Learning Experience 1

Teacher Candidates:

Maddy Wimmer

Date:

Bogan Elementary, Kindergarten

03/01/2016

PLAN
1. Activity Title & Source, & description
of activity:

Conventions: Naming Part

Students will identify the naming part of different sentences
through classroom discussions and independent practice.

2. Differentiation:

Differentiation: Gifted Students - For the students independent practice the students will be are asked to write the
naming part along with cutting and pasting the picture to
the correct sentence.
Struggling Students- For their independent practice the
worksheet the pictures and boxes have numbers in the corners. The students cut and paste the pictures to the corresponding numbers. Once all the pictures were glued to the
appropriate boxes the students must read the sentences they
created to the teacher.

3. Common Core ELA Standards:

Strand: Writing
Grade: Kindergarten
K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.

4. Student Learning Objective:

Through a combination of drawing, dictating, and writing,

the students will be able to compose a complete sentence
with 80% accuracy.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

5. Instructional Materials, Equipment &

Technology:

Smartboard
Easel

Markers

Learning Experience 1 Assessments

6. Academic Language:

Conventions

7. Key Vocabulary:

Naming Part

ENGAGE & INSTRUCT

8. Opening:

First I will explain to my students that this week we will be

discussing the conventions of a sentence. I will tell my students
that when we talk we use a group of words called a sentence.
After, I will explain to my students that a sentence has at least 2
words, but usually contains more. I will then show my students
through the use of the Smartboard and also orally 3 different
examples of sentences. Once I have read through the examples
and pointed out key elements such as the capital letter and
punctuation, I will then ask my students to share some places
they have seen sentences before. Once a few examples have been
shared with the class I will go into the explanation that every
sentence has a naming part and a telling part, but explain that
today we are just going to focus on the naming part of the
sentence. Next, I will teach my students a chant to help them
remember the the two parts of a sentence, however this first day I
will only teach them the first part of the chant about the naming
part of a sentence and the motions that go along with the words.
The chant goes, The naming part is Who and What the sentence
is about. Once my students have learned this chant we will then
stand up and get in a line, once all students are lined up we will
create a sort of train to chant our phrase while marching around
the classroom.

9. Teacher Modeling:

10. Guided Practice:

11. Independent Practice:

After we have chanted around the classroom once or twice I

will then lead my students to the carpet in front of the easel.
From here I am going to tell my students that we are going to
be creating our own list of naming parts. I will start by giving
my own examples referring back to the chant as I do so.
Some examples I will give are My Grandma and
Giraffes. I will be writing these examples down on the
easel as I go.

Once I have provided my two examples to my students I will

then tell my students that I cannot think of any more, and that
maybe they could help me. From this point forward I will ask my
students to raise their hand and give me examples of naming
parts of a sentence, writing them down below my examples as
they share. This will continue until I have received at least 3
examples from my students. During this guided practice I will
also make a point to refer back to the chant that we had learned
previously in the lesson. We will also go through and determine
whether each naming part we gave is a who or a what while
creating the list to reassure the students that a naming part of a
sentence is a who or a what.
After we as a group have generated a list of naming parts I
will then explain to my students that they will be completing
a worksheet (Learning Experience 1 Assessments) back at
their desk independently. On this worksheet my students will
be required to color the pictures that represent naming parts
at the bottom of the paper, cut out the pictures, and glue them
to the appropriate box to help add the naming part to the sentences. To help differentiate this independent practice for my
struggling students I will have their worksheets numbered
with the pictures and the boxes. Meaning that I will put a
number 1 in the corner of the first empty box and then put a
number 1 in the corner of the picture that should match to
that box. For my advanced students I will require them to not
only cut out the pictures and glue them in the correct spot,
but then have them fill in the writing of the naming part to
give them practice with spelling and sounding out words.
While waiting for the other students to finish the independent
practice I asked the students to draw a picture of one of the
sentences they completed for the independent practice on the
back of their paper.
ASSESS

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

12. Application

This activity will allow my students to expand their knowledge of a

sentence, and understand that in order for a sentence to be complete it
must have a naming part. By the end of the year my students are
required to write three complete sentences in order to meet grade level
standards. By understanding that each sentence must have a naming
part my students will be better prepared for the end of the year and
transferring that knowledge onto first grade.

