson, I will dictate the same words plus other words from the same word family to see if students mastered the spelling patterns. Students having difficulty may need further practice. Word Wizard by Cathryn Falwell Letter tiles or squares for students (lowercase letters) Overhead alphabet tiles (lowercase letters) Overhead projector Student journal or notebook I will conduct the lesson as a group and walk students through the exercises. I will provide extra assistance to those students who are struggling and allow more advanced students to move ahead through the exercises on their own or in pairs. If students are struggling at the

Evaluation/Assessment (Is your assessment intimately aligned to your lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.) Materials Needed (Graphic organizers, specific books, readers, word wall, sound counters, SMARTBoard, etc.,)
10 end of the lesson, I will work with he/she one-on-one during RTI time. As previously stated, students who are struggling will be given extra assistance throughout the lesson. Students who are more advanced will be allowed to work ahead in pairs or individually to create their words. I will also have a bonus word for the advanced student to word on. N/A
Explicit Differentiated Instructional Strategies
Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURS Building Background (Opener/Hook/Anticipatory Set) (How does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lessons objective(s)? Explain.)
Connect this to our previous phonics lessons we have been learning about forming new words. Today we are going to read a fun book called Word Wizard to learn about creating new words. Then we will each become word wizards and create our own words! Open the lesson by reading aloud Word Wizard by Cathryn Falwell.
Introduction of New Material (What 3 5 key points do you want to emphasize? How/what will you model for students? How will you ensure that students actively take in information presented?)
After reading the book, use the overhead projector and overhead alphabet tiles to demonstrate the words from the book (e.g., dawn/wand; pat/tap; gum/mug; flea/leaf; star/arts). While manipulating the letters, ask students to recall from the book what the new word will be. Ask students for definitions or examples of the new words as you make them. Give them clues or help as needed. Have students copy the words into their journal or personal dictionary. Explain that words can be made by changing the order or combination of letters, and that they are going to become "Word Wizards" by making and reading words. Distribute letter tiles or squares to individual or pairs of students, and ask them to follow along with you through a few sample exercises Explain that you are now going to make words using a set of letters that when combined will spell a "mystery word."
Guided Practice/Small Group Lesson Activities (This is where you practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)
Use the overhead to display the letters t, s, a, e, b, and k, and put the letter b aside. Have students do the same with the letters at their desks. Ask students if they can think of a threeletter word (using the given letters) that begins with the letter b and is something you use to hit a ball (bat). Place the letters a and t next to the b accordingly. Always have students read the new word after making it. You might also have them use the new word in a sentence to reinforce
11 vocabulary. Next ask students to change the beginning letter to make a word that means what you did on the chair (sat). Then ask students to change the vowel to tell what you do when you put dishes on a table (set). Tell students to keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball (base). Ask students to make a three-letter word that tells what you do when you have a question (ask). Have students put a b in front to make a word that means enjoying the sun (bask). You might go through a few more examples using the word bask since this is likely a new vocabulary word for first and second graders. Explain that they are now going to make the "mystery word" by adding the last two letters to bask. If hints are needed, tell them that the word names something that you might carry things in (basket). To further reinforce the concept of manipulating letters to make different words, model the following examples and have students follow along with their own letter tiles.
Independent Practice (This is where you specifically evidence your objectives goal (s) with the same activity but different items/prompts for individual assessment. How will the students apply the new knowledge they have learned?)
Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent. Use the letters n, t, r, s, p, and i to make the words tin, tip, spin, spit, rip, tips, and trip. The mystery word is print. Use the letters p, o, c, and h to make the words pop, cop, and hop. The mystery word is chop. Use the letters m, l, p, u, and p to make the words pup, plum, up, pulp, and lump. The mystery word is plump.
Lesson Closure (How will students summarize what they learned? How will students be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will you specifically review your lessons objectives?
I will be able to tailor this lesson to fit the needs of the class. If there are more advanced students, I will provide them will more challenging words and mystery words. On the other hand, the students who are struggling will be able to use the less challenging letters to create their words. We will go over the new words that we learned throughout the lesson and explain how this will help us in the future when we are reading and decoding new words.
Signature Assignment Extensions (How might you provide opportunities for extension?)
12 Students who are having difficulty making new words will be encouraged to take their word cards home for extra practice. Students will also be encouraged to read related books that will help them make new words and practice on their own. Some books include: Corduroy, Franklin in the Dark, The Very Hungry Caterpillar, and Chrysanthemum
Signature Assignment LESSON OVERVIEW Your Name Title of Your Lesson Grade Level Subject Summary and Rationale (Connections to Big Goal/Unit) FLUENCY Kristen Compton Readers Theatre 3rd grade Language Arts (Fluency)
13
According to the Common Core Standards, By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently. This activity allows students to actively participate in developing scripts, working in a group and practicing their fluency and expression while reading. Through this activity, students have the opportunity to develop fluency and further enhance comprehension of what they are reading.
Whole Group 3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RF.4 - Read with sufficient accuracy and fluency to support comprehension. 3.L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening. Students will: Develop fluency and further enhance comprehension of what they are reading By the end of the lesson students will be able to read their selected passage fluently with accuracy, speed and expression. I will also be observing the class throughout the week to check for understanding and mastery of the skills. A Rubric will be used to evaluate the students based on delivery, cooperation with the group, and participation. There will also be a chance after the performance for self reflection and peer review. Readers Theatre Scripts Highlighters Pens Video Projector/Computer Props/costumes (optional) Students will have various scripts to choose from
Classroom Scenario (small group, whole class, self-contained, resource, gen.

