October 22, 2008

Guided Reading

Objectives:  Students will read aloud a book in their level.

Standards/Benchmarks:  K-4 Benchmark I-A:  Listen to, read, react to, and retell information

Teaching/Learning Process

I. Intro.

-Goodnight Moon will be the book that the teacher uses to assess the student with a running record. 

-Teacher will show book to student, teacher and student will do a picture walk and assume what is happening in the book.

-Our focus will be text running left to right.

   Vocabulary Extension

-Teacher will remind students of these words:  telephone (not cellphone), toyhouse, mush, mittens, hush, everywhere

-As we are doing picture walk we will search for the above mentioned words in the text.

II. Activities

   Read the book

-Students will come up individually and read to teacher.

  Word Work

-Students will have letters and will spell out the above mentioned vocabulary words.

-Teacher will need alphabet letters and record sheet

-Teacher will have student use alphabet chart to chant the sounds and letters, next the students will be introduced to the vocabulary words, and then they will use the letters to spell out vocabulary words.  The students will read the book after this is all finished.

  Writing

-After the reading of Goodnight Moon, students will be given four minutes to construct a two sentence summary of the book.

  Discussion

-Teacher and student will discuss book while doing picture walk and also when they are finished reading.

III.  Closure-wrap-up

-Students will draw picture of their summary. 

-They will read sentences to teacher.

  Accomodations

-I will make any accommodations that are needed.

IV  Assessment/Evaluation

 -Teacher will use a running record to assess students.  For this particular book there are 130 words. 

-the book the students will read depends on their level

  Further Lessons

-  The next lesson will still be on this book and teacher will discuss the fact that there is no punctuation in this book.

-this lesson will help because the students will still read the same book and will be able to get familiar with it.

High Frequency

Grade Level:	1st	Subject:		Reading		Date:		9-24-08	Teacher: Granger

Objective:  Students will be able to recognize high frequency words.

Education Standards Addressed: LA I-D, 2 Acquire reading strategies. LA I-A, 6,7 listen to, read, react to, and retell information

Materials/ Resources: Pencil, five new flash cards, sentence handout, alphabet letters

Focus

Prior Knowledge:  Students will have to have some reading skills, and previous knowledge of high frequency words.

Prerequisite Skills:  They need to know how to recognize a word and know it.  There is no coding with these words its just memorization.

Practice/Assess

Guided Practice:  Teacher will introduce five new words to the word wall.  As, with, his, they, I.  As a group teacher will use flash cards for all twenty previously reviewed words.  Students will then read five sentences that have the new words in them.  Teacher will hand out students magnetic alphabet letters, and the students will model the word the teacher says with the letters at their desk.

Assessment:  Students will be assessed by their participation in the activities.  Teacher will listen to each group of students and make sure they are saying the word right.

Closure

Wrap Up:  At the end of the lesson students will be able to practice spelling words with their letters at their desk.

Independent Practice:  Students will work at their desk modeling the words and spelling previous high frequency words.

Independent Reading

Name:  Amber Granger                                                Date:  September 17, 2008

Objective:  To have children know that the main character or characters are very important to their story.  They will also look  for the main characters in their personal books.

Standards/Benchmarks:  LA 2^nd grade  LA IIIB  Compare and Contrast characters presented by different authors.  LA ID  Increase vocabulary through reading, listening, and interacting.  LA IC  Discuss similarities and differences in events and characters across stories. 

Teaching/Learning Process

-What is the goal of the mini-lesson? What do you hope students learn?

            -The goal is to have the children pick out the main characters and supporting

              characters, and compare and contrast them.  I want them to learn how

              important a character is to a book.  The characters name, description, and actions

              are all important to the book.

-Will you use literature to teach the mini-lesson?  How will you engage the students in the learning process?

-I will read to them “Goodnight Moon” and we will talk about how the main character is never introduced, but there are several objects and supporting characters that are important.  After I read they will have a chance to offer their

perspectives on the story.  I will then read “Are You My Mother” they will have a chance to see that the main character is the little bird looking for his mother.

-How will you introduce the mini-lesson?

            -I will ask if any of them have a favorite character, and I will have them describe

            that character to the class.  Not all children will do this.