13. Assessment

Informal Assessment: I will collect the students completed Learning

Experience 1 Assessments and read through each one to see if they
were able to understand the concept of naming parts with 80% accuracy. I will also make notes on my personal observations based on classroom discussion and engagement, as well as students self reflection.

Learning Experience 2

Teacher Candidates:

Maddy Wimmer

Date:

Bogan Elementary, Kindergarten

03/02/2016

PLAN
1. Activity Title & Source, & description
of activity:

Conventions: Telling Part

Students will identify the telling part of different sentences
through classroom discussions and independent practice.

2. Differentiation:

Differentiation: Gifted Students - For the students independent practice the students will be are asked to write the
telling part along with cutting and pasting the picture to the
correct sentence.
Struggling Students- For their independent practice the
worksheet the pictures and boxes have numbers in the corners. The students cut and paste the pictures to the corresponding numbers. Once all the pictures were glued to the
appropriate boxes the students must read the sentences they
created to the teacher.

3. Common Core ELA Standards:

Strand: Writing
Grade: Kindergarten
K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.

4. Student Learning Objective:

Through a combination of drawing, dictating, and writing,

the students will be able to compose a complete sentence
with 80% accuracy.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

5. Instructional Materials, Equipment &

Technology:

Smartboard
Easel

Markers

Learning Experience 2 Assessments

6. Academic Language:

Conventions

7. Key Vocabulary:

Naming Part
Telling Part

ENGAGE & INSTRUCT

8. Opening:

First I will refresh my students memory on what a sentence looks

like by giving them the same examples as I did the day before.
We will then give examples of places that we see sentences so
my students are able to make real world connections to the topic
as we did the day before. Once my students have given multiple
examples of where sentences can be found I will then remind
them how yesterday we explained a sentence has 2 parts. I will
then revisit how yesterday we talked about the naming part of a
sentence, refreshing their memory by reciting our chant that we
learned about naming parts. I will then ask my students to give
me a few examples of naming parts, reminding them that a
naming part is who or what that the sentence could be about.
After we have reviewed what a naming part of a sentence is I
will then tell my students that today we are going to learn about
the telling part of a sentence. I will explain to my students that a
telling part is everything else in a sentence, by teaching them the
rest of our chant along with the motions. The second part of our
chant says, The telling part is everything else! After they have
learned the second part of our chant we will put the chant we
learned yesterday and the chant we learned today together. This
will say, The naming part is who and what the sentence is about.
The telling part is everything else! After we have practiced the
naming and telling part chant a few times sitting down, we will
then get in a line and march around the room saying our chant as
we did the day before.

9. Teacher Modeling:

10. Guided Practice:

11. Independent Practice:

Once they walk around the classroom I will have my students

sit in front of the easel. Once all my students are sitting we
will look at the naming parts that we created yesterday and i
will explain that we will be adding the telling part to these
naming parts in order to create a sentence. I will add telling
parts to the examples that I started the day before which
were, My Grandma and The giraffe. I will add the telling
part to both naming parts so that they will read My Grandma
is short. and The giraffe is tall. I will make sure to write
these examples down on the easel as I go so that my students
are able to visualize how to add a telling part.