ed., spec. ed. inclusion)
PRETEACHING TASKS/PLANNING Common Core State Standards (CCSS) Add your English Language Proficiency Standards (ELPS) if you are in an ELD setting or serving ELL students on an Individualized Language Learner Plan (ILLP)
Objectives (One to two at most. TSW or TSWBAT)


Materials Needed (Graphic organizers, specific books, readers, word wall,

sound counters, SMARTBoard, etc.,)
14 which will be based on different reading levels. I will put students into groups based on their level and the groups can choose from a variety of scripts. Use of props/costumes Video to demonstrate what fluent readers look like Video to demonstrate what readers theatre looks like N/A
Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURS Building Background (Opener/Hook/Anticipatory Set) (How does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lessons objective(s)? Explain.)
I will introduce this lesson by connecting to our previous lessons on fluency. Fluency is very important because it helps you read faster and with emotion. When we dont have fluency we tend to read much slower and do not show any emotion. Let me demonstrate. You can then read a poem with emotion and without emotion and discuss the differences with the students. I will introduce Readers Theatre to my class by giving an overview of what it is and how it will be used in the classroom. I will show a video to demonstrate what readers theatre actually looks like. I will introduce the Readers Theatre Rubric and make sure that students are aware of how their performance will be assessed. I want my students to be able to analyze and use oral expressions and develop effective styles for reading scripts aloud which will help increase their level of fluency in a fun/engaging way. After we watch the readers theatre video and explain the rubric, I will split the class into groups based on their appropriate level of reading. Students will have time in class to review the various scripts and choose one for their groups based on interest and reading level. I will then have the students use a highlighter to highlight their roles in the script and go over how to practice their scripts with each other. (They will each have different colors for the different roles.) Students will read through their scripts identify any words that they do not know. Use current classroom techniques to identify word meanings and discuss with students how knowing the meaning of a word can help them in reading it aloud.
Introduction of New Material (What 3 5 key points do you want to

emphasize? How/what will you model for students? How will you ensure that students actively take in information presented?)
Guided Practice/Small Group Lesson Activities (This is where you

practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)
Signature Assignment Independent Practice (This is where you specifically evidence your
15 I will provide students with time to practice reading their selected scripts throughout the week. When practicing I will have students identify any unknown words, identify the meaning of their part and practice their expression As a homework assignment, students can rehearse their part with a parent or adult. Other possible times for rehearsal include transitions and reader/writer workshops. On Friday, students will perform their scripts in front of the whole class during our Readers Theatre. We will then do a self-reflection and peer review process to make sure everyone has a better understanding of all of the pieces of fluency. Possible ideas for extension would be to perform their scripts at home for their friends/family, use the internet to find other scripts they would like to perform in class.