-Will this mini-lesson be expanded upon?  How much time will you spend on this mini-lesson?

-I will expand on this by looking back at the text and looking at vocabulary, and comparing this book to other books we have read.  This will happen the next day, and the following day.  The mini-lesson will take about fifteen minutes.  Then they will be left alone to read their personal book and pay attention to the main characters, while I call groups back to describe their character.

-How are you going to conference with the students?  Where, When, etc.

-I will let them read for about ten minutes and then I will call four or five students back to discuss the main characters and I will ask them to describe the character without looking back at the book.

-What types of questions will you ask during conferencing?

            -already mentioned above.

-Will you have the student read a passage to you?

-After they have described the character I might have them read the part where the author described the character.

Comprehension

-How will you know if the student is comprehending what they are reading?

            -this is where AR will come in handy.  After they read the book they take a test on

            comprehension.

-How are you going to encourage comprehension?

            -I will have them read the book at least twice. 

Accommodations

-What accommodations will you make?

            -Any that are necessary. 

Assessment/Evaluation

-How will you assess the conference?

            -I will listen carefully to their description of the characters and make sure they are

describing the main parts of the character.  I will also walk around the room to make sure they are reading.  I will be available for them if they do not know a word.

Writing Mini-Lesson Plan

Name:  Amber Granger                                                            Date:  November 5, 2008

Grade Level:  2^nd                                                                   

Objective:  Students will use their knowledge of correcting sentences to correctly write out morning message.

Standards/Benchmarks: K-4 Benchmark I-A, K-4 Benchmark II-B, K-4 Benchmark II-C  (There would also be some social studies standards, but I couldn’t open the website with the standards…)

Teaching/Learning Process

I.  INTRODUCTION:  Students will come in first thing in the morning.  They will get out their morning journals and they will correctly write the morning message from the board into their journal. 

                        today we founded out who our next president of the united states

 were  he is the firt black man barack obama?  president obama will

live on the white house in washington  he is are 49 president

II. CONCEPT FOCUSED:  Focus will mainly be on proper nouns and their capitalization.  There are misspelled words and also missing and incorrect punctuation.

III. CLOSURE:  We will close this activity by correctly fixing the morning message on the board as a class.  Teacher will call on students to give an answer.  Students will check their paper with a colored pencil.  The colored pencil will be so they know what they need to work on. 

IV. ACCOMODATIONS:  Teacher will make any necessary accommodations that are needed.

V.  SUPPLEMENTAL ACTIVITIES:  Talk about past presidents, and explain the duties of a president.  This activity would go great with a social studies lesson on government and the White House.

VI. ASSESSMENT/EVALUATION:  Informal assessing; a participation grade will be given.  As long as they have the assignment in their journal and they have tried to correct it, students will get a check mark, meaning that they completed the morning message 

BALANCED READING PLAN

Shared Reading	Pilgrim, Pilgrim   Book is introduced- what is a pilgrim?  What things do you do in the fall...etc.   Class will do a picture walk and look at pictures and try to see what story is about.   Teacher will read book aloud as children follow.	Pilgrim, Pilgrim   Class will read book aloud.   Teacher will show title page, dedication, and spine.   Teacher will talk about author and illustrator.   Class will read book again out loud.	Pilgrim, Pilgrim   Teacher will ask if students remember any words from the story.    New vocabulary will be posted on word wall.   Students will be lead into looking for punctuation.   Class will read book out loud.	Pilgrim, Pilgrim   Teacher will emphasize emotion into story.    Focus:  reading like we talk no stops.    Have students draw a picture of a pilgrim on the Mayflower.   Reread book out loud.	Pilgrim, Pilgrim   Class will read book.   Students will receive their own little copy of book.    Students will illustrate their own book, and color.   To close the story, they will read out of their mini books, and show their pictures.
Guided Reading	Goodnight Moon    Have students chant their blend/diagraph charts.   Ask children what is their nightly routine before bed.   Show students title, binding.   Take a picture walk.   Focus on words not familiar, telephone (not cell phone), toy house, mush, mittens, hush, everywhere.	Goodnight Moon   Have