Once I have provided my two examples to my students I will

then tell my students that I cannot think of any more, and that
maybe they could help me. From this point forward I will go
through each naming part that we created the day before asking
my students how we could finish this sentence, asking them
about each naming part and wondering what is something that
we could say about each naming part. From here we will add a
list of telling parts to the naming parts we created the day before
to create complete sentences.
After we as a group have generated a list of sentences using
the naming parts and telling parts I will then explain to my
students that they will be completing a worksheet (Learning
Experience 2 Assessments) back at their desk independently.
On this worksheet my students will be required to cut out the
different telling parts at the bottom of their page, and glue
them to the appropriate box to help add the telling part to the
sentences. To help differentiate this independent instruction
for my struggling students I will have their worksheets numbered with the telling parts and the boxes. Meaning that I
will put a number one in the corner of the first empty box
and then put a number one in the corner of the telling part
that should match to that box. For my advanced students I
will require them write the different telling parts instead of
cutting and pasting. They will use a word bank at the bottom
of the page to help guide them on what the telling part of the
sentence should be. While waiting for the other students to
finish the independent practice I asked the students to illustrate a picture of one of the sentences they completed for the
independent practice on the back of their paper.
ASSESS

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

12. Application

This activity will allow my students to expand their knowledge of a

sentence, and understand that in order for a sentence to be complete it
must have a naming part and a telling part. By the end of the year my
students are required to write three complete sentences in order to meet
grade level standards. By understanding that each sentence must have a
naming part my students will be better prepared for the end of the year
and transferring that knowledge onto first grade.

13. Assessment

Informal Assessment: I will collect the students completed Learning

Experience 2 Assessments and read through each one to see if they
were able to understand the concept of telling parts with 80% accuracy.
I will also make notes on my personal observations based on classroom
discussion and engagement, as well as students self reflection.

Learning Experience 3

Teacher Candidates:

Maddy Wimmer

Date:

Bogan Elementary, Kindergarten

03/03/2016

PLAN
1. Activity Title & Source, & description
of activity:

Conventions: Complete Sentences

Students will identify complete sentences through classroom discussions and independent practice.

2. Differentiation:

Differentiation: Gifted Students - On the independent practice the students will be required to complete the worksheet
given identifying whether the sentences are complete or not
by circling the smiley face or frowning face. In addition,
they will be asked to write their own complete sentence at
the bottom of the worksheet in the space provided.
Struggling Students- I will call the students to the back table to re-explain the directions to the independent practice.
I will then read the sentences to the students one sentence at
a time so they are able to comprehend what the sentences
are saying. I will also be available for any questions that
they have.

3. Common Core ELA Standards:

Strand: Writing
Grade: Kindergarten
K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.

4. Student Learning Objective:

Through a combination of drawing, dictating, and writing,

the students will be able to compose informative/
explanatory texts with 75% accuracy.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

5. Instructional Materials, Equipment &

Technology:

Smartboard

Paper Plates

Markers

Learning Experience 3 Assessments

Sentence Strips

6. Academic Language:

Conventions

7. Key Vocabulary:

Telling Part
Naming Part
Complete Sentence
ENGAGE & INSTRUCT

8. Opening:

First I will remind my students that we have been working on

sentences for the past two days and will ask them where are
some places that they have seen sentences. From there we will
discuss how we have talked about a naming part and a telling
part of a sentence this past week and recite our chant about the
naming and telling parts that we have learned the past two days.
We will then look at the examples of sentences that we have been
using for the past two day that will be shown on the Smartboard
and break up the sentences and discuss whether it is a naming
part or a telling part. For example in the first sentence I will read
My Dad is nice. I will then say, My Dad is that a naming
part or a telling part of a sentence? After an answer is given I
will discuss why My Dad is a naming part with my students.
Once we have determined the naming part I will read is nice
and ask whether that is a naming part or a telling part. We will
then discuss why is nice is a telling part. We will continue this
process through the rest of the examples so that my students have
a good understanding that a sentence must have two parts to be
complete. I will use the chant that we have learned the past
couple of days to help explain the differences between a naming
part and telling part to help them identify the two different parts
in a sentence. After we have gone through the examples on the
board I will have my students get in a line to walk around the
classroom to say our chant about our naming and telling part like
we have done the past two days. We will then walk all the way
around the classroom and come to sit back in front of the
Smartboard, however this time I will walk in the back of the line
so that I can watch my student the whole time and make sure
they are saying the words and doing all the motions.