Signature Assignment LESSON OVERVIEW Your Name Title of Your Lesson Grade Level Subject Summary and Rationale (Connections to Big Goal/Unit)
16 FLUENCY Kristen Compton Poetry Coffee House 3rd Grade Language Arts (Fluency) I want to incorporate a weekly or monthly Coffee House for my students to help improve their level of fluency in a fun way. Students will be guided on what a fluent reader looks and sounds like as well as how to choose an appropriate poem for them to perform for the class. They will work on reading their poem throughout the week and will perform it on Friday at our Coffee House. Whole Group

3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently.
3.RF.4 - Read with sufficient accuracy and fluency to support comprehension. Objectives (One to two at most. TSW or TSWBAT)
Students will:
Be able to identify text written in poetry form and the elements that are applicable (e.g., rhyme, repetition) Analyze oral expressions (e.g., pause, accent, rhythm) that are used in poetry to convey meaning Develop effective styles for reading poetry aloud Create an oral performance of a self-chosen piece of poetry using fluency and expression to convey meaning A Performance Critique sheet will be used in preparation for the oral poetry reading and after the class performance for self, peer, and teacher evaluation. For Poetry Readings: Computers with Internet access List of Poems Projector Highlighters and note-taking tools Hot Chocolate/Snacks

Signature Assignment Accommodations/Modifications to be provided Explicit Differentiated Instructional Strategies
17 This lesson can be modified for any level based on the difficulty of the chosen poem. We will use a combination of Whole Group, small group and individual work time to prepare their poetry readings. Groups will be based on reading level. Students will have a variety of poems to choose from so they can select a poem based on their interests/level. N/A 1. Introduce this lesson by connecting to our previous lessons on fluency. Fluency is very important because it helps you read faster and with emotion. When we dont have fluency we tend to read much slower and do not show any emotion. Let me demonstrate. You can then read a poem with emotion and without emotion and discuss the differences with the students. I want my students to be able to analyze oral expressions (e.g., pause, accent, rhythm) that are used in poetry to convey meaning and develop effective styles for reading poetry aloud which will help increase their level of fluency in a fun/engaging way. Day 1: 1. Im going to play you a quick video clip which will help demonstrate fluency. Lets just watch the video and pay attention to what is being said and how it is being said. 2. View the Favorite Poem ProjectLee Samuel video on the site Favorite Poem Project: Americans Saying Poems They Love. Lead a discussion of Lee's reading of the poem, Casey at the Bat. What words stood out to you as Lee read the poem? Are there any phrases you can remember? Did he pause while he was reading? Do you think Lee has only read the poem a few times? Why or why not? 3. View the Favorite Poem ProjectLee Samuel video a second time while students listen for oral expression. 4. View the print version of the poem. Prompt students to identify clues in the text that might have helped Lee in his reading of the poem. In general, you might discuss the following: Rate: Does the speed of the reading match the feeling or mood in the poem?
Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set)


18 Repetition: When you read the repetition, does it clarify to the listener what the author wants to emphasize? Onomatopoeia: Does the word sound like its meaning? Example: The reader forms a sneer with his lips when reciting the word. Voice: Does the reader use voice to identify characters? 5. Have the students look through the poems I have printed out. Have them each select a poem based on its appeal and readability and print it for the next day's class activity. Monitor to make sure all students are choosing a poem at their appropriate level. Day 2:
Encourage students to use an "analyze and apply process" when preparing to read their poem aloud:
Read the poem through once and identify any words that you do not know. Use current classroom techniques to identify word meanings and discuss with students how knowing the meaning of a word can help them in reading it aloud. Read the poem a second time. Do you understand the poem's message? How will this affect your reading? What emotions will you use when reading the poem? Read the poem a third time. Are there any clues (e.g., repetition, punctuation marks, onomatopoeia) in the text that tell you how to read the poem aloud? Practice reading the poem a few more times.


