EDSP 416/616 Lesson Plan

Date: 5/29/14 Teacher(s): Emillee Carr

Subject: Reading/Language
Arts
Lesson ocus: Stor! Com"onents
#ra$e le%el: & ' o( Stu$ents: 1
Len)th o( Lesson: 30 min. Literac! Com"onent *$$resse$: Comprehension
ST+DE,T C-*.*CTE./ST/CS
#ra$e le%el/
settin)
After school tutoring session in the Spring of Kindergarten.
*chie%emen
t le%el/s0ills
Understands general concepts of character and setting, asic se!uencing "first, ne#t, last and efore/after$. %a& respond to
'(ho) and '(hat) !uestions (hen directl& as*ed and gi+en prompts. Uses picture cues in print.
Stu$ent
Concerns
,rlando is unale to ans(er simple comprehension !uestions or retell a stor& after hearing it read aloud.
#1*LS 2 134ECT/5E
#oal/6ur"os
e
After listening to a short stor& ,rlando (ill retell the main e+ents of the stor& including characters, setting and main idea. -o reach
this goal (e (ill utili.e /stor& profiles0 to retell the important parts of the stor& eing told. 1e (ill ha+e one page for each of the four
most important elements of the stor&. -his strateg& is helpful for students struggling (ith comprehension ecause it helps them to
focus on the most important parts of the stor& and gi+es them a (a& to rememer them.
Lesson
1bjecti%e
After listening to the oo* Dooley Makes Friends, ,rlando (ill independentl& create a /stor& profile0 and use it to accuratel& retell
2/2 of the follo(ing elements in a stor&3 the characters, setting, prolem and outcome using a stor& profile oo*.
Stan$ar$s
*$$resse$
RL3 1ith prompting and support, identif& characters, settings, and ma4or e+ents in a stor&.
C1,TE7T 1. LE*.,/,#
6rior
&no8le$)e
6rere9uisites
5asic print concepts, some sight (ords "including 'the) and 'of)$, using picture cues to descrie stor& e+ents, asic pre+ie(ing of
te#t from title/oo* co+er
EDSP 416/616 Lesson Plan
:aterials
5oo*s3 Everything Goes: Henry in a Jam & 5rian 5iggs, Rowdys Big Day & Cind& 1aters, and Dooley Makes Friends & Kate
1at*ins. 6our stor& profile /oo*s07 each oo* is made of fi+e inde# cards stapled together along the long side. 8ages are laeled
(ith title, main character, setting, prolem and solution. Cra&ons and pencils. 9isual schedule chart.
:;S-RUC-:,;AL 8R,C<=UR<S
1"enin); <arm +"; 2 :oti%ation
Time 6i9ues stu$ent interest; "rom"ts "rior 0no8le$)e; lin0 to to$a!=s lesson *ccommo$ations/:o$i(ication
s
>
min.
- sa&s3 ?i ,rlando, toda& (e are going to ma*e stor& profiles to help us rememer the important parts
of a stor&. :f &ou as*ed me (hat m& fa+orite +acation (as, and : onl& told &ou aout (hat shoes : (ore,
that (ould not e telling &ou the important parts of the stor&. @ou (ould (ant to *no( (ho : (as (ith,
(here : (ent, and an& e#citing things that happened. -hese are important parts to an& stor&.
1hat are the important parts of a stor&A LetBs rememer3
1ho is in the stor&A
1here does the stor& happenA
1hat happenedA
-oda& (e are going to ma*e stor& profiles to *eep trac* of the important parts of a stor&. -hese (ill
include dra(ings and *e& (ords to help us rememer the title, the main characters, the setting, the
prolem and the solution.
6irst, :Bll sho( &ou ho( to dra( and (rite the clues in &our stor& profile and use them to tell the stor&
again. -hen, (eBll do it together3 (eBll listen to a stor&, then dra( the clues, then tell it again together.
6inall&, &ouBll get to listen to a stor&, dra( the clues, and tell the stor& on &our o(n.
Use +isual schedule chart for
each part of the acti+it& to help
organi.e the lesson if student
has difficult& transitioning from
one part to the ne#t.
8ossile script3
"- points to the first area of the
chart$ 6irst, :Bll sho( &ou ho( to
dra( the clues in &our stor&
profile and use them to retell the
stor&.
"- points to ne#t area$ ;e#t, (eBll
do it together.