9. Teacher Modeling:

10. Guided Practice:

Once they walk around the classroom I will have my students

sit in the Smartboard where I will show them the Smiley
Face/Frowny Face plates that we will be using in our lesson.
I will explain to my students that we will be using this tool to
show whether a sentence is complete or not complete. I will
then show them the sentence strips and explain that these are
the same sentences that we have been creating throughout the
week. I will read the first sentence that I have been demonstrating all week, My Grandma is short. After reading this
sentence I will tell my students that I am going to see if there
is a naming part in my sentence and use my chant to recall
what a naming part is. I will then pick out the words My
Grandma and ask my students if that is a who or a what,
explaining that My Grandma is a who so therefore it is a
naming part of a sentence. I will then read is short explaining that this must be my telling part because it tells something about my naming part. Next I will ask if My Grandma
is short. is a complete sentence because it has both a naming
part and a telling part. After we have determined that it is a
complete sentence I will show my students that I am going to
hold up the smiley face part of my plate. I will then demonstrate that I would hold up the frowny face side of my plate if
I only showed the is short. because that would not be a
complete sentence due to the fact it would not have a naming
part. I will then do another demonstration using the sentence,
A giraffe is tall.
Once I have provided my two examples to my students I will
then pass out the smiley face/frowny face plates to all of my
students. We will practice holding up the smiley face and frowy
face showing them how they should be holding their plates. We
will then move on to the next sentence which is My mom has a
radio. I will ask my students whether this is a complete sentence
and if so they should hold up the smiley face, if they do not
believe it is a complete sentence they will hold up the frowny
face. I will then explain that all of them should be holding up the
smiley face because it has a naming part and a telling part to
make it a complete sentence. I will then go through and just hold
up My mom asking if that is a complete sentence, explaining
that if they think My mom is a complete sentence to hold up
their smiley face, and if it is not a complete sentence to hold up
the frowny face. I will then explain that they should be holding
up the frowny face and ask why this is not a complete sentence. I
will then explain that this sentence is not complete because it is
missing the telling part of the sentence. We will go through this
process with the other couple of sentences we had created this
week allowing the students to determine if the sentence strips I
hold up are complete sentences or not by using their plates.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

11. Independent Practice:

After we as a group have practiced identifying complete sentences I will then explain to my students that we will be
completing an independent worksheet where they will be
practicing identifying complete sentences. Before passing the
worksheet out I will explain the directions and show them
that they will circle a smiley face if they believe the sentence
is complete or they will circle a frowny face if they believe
the sentence is not complete. For my gifted students I will
explain to them that they will complete the worksheet but
will also be required to write their own complete sentence at
the end of the worksheet in the space provided. For my
struggling students I will call them back to the back table and
read the sentences for them going step by step through the
worksheet to make sure that they understand the instructions
and are able to comprehend what the sentences are saying.
ASSESS

12. Application

This activity will allow my students to expand their knowledge of a

sentence, and understand that in order for a sentence to be complete it
must have a naming part and a telling part. By the end of the year my
students are required to write three complete sentences in order to meet
grade level standards. By understanding that each sentence must have a
naming part my students will be better prepared for the end of the year
and transferring that knowledge onto first grade.

13. Assessment

Informal Assessment: I will collect the students completed Learning

Experience 3 Assessments and read through each one to see if they
were able to understand the concept of telling parts with 80% accuracy.
I will also make notes on my personal observations based on classroom
discussion and engagement, as well as students self reflection.

Learning Experience 4

Teacher Candidates:

Maddy Wimmer

Date:

Bogan Elementary, Kindergarten

03/03/2016

PLAN
1. Activity Title & Source, & description
of activity:

Small Group Conventions: Identifying Naming and Telling

Students will identify complete sentences through classroom discussions and independent practice.

2. Common Core ELA Standards:

Strand: Writing
Grade: Kindergarten
K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.

3. Student Learning Objective:

Through a combination of drawing, dictating, and writing,

the students will be able to compose a complete sentence
with 100% accuracy.