Rehearse your poem by reading it aloud to your partner (i.e., paired reading). How does the poem sound to your partner? The Performance Critique sheet can be used for peer evaluation. Days 3-4: I will provide students with time to practice reading their selected poem. As a homework assignment, students rehearse their poem with a parent or adult. Other possible times for rehearsal include transitions and reader/writer workshops. Day 5: On Friday, students will perform an oral reading of their poem in front of the whole class during our Coffee House. I will decorate the classroom and provide hot chocolate for the students to give them the feeling they are performing their poetry at a coffee house poetry night. I will use the Performance Critique to evaluate their oral reading and see how their fluency has improved throughout the week. Students will evaluate their own performance and also the performance of one of their peers.
Signature Assignment Extensions (How might you provide opportunities for extension?)
19 Students create their own poem to perform aloud in class the following week.
VOCABULARY Kristen Compton A Pair of Pears: Working with Homophones 3rd grade Language Arts (Vocabulary)
Because there are many words in the English language that sound the same but are spelled differently, students may struggle to write the right spelling for certain words. An integral part of students' vocabulary and spelling development is to learn and understand the meaning of these homophones.
Whole Group to Individual Practice 3.RL.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Classroom Scenario (small group, whole class, self-contained, resource,

3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.RL.7 - Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.L.5 - Demonstrate understanding of word relationships and nuances in word meanings. Students will: Learn the definition of a homophone Recognize and give examples of several common homophones Listen to a song about homophones to extend their understanding Work in small cooperative groups to create pictures of homophones demonstrating an understanding of homophones I will evaluate my students understanding by monitoring the small groups and doing a check for understanding throughout the lesson. Students will be creating their own homophone pictures which we will make into a booklet. I will assess my students understanding based on their homophone pictures. Construction Paper Markers Crayons Colored Pencils



20 List of homophones Internet Access Access to the Homophone Song Students will be put into small groups (partners) to work on creating their own homophones. These partners will be based on their level. I will provide a list of homophones for those students who need extra support. They will be able to choose a homophone from the list to create their photo. Additionally, I will be working with the struggling students to assist them in creating the homophone and ensure they understand the material. Use of the homophone song Students will be put into small groups (partners) to work on creating their own homophones. These partners will be based on their level. Students will be able to choose the words they want to use to create the homophone pictures. N/A I will open the lesson by showing the students two pieces of fruit. I will ask the students to identify what type of fruit it is (pear) and see if they know another way of saying that I am holding two pears. The correct response would be that I have a pair of pears. After students guess for a few minutes I will begin my lesson on homophones. I will begin the lesson by introducing the term homophone to the students. I will explain that homophones are words that sound alike but have different meanings and are spelled differently. Note the root word phone, which means sound. Homophones involve sound and listening, just like when one talks on the phone. I will have students brainstorm some homophones they already know and write them on the board. Tell students that they are going to be listening to a song, and they should listen for as many homophones as they can hear. I will then play the Homophones song several times for the students. I will ask students to tell me what homophones they hear in the song and will write them on the board. I will print out the lyrics to the song for ELL learners and any lower level students. Once students have listened to the song and identified the homophones, discuss the meaning and spelling of each homophone with students. Point out that each homophone sounds the same but has a different meaning and spelling. After the students have a good understanding of what homophones mean and see examples of different
Explicit Differentiated Instructional Strategies
Introduction of New Material (What 3 5 key points do you want

to emphasize? How/what will you model for students? How will you ensure that students actively take in information presented?)
Guided Practice/Small Group Lesson Activities (This is where

you practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)