"- points to final area$ -hen,
&ouBll get to hear a stor&, fill in
&our stor& profile, and tell it to
me.
"As each section is completed, -
chec*s off the corresponding
card from the schedule chart$
EDSP 416/616 Lesson Plan
Time :1DEL/,#> / D1: /ntro$uce 1bjecti%e; :o$el *cti%it!; Thin0 *lou$ *ccommo$ations/:o$i(ication
s
C
min. "- hands cop& of Rowdys Big Day to student$
:Bll start (ith this stor&. :tBs called Rowdys Big Day. Listen to the stor& and follo( along (ith me. After
:Bm done, (atch me loo* for clues to dra( and (rite in m& stor& profile
"- reads Rowdys Big Day )
;o( that (eBre done reading, :Bm going to (rite the title of the stor& on the first page of m& stor& profile.
"- (rites title$
;e#t (e are going to loo* at the second pageD here (e are going to dra( a picture of the main
character. 1ho (as in the stor&A Can : ans(er that !uestionA @esE -he stor& is aout a o& names
-rent, and his horse, Ro(d&. :0m going to dra( a o& and a horse on this page.
"- dra(s picture$
1hat aout the ne#t !uestionA 1hereA : *no( the o& and his horse are on a farm. :0m going to (rite
6arm on this page and dra( a arn to help me rememer. "- dra(s picture and (rites clue (ord$
LetBs loo* at m& ne#t clue. 1hatBs the prolemA 1ell, the o& and his horse (ere getting read& for a
horse sho(, and the& (ere ner+ous. -hat seems li*e a prolem. :0m going to dra( a picture of a scared
face and (rite ner+ous. "- dra(s and (rites$
;o( m& last clue. ?o( did it endA 1ell, it sa&s the o& and his horse did a great 4o and (on first
pri.e. :0m going to dra( a picture of the o& and his horse (earing the medal and smiling.
"- dra(s picture$
;o( : ha+e all m& picture clues. : can use them to tell the stor& againE "- retells the stor& & pointing to
each picture$

A o& and his horse "point$ (ere on a farm "point$. -he& (ere getting read& for a horse competition and
the& (ere +er& ner+ous "point$. -he o& and his horse (on first pri.e at the horse competition and (ere
+er& happ&E "point$
- models choosing et(een
(riting *e& (ords and dra(ing
pictures to tell stor&.
EDSP 416/616 Lesson Plan
Time #ui$e$ 6ractice > <E D1: 6ractice s0ill 8ith su""orts; Teacher 6rom"ts 2 Sca((ol$s *ccommo$ations/:o$i(ication
s
C
min.
;o( letBs tr& one together. ?ere are our stor& profile oo*s and here is our stor&. :tBs called Everything
Goes: Henry in a Jam. 6irst (eBll listen for the clues, and then (eBll dra( them.
"- reads Everything Goes: Henry in a Jam
LetBs loo* at the first clue. 1ho (as in the stor&A Can (e ans(er that !uestionA
"- pauses for student response. :f student does not respond in 37F seconds, - uses prompting
se!uence$
LetBs dra( a picture of the ?enr&. :Bll dra( on m& first notecard, and &ou dra( on &ours. "- dra(s and
(aits for student to complete dra(ing$
LetBs see (hat (e ha+e. "- compares dra(ings$
Great. ;o( (e *no( (ho is in the stor&7 ?enr&E LetBs loo* at the ne#t clue. 1hereA =o (e *no( (here
the ?enr& (asA
"- pauses for student response, uses prompting se!uence after 37F seconds$
Great, letBs dra( a picture of ?enr&0s car, and (rite the (ord 'car). "- dra(s and (aits for student to
complete dra(ing$
,ur ne#t clue is3 '1hatBs the prolemA) =o (e *no( (hat the prolem (asA
"- pauses for student response, using prompting se!uence after 37F seconds$
LetBs dra( ?enr&0s car stuc* in traffic (ith a tree loc*ing the road. "- dra(s and (aits for student to
complete dra(ing$
1hat aout the last clueA ?o( did it endA
"- pauses for student response, prompts after 37F seconds$
LetBs dra( ?enr& arri+ing at the irthda& part&.
;o( (e ha+e all the clues (e need to tell the stor& again. :Bll point to each page, and &ou tell me the
stor&.