4. Instructional Materials, Equipment &

Technology:

Sentence Strips

3 Blue Crayons

3 Scissors

Pencils

5. Academic Language:

3 Red Crayons

Conventions

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

6. Key Vocabulary:

Telling Part
Naming Part
Complete Sentence
ENGAGE & INSTRUCT

7. Opening:

8. Teacher Modeling:

First I will remind my students that we have been working on the

naming and telling parts of a sentence this week, and we will
remind ourselves what a naming part and telling part is by saying
our chant that we have been learning all week. After we have
recited our chant I will then ask my students to explain what a
naming part is, and then what a telling part is. Next, I will take
the sentence, Miss. W likes pizza. This sentence has already
been cut to show the naming part and the telling part of the
sentence. From here I will hold up the sentence strip that says
Miss. W. and ask if it is a naming part or a telling part.
Afterwords explain that yes, Miss. W is a naming part because
it is the who of the sentence. I will then hold up the sentence strip
that read likes pizza and ask if this is the naming part or the
telling part. Then I will explain that likes pizza is the telling
part of the sentence because it is saying something about the
naming part. Afterwords, I will then explain that today we are
going to be identifying the naming parts and the telling parts of a
sentence and we will write our own complete sentence.
First I will explain to my students that today we are going to
be circling the naming and telling parts in different sentences
today. I will then demonstrate how they will do this by reading the sentence, The dog runs fast which is already written
on a sentence strip. From there I read the sentence and identify the naming part of the sentence, The dog, referring to
the chant we have learned throughout the week as guidance. I
will then show my students through my actions and through
verbal guidance that I am going to circle the naming part of
my sentence in a red crayon. I will then continue and identify
the telling part of a sentence. Again I will use the chant we
have learned throughout the week to guide me in discovering
that runs fast is the telling part of my sentence. Afterwords
I will circle the telling part in blue crayon, showing my students as I do so and verbally explaining what I am doing with
my students. After both the naming part and telling part are
then circled I will then explain to my students that we are
going to cut the sentence strip in between our naming part
and telling part.

9. Guided Practice:

10. Independent Practice:

Once I have provided my example to my students I will then

produce four more sentences where they will be the ones circling
and cutting. I will give each students a utensil, so one student
will receive a red crayon, another student will get a blue crayon,
and the last student will receive one pair of scissors. From there I
will take my sentence strip and pass it to my student with the red
crayon. I will then ask my student to circle the naming part of the
sentence in that red crayon asking why they circled that part of
the sentence. Once they have completed this task, I will then pass
the sentence strip to the student with the blue crayon and ask
them to circle the telling part of the sentence. Again I will ask the
student why that is the telling part of the sentence. Lastly I will
ask my student with the pair of scissors to cut the sentence strip
in between the naming part and the telling part. We will then
switch materials and will continue this process until each child
has had a turn with every utensil so that they are all able to
practice identifying a naming part and a telling part.
After this is completed I will then give all my students in this
group their own sentence strip. I will explain to my students
that they will be writing their own sentences and are expected to identify the naming part and then telling part in the sentence by using their crayons. They will circle the naming part
in red and the telling part in blue. I will then tell them that
after they have circled their naming and telling parts that
they must cut their sentence in between the two parts. We
will then share our sentences with the rest of the group.
ASSESS

11. Application

This activity will allow my students to expand their knowledge of a

sentence, and understand that in order for a sentence to be complete it
must have a naming part and a telling part. By the end of the year my
students are required to write three complete sentences in order to meet
grade level standards. By understanding that each sentence must have a
naming part my students will be better prepared for the end of the year
and transferring that knowledge onto first grade.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

12. Assessment

Informal Assessment: Through personal observations which will be

recorded on observation notes I will determine if the students are able
to write a complete sentence and identify a naming part and a telling
part in a sentence with 100% accuracy. I will also make personal observations based on classroom discussion and engagement, as well as students self reflection.