objectives goal (s) with the same activity but different items/prompts for
individual assessment. How will the students apply the new knowledge they have learned?)
21 homophones, I will split them into partners to create their own homophone pictures. I will pass our construction paper and markers to the students. I will post a list of homophones on the chalkboard and the students will be able to choose which pair they want to draw. I will have each group select a different pair to draw. The students will then illustrate their homophones and write a sentence for each picture. The groups will present the drawings to the class to ensure they understand the differences between the two words. I will be working with any ELL learners or lower level students to create their own homophone pictures. I will be assessing the students throughout the lesson to check for understanding. Additionally, the students drawings will serve as evidence of their understanding. Students will present their homophone drawings to the rest of the class and read their sentences to explain the difference between the two words. We will then do a short recap of what we learned today about homophones. We will also create a homophone book with all of the students drawings to be used as a reference guide for the class. I will provide students with a Words that Sound Alike Crossword puzzle for homework. We will go over the assignment in class the next day to review homophones and check all students understand.

22

VOCABULARY Kristen Compton Creating Idioms 3rd grade Language Arts (Vocabulary) By developing a clear understanding of figurative language, students can further comprehend texts that contain metaphorical and lexical meanings beyond the basic word level. In this lesson, students explore figurative language with a focus on the literal versus the metaphorical translations of idioms. Small Group Intervention 3.RL.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.RL.7 - Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.L.5 - Demonstrate understanding of word relationships and nuances in word meanings. Students will: Learn the definition of an idiom Recognize and give examples of several idioms Discuss connections between idioms and their personal experiences Show an understanding of the metaphorical meanings of selected idioms by using them in drawings and sentences I will evaluate my students understanding by monitoring the small groups and doing a check for understanding throughout the lesson. Students will be creating their own idiom drawings which I will use to assess their understanding.


Amelia Bedelia, by Peggy Parish Chart of Amelia's idioms Two already prepared idiom booklets Construction paper Glue Markers/Crayons/Colored Pencils Accommodations/Modifications Students will work with me in a small to group be provided to enhance their understanding of idioms. I will provide a list of idioms for these students who need extra support. They will be able to choose an idiom from the list to create their drawing. Additionally, I will be working with the struggling students ensure they understand the material. Explicit Differentiated Instructional Strategies List of idioms
23 Small group practice Students will be able to choose the words they want to use to create their drawings. N/A
Read Amelia Bedelia, by Peggy Parish to the students. Point out the idiom phrases without saying the word idiom. For example, "What does Amelia do when the things to list said to change the towels in the bathroom?" Did Mrs. Rogers want Amelia to physically change the towels?
After reading the book, ask the children if they could recall any other silly phrases like "change the towels" from Amelia's list. Then take out an already made chart with "Amelia's Things to Do" idioms listed. Go through each idiom and discuss the meanings to the expressions. Tell students that we call these types of phrases idioms. Idioms are phrases or expressions that have hidden meanings. The expressions don't mean exactly what the words say. Ask students if they know of any other idioms. Write all the idioms onto the board in a web with the word Idioms written in the center. After there are many phrases on the board, hold up one of the idiom booklets and ask the students if they can guess what the idiom is from looking at the illustration. After they have guessed the idiom, open it up and show them the phrase and the meaning written inside. Explain that some idioms have explanations. Post this on the board and then do the same for the other idiom booklet.



Tell the students to pick their favorite idiom but they cant tell their neighbor what idiom they have chosen. Give each student a sheet of paper and have them illustrate their favorite idiom. Refer to when Amelia was told to draw the drapes and she physically drew the drapes. After theyre finished, give out construction and tell students to fold paper in half widthwise as the idiom booklet that was shown. Tell them to glue the illustration on the front and write the idiom and its' hidden meaning inside the booklet.
24 After they have completed their idiom booklets, have students share their illustrations with each other. The other students will try and guess the idiom. Students will present their drawings to the rest of the group and have the other students try to guess the idiom. The students will then explain what their idiom means if no one guesses it. We will then do a short recap of what we learned today about idioms. I will be assessing the students throughout the lesson to check for understanding. Students will look for idioms in their independent reading books and share them with the class the following day. They will also add their idioms to the idiom chart we have already started.

