Bailey

Bartley
edTPA Learning Segment
Learning Experience 1

Subject: English Language Arts (sequencing a story)

Common Core Standards:
K.W.3 I can write and draw pictures to tell the events in a story.
K.W.8 I can write answers to questions

Learning Objectives:
1. Students will be able to recall the first and middle parts of the story and complete
the writing prompts associated with them.
2. Students will be able to phonetically spell the words in their prompt, and
illustrate the sentence they build.

Materials/resources:
Pete the Cat: I love My School Shoes
First and next writing prompts (x21)
Procedures:
Teacher will introduce sequencing in a story, when you tell a story, which part of
the story do you tell first?
Teacher will introduce Pete the Cat: Rocking in my School Shoes, ask children to
listen for words first, then, next, last
Teacher will explain writing prompt activity- students will write what Pete does
first and next, and then illustrate.
Teacher should encourage children to phonetically spell the word if they dont know
how to spell it.
Teacher will collect prompts so that they can be made into a booklet in the following
lesson.

Accommodations
For struggling readers, the book will be at the front of the room, and they can look
through it to see the sequence of the story for themselves. The teacher will also help
students who need it to sound out words for phonetic spelling.

Assessment
The students will have accomplished the goal of the lesson if they are able to recall
what Pete the Cat does first and next, and are able to put the information they recall
in writing, with phonetic spelling and an illustration.

Bailey Bartley
edTPA Learning Segment
Learning Experience 2

Subject: English Language Arts (sequencing a story)

Common Core Standards:
K.W.3 I can write and draw pictures to tell the events in a story.
K.W.8 I can write answers to questions

Learning Objectives:
1. Students will be able to recall the last part of the story and complete the writing
prompts associated with it.
2. Students will be able to phonetically spell the words in their prompt, and
illustrate the sentence they build.
3. Students will be able to organize their completed writing prompts in order of first,
next, then and create a book with the prompts using construction paper.

Materials/resources:
Pete the Cat: I love My School Shoes
Then writing prompt (x21)
Construction Paper (x21)
Procedures:
Teacher will ask students to recall what sequencing is, and have them think of the
sequence of the story, ask them if they can remember or, if they cant recall, to
predict what will happen at the end of the story.
Teacher will read Pete the Cat: Rocking in My School Shoes.
Teacher will explain writing prompt activity- students will write what Pete does
last, and then illustrate.
Teacher should encourage children to phonetically spell the word if they dont know
how to spell it.
Students will each get 1 large piece of construction paper, and fold it in half to make
a book.
Students will decorate the front with their names, and an illustration of Pete the Cat.
Teacher will give students all 3 writing prompts, and they will lay them out in first,
next, then and teacher will help students staple the pages into the construction
paper to make a book.

Accommodations:
For struggling readers, the book will be at the front of the room, and they can look
through it to see the sequence of the story for themselves. The teacher will also help
students who need it to sound out words for phonetic spelling.

Assessment:
The students will have accomplished the goal of the lesson if they are able to recall
what Pete the Cat does last in the story, are able to put the information they recall in
writing, with phonetic spelling and an illustration, and then put all three prompts in
order.

Bailey Bartley
edTPA Learning Segment
Learning Experience 3

Subject: English Language Art

Common Core Standards:
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its characters, setting, or
plot.

Learning Objectives:
1. Students will be able to use the SMARTboard to put the picture tiles on the board
in the correct sequence
2. Students will be able to work together in groups to place sequencing cards in the
correct order, and then tell a friend the story that is on the cards

Materials/resources:
Sequencing cards
SMARTboard

Procedures
Teacher will refresh sequencing again, explain that before we have been
sequencing a story thats already complete, but now we have to put this story
together to tell the story
Teacher will go through the examples on the SMARTbord, having one student at a
time place the elements of the sequence in the box on the screen
Students will go to their seats, and in groups of 2, will work together to put the
sequencing cards in order.

Accommodations: The teacher will help the students who need it by having them
place the last picture in the SMARTboard frame, or by placing some of the sequence
cards in the right order, and having the student fill in the gaps.

Assessment: The students will have accomplished this task if they are able to
participate in the large group activity on the SMARTboard, and if they are able to
work together to put the sequencing cards in order.