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Literacy Center Activity Corey Hendrickson & Caitlin Andrews

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: Summarize (Story Elements) Submitted By: Caitlin Andrews Trophies Teacher Edition: Changing Patterns Theme 3-1 Corey Hendrickson Trophies Story: Ramona Forever CCSS: RL 3.9 T Ed Pages: 381,

B.

Summary of the Literacy Center 1. Students will select books and read for fluency and comprehension. Students will complete a worksheet to demonstrate their understanding of story elements pertaining to the story they read written in a series and by the same author, focusing on character and story elements represented within the text of the stories read. C. Student Grade level -3rd grade Grouping- Students will rotate to the literacy center independently Skill level Accelerated readers: Students will use multiple stories written by the same author Skill level- Lower level readers: Students will use nursery rhymes to demonstrate their understanding of story elements.

D. Materials Variety of appropriate grade level books. Story Elements worksheet Colored pencils

E. Photographs Ramona Forever- Page 381 (Summarize the selection using a story map) F. Objectives Common Core State Standard
RL.3.9- Compare and contrast the themes, settings, and plots of stories written by the

same author about the same or similar characters (e.g., in books from a series).

Knowledge Targets
Students must know that setting is the location in which the story takes place. Students must know that plot is the main sequence of events in a text. Students must identify theme, setting, and plot in a text.

G.
EDRL 442 Teaching Literacy 1

Procedure (Lesson/Instruction)
Fall 2012 Karen Powell-

ASSIGNMENT: Design A Literacy Center

Instructor

Lesson Title: Summarize (Story Elements) Submitted By: Caitlin Andrews Trophies Teacher Edition: Changing Patterns Theme 3-1 Corey Hendrickson Trophies Story: Ramona Forever CCSS: RL 3.9 T Ed Pages: 381,

1. Whole group read aloud of Ramona Forever 2. Whole group completion of Story Map 3. Students will turn in their completed Story Map for review.

H.

Procedure (Literacy Center explained) 1. Students will select a text of their choice from the classroom library. Accelerated/On level: Select books written by the same author Lower level: Select nursery rhymes.

2. Read the text for fluency and comprehension. 3. Complete the graphic organizer provided. Characters: Who are the main characters in the story Setting: Where does this story take place? Problem: What was one of the problems in the story? Solution: How was the problem resolved?

4. Illustrate a part of the story or nursery rhyme you liked. 5. Complete the vocabulary/word rhyming section on the graphic organizer. I. Assessment Students will complete the Story Elements graphic organizer. There is no assessment rubric associated with this literacy center. We are looking for accurate completion of the graphic organizer as it pertains to characters, setting, problem and solution. They will also complete a vocabulary section of the graphic organizer to show their understanding of either vocabulary or rhyming words, depending on the text they chose to read. Illustration will demonstrate students understanding of the text read by depicting an event or character from the text read.

J. Reflection
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center Fall 2012 Karen Powell-

Instructor

Lesson Title: Summarize (Story Elements) Submitted By: Caitlin Andrews Trophies Teacher Edition: Changing Patterns Theme 3-1 Corey Hendrickson Trophies Story: Ramona Forever CCSS: RL 3.9 T Ed Pages: 381,

1. What skills do students need in order to be successful with this center? Students should be able to read fluently books at their grade level. Students should also know the elements of a story. 2. How will students be held accountable for completing this center? Students will complete a graphic organizer to demonstrate their understanding of the story elements utilizing the story they read. The graphic organizer will be used as informal assessment. 3. How can you follow up or extend this lesson? This lesson could be extended to any story or nursery rhyme either within the class or at home. I would have students complete this graphic organizer for stories they read on their own. This literacy center can be recycled often as it can be utilized each time a story or nursery rhyme is read. This center can also be used in higher grade levels by extending the difficulty of the story elements for higher grades. 4. What can you do for students who dont grasp the concepts? Reteach the concepts one on one or small group. Allow below average students to read easier books, where story elements are more apparent. 5. Where do you anticipate having problems with this center? I do not anticipate any problems with this center. There might be a nursery rhyme that does not have a solution. I would have the students create their own solution for the problem should this situation arise. This would allow for the student to express a little creativity and thought. 6. How can this center be changed to work with other stories? The concept is dealing with story elements. Since most stories contain the basic story elements within the text, students should be able to use this lesson and graphic organizer with other stories. By creating such a broad center, students will be able to use this with many different forms of fiction literature. 7. When you were developing this center, what was the most difficult part for you?

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Instructor

Fall 2012

Karen Powell-

Lesson Title: Summarize (Story Elements) Submitted By: Caitlin Andrews Trophies Teacher Edition: Changing Patterns Theme 3-1 Corey Hendrickson Trophies Story: Ramona Forever CCSS: RL 3.9 T Ed Pages: 381,

This was a pretty easy learning center to create. The most difficult part of this activity for me was not in actually creating the center, but rather finding a CCSS that would match appropriately with the actual lesson and center together. How well did you work with your partner? I felt like we worked great with one another. We both contributed great ideas to the project and it seemed to work out very well. Communication was very apparent between things we each liked and the ones that needed to be changed. 8. How did you and your partner split the workload? We both contributed to the development of the lesson plan and ideas. I took on the responsibility of the creativity portion of this assignment by creating our visual for the center as well as the graphic organizer. My partner took the responsibility of writing our lesson plan out using the input we both contributed during our discussion session. 9. What will you do differently next time you work with a partner? If I am working with the same partner, I do not believe I will do anything differently. Although, I like working by myself, where I am responsible for only my work, Corey and I worked really well together. I would certainly work with him on another project again.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Instructor

Fall 2012

Karen Powell-