25
COMPREHENSION Kristen Compton Story Mapping 3rd grade Language Arts (Comprehension)
According to the Common Core Standards, By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently. In this activity students will work in small groups or independently to read a book of their choice and complete a story map to promote comprehension.
Small Group / Intervention
Classroom Scenario (small group, whole class, self-contained, resource,

3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently.

lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.) Materials Needed (Graphic organizers, specific books, readers, word wall, sound counters, SMARTBoard, etc.,)
3.RF.4 - Read with sufficient accuracy and fluency to support comprehension. Students will: Be able to identify elements of a story including characters, setting, plot, main events, problem and solution Summarize a text using a story map Practice their fluency and comprehension I will observe student participation in whole-group session conversations. I will circulate around the room as students work on their readings and activities and will work with individual students ad needed.
Chrysanthemum by Kevin Henkes Chosen Book within their independent reading level Story Map
Pencils Students will be able to choose a book based on their reading level in order to accommodate their needs. This lesson will be appropriate for all reading levels and can be modified based on the chosen text.
Signature Assignment Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set)
26 Students will have a choice of what book they want to read based on their appropriate level. N/A Relate this lesson to the students previous knowledge We have been reading stories all week and discussing the various elements of a story. Can you guys name some of these elements? (Answers should include characters, setting, plot, problems and solution. We have used a character map, setting illustration, problem/solution graphic organizer and events graphic organizer to organize the information in our stories. Today we will be putting that all together to create a story map. Its important for them to be able to recall the basic elements of a narrative story as they are reading because these elements will provide the foundation they need to think more deeply about stories. Understanding these basic elements will help improve their comprehension and overall enjoyment of reading! I will do a read aloud of Chrysanthemum by Kevin Henkes. As I am reading I will stop throughout the reading to ask questions about the different characters, setting, etc. to get the students thinking actively about the elements of a story. After the reading I will show them the story map and explain how we can chart all of the information we just read. This will help us to understand what we just read instead of just reading quickly and not paying attention to the details. We will chart the information from Chrysanthemum together so they see how the information is charted. Once the students have a better understanding of the story elements, I will allow them to choose a book within their reading level from our classroom library. The students will read the book independently and then chart the information onto the story map. I will be observing throughout the lesson to ensure the students are staying on task and filling out the chart properly. I will work closely with the lower level students. I will have the students read passages to me out loud and will ask them questions to make sure that they understand what they are reading. To close the lesson, I will have the students retell their story to me using their story map. I will ask them any necessary questions to help guide them. We will then do a brief review of the elements of the story and see if anyone still has
Introduction of New Material (What 3 5 key points do you want

to emphasize? How/what will you model for students? How will you ensure that students actively take in information presented?)
Guided Practice/Small Group Lesson Activities (This is where

you practice your objective with students. How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance?)


How will students be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will
you specifically review your lessons objectives? Extensions (How might you provide opportunities for extension?)
27 questions. Students will be asked to journal about the problem that occurred in their chosen book. How did the character solve that problem? Can the student think of any other ways the problem could have been solved? What would they do in that situation? We will be going over these connections in class the next day.
28
COMPREHENSION Kristen Compton Making Connections 3rd grade Language Arts (Comprehension)
According to the Common Core Standards, By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently. In this lesson, students will read books about families and make text-to-self, text-to-text, and text-to-world connections using those books. Students will gain a deeper understanding of a text when they make authentic connections to their own lives.
Small Group / Intervention

3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.6 - Distinguish their own point of view from that of the narrator or those of the characters. 3.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently.
3.RF.4 - Read with sufficient accuracy and fluency to support comprehension. 3.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students will: Identify and apply the comprehension strategy of making connections Understand the three different types of connections (i.e., text-to-self, text-to-text, and text-to-world) Make connections and respond to various texts through writing I will informally assess students informally by observing them throughout the lesson. I will ask them various questions to CFU including: What was the most meaningful connection you made during this lesson?


your lessons objectives and standards? How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery.)
29 What are the three types of connections? Which type of connection was the easiest to make? Which type was the most challenging? How do you think making connections will help you as a reader? Would you make these kinds of connections in the future? If so, why? If not, why not?