"- points to each page and pauses for student response, using prompting after 37F seconds, mo+es on
to ne#t card immediatel& after pro+ided correct response$
<#ample response3 ?enr& (as in his car on his (a& to a part&. ?enr& got stuc* in traffic ecause a tree
(as loc*ing the road. -he tree (as mo+ed and ?enr& (ent to the part&.
8rompting Se!uence <#ample
After initial !uestion3
Le+el 13
LetBs thin* aout the eginning of
the stor&. 1hat did it sa&A
8ossile responses3 '-here (as
a o&) 'A o& and his famil& are
in the car) 'a o& named ?enr&)
:f no response or response is
incorrect, "or ': donBt *no()$
mo+e to ne#t le+el
Le+el H3
Let0s thin* aout the title of this
oo*. 1ho is in a 4amA
"- pauses for response, F
seconds$
Le+el 33
:s it a police officerA :s it a o&A
"- pauses for response, F
seconds$
Le+el 23
1as it a o& or a police officerA
"- pauses for response, F
seconds$
EDSP 416/616 Lesson Plan
/n$e"en$ent 6ractice
Time ?1+ D1: Teacher )i%es e@"licit $irections; Stu$ents "er(orm s0ill in$e"en$entl! *ccommo$ations/:o$i(ication
s
C
min.
;o( that (e0+e practiced dra(ing and (riting the clues together &ou are going to ha+e a chance to
practice on &our o(n. :Bm going to read a stor& called Dooley Makes Friends. ?ereBs a ne( stor& profile
oo*. "- pro+ides ne( oo*let$ Listen, and rememer3
"- points to each page of the oo*let$
1ho is in the stor&A
1here are the&A
1hatBs the prolemA
?o( did it endA
=ra( or (rite &our clues, and use them to tell me the stor& again.
"- reads e#cerpts of the stor&, holding up the illustrations for the student to see$.
;o( that (eB+e listened to the stor&, &ou ha+e a chance to dra( each clue.
"- pauses to allo( student to dra( each section$
;o(, pretend : donBt *no( the stor&. 8oint to each clue and tell me the stor&. "- listens as student
points and retells the stor&$
8ro+ide prompting onl& if student
re!uests assistance. Results of
prompted responses (ill e
counted as inaccurate, ut (ill
e noted in the e+aluation &
categor&.
Allo( access to the oo* during
dra(ing.
Closure
Time .estate 1bjecti%e; /n%ol%e stu$ents in 9uic0 assessment; Lin0 to uture *ccommo$ations/:o$i(ication
s
3
min.
Good 4oE -oda& (e learned to use our stor& profiles to rememer important clues aout a stor&3
1ho (as in the stor&A
1here (ere the&A
1hatBs the prolemA
?o( did it endA
-omorro(, (eBll use our stor& profiles to dra( pictures and (rite clues aout he Mo!se "ing. -hen
(eBll tell the stor& to &our mom and dadE
EDSP 416/616 Lesson Plan
E%aluation
=escription of e+aluation procedures3
After listening to e#cerpts from 'Dooley Makes Friends) ,rlando (ill independentl& use a graphic organi.er to dra( and accuratel& retell 2/2 of the
follo(ing elements in a stor&3 the characters, setting, prolem and outcome
ASS<SS%<;- CR:-<R:,;
%aster&3 =ra(s or (rites and accuratel& retells each element "characters, setting, prolem, and outcome$ of e#cerpt (ithout prompting
Re!uires Re7teaching3 Unale to dra( or accuratel& retell one or more of the elements of the e#cerpt (ithout prompting.
*lternati%es
Re7teaching
8rocedures
Student ma& e directed to certain picture cues to respond to each !uestion
Change o4ecti+e from 'independentl&) to '(ith le+el 1 prompting)
<#tension
Acti+ities
Student (ill repeat procedure (ith another oo* at the same le+el.
EDSP 416/616 Lesson Plan
Data Sheet
Re!uests for help, prompting le+els and oser+ations of eha+ior during guided and independent practice
=uring :ndependent 8ractice =uring Guided 8ractice
,ser+ations3 ,ser+ations
Correct element
dra(n/ (rittenA
Accuratel& RetoldA Le+el of 8rompting Re!uired after as*ing for
assistance
1ho7
=oole&/=inosaur
1here7
A ca+e
8rolem7
=oole& is sad and
lonel&
,utcome7
?e ma*es friends
(ith children
-otal
,+erall score3