Accommodations/Modifications to be provided Explicit Differentiated Instructional Strategies Explicit ELL Instructional Strategies (if they apply to your student population) TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set)
I will also assess their understanding by checking their text connections assignment they will be asked to provide at least one text-to-self, text-to-text, or text-to-world connection and share their examples with a partner. Bigmama's by Donald Crews The Relatives Came by Cynthia Rylant The Snowy Day by Ezra Jack Keats Chart paper Computers with Internet access and printing capability Sticky notes Paper/ Pencils Extra time with be allotted for struggling students. I will be working with a small group of lower level students to guide them during the Making Connections activity. Students will be allowed to journal their text connections or illustrate it (or both). N/A Relate this lesson to the students previous knowledge of families by asking them questions Who is part of your family? What are relatives? What is an extended family? What special names do you use for your grandparents? When and why do relatives gather together? I might even bring in some family photos or my family tree as a visual. Today we are going to be reading some books about families and making connections to our own lives! I will use a Making Connections poster introduce the three types of connections: Text-to-Self Connection, Text-to-Text Connection, and Text-to-World Connection. I will explain how readers often make connections to a story to help them better understand the text. I will model this with the thinkaloud strategy during my read aloud to show them how to make each type of connection. I will read aloud the book The Snowy Day by Ezra Jack Keats and model thinking aloud by sharing some of my own personnel connections to the story. Ask students to think of a connection to the book The Snowy


30 Day. Have them write each connection on a sticky note and affix it to the matching Making Connections poster. As a class, read aloud the notes attached to each poster to ensure that students correctly categorized their connections. Following this group activity, I will read aloud The Relatives Came by Cynthia Rylant. They will be asked to provide at least one text-to-self, text-to-text, or text-to-world connection. They will have to journal this connection and write three supporting details to support their main point. The students will then be able to share these connections with the class. To close the lesson, I will review the purpose of making connections and how this process helps readers gain a better understanding of a text. I will have the students go around and share their connections to the class. They will also describe which type of connection they made. I will use this activity to CFU and ensure all students understand the material. Any struggling students will be able to work with me further during RTI time. Additional practice may include: Reading other family related stories and making connections Creating their own family tree and presenting them to the class Making connections with their independent reading book


31
Reflection I came into this program with very little experience in the educational setting outside that of my own personal education. We began our first class with a discussion of literacy in our own lives versus our current students lives. I quickly realized that my own literacy-rich background is not typical of the students I am currently working with at my intern school. I grew up in a very literacy-rich and supportive environment. I had the encouragement of my parents, teachers and family members and therefore developed a love of reading and learning. However, after taking this course, reading many literacy articles and seeing literacy first hand within my intern school, I have come to realize how important this profession truly is for helping develop a passion for learning and reading in todays students. I will be very important for me personally to create an engaging learning experience for my students. I will need to use many hands-on learning activities and make reading a fun experience for my students in order to help create life-long learners. Students nowadays are learning in a completely new way than I did when I was their age. Students nowadays have so much technology at their disposal. This is both a blessing and a curse because students have access to so much more information than we did in the past. On the other hand, students can not focus on regular lessons in which the teacher talks and the students take notes. Instead, we must create engaging lesson and incorporate technology into our lessons so students can relate to the lessons and will be more engaged. It will also be important to get students interested and curious about reading because many students do not have that supportive network at home. For some students this may be the only time they are really engaged in reading all day. Therefore, I think it will be critical that I include multiple daily read alouds as well as engaging activities to get my students really
32
thinking about the text. I will choose books which are at their appropriate level as well as relatable to ensure my students are as excited about reading as I am. Another way to get students excited about reading is to really get to know each of my students interests. That way I can use Debbie Millers method of helping them select interesting and level appropriate books. I also really liked how Debbie Miller would sometimes give a student a book with a little note attached that said how she though they would enjoy that book based on their interests. For example, if I knew one of my students was really interested in outer space, I would try to find interesting books within that topic. This shows that youre listening to them and you care about helping them succeed. I think that above all, the most important thing we can do for our students is to let them know we care. One of my goals in moving forward as a new teacher will be to take chances in my classroom. By this I mean that I want to move away from standard teaching methods and really try to engage my students to become critical and independent readers and thinkers. I think it is difficult for new teachers to let go of the old ways and try to allow students to be independent, but I think we need to give the students more credit than we are. They are capable of reading and thinking at higher levels and actually discussing books instead of just answering basic comprehension questions. I want to get my students excited about learning and I think in order to do this I will need to give them some control over what they get to read and discuss and the types of activities we will do to increase their fluency and overall comprehension.

Kristen Compton RDG 531 - Signature Assignment

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Kristen Compton RDG 531 - Signature Assignment

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Running head: Signature Assignment

1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Evaluation/Assessment (Is your assessment intimately aligned to your

Materials Needed (Graphic organizers, specific books, readers, word wall,

Introduction of New Material (What 3 5 key points do you want to

Guided Practice/Small Group Lesson Activities (This is where you

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Classroom Scenario (small group, whole class, self-contained,

1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Evaluation/Assessment (Is your assessment intimately aligned to

Introduction of New Material (What 3 5 key points do you

Guided Practice/Small Group Lesson Activities (This is

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Classroom Scenario (small group, whole class, self-contained,

Evaluation/Assessment (Is your assessment intimately aligned to

Materials Needed (Graphic organizers, specific books, readers, word

Introduction of New Material (What 3 5 key points do you

Guided Practice/Small Group Lesson Activities (This is

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Explicit Differentiated Instructional Strategies

Classroom Scenario (small group, whole class, self-contained, resource, gen.

Objectives (One to two at most. TSW or TSWBAT)

Evaluation/Assessment (Is your assessment intimately aligned to your

Materials Needed (Graphic organizers, specific books, readers, word wall,

Introduction of New Material (What 3 5 key points do you want to

Guided Practice/Small Group Lesson Activities (This is where you

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Classroom Scenario (small group, whole class, self-contained,

Evaluation/Assessment (Is your assessment intimately aligned to

Signature Assignment Accommodations/Modifications to be provided Explicit Differentiated Instructional Strategies

Introduction of New Material (What 3 5 key points do you

Guided Practice/Small Group Lesson Activities (This is

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Classroom Scenario (small group, whole class, self-contained, resource,

Objectives (One to two at most. TSW or TSWBAT)

Evaluation/Assessment (Is your assessment intimately aligned to your

Materials Needed (Graphic organizers, specific books, readers, word

Explicit Differentiated Instructional Strategies

Introduction of New Material (What 3 5 key points do you want

Guided Practice/Small Group Lesson Activities (This is where

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Classroom Scenario (small group, whole class, self-contained,

Objectives (One to two at most. TSW or TSWBAT)

Evaluation/Assessment (Is your assessment intimately aligned to

Introduction of New Material (What 3 5 key points do you

Guided Practice/Small Group Lesson Activities (This is

Independent Practice (This is where you specifically evidence your

Lesson Closure (How will students summarize what they learned?

Extensions (How might you provide opportunities for extension?)

Classroom Scenario (small group, whole class, self-contained, resource,

Evaluation/Assessment (Is your assessment intimately aligned to your

Introduction of New Material (What 3 5 key points do you want

Guided Practice/Small Group Lesson Activities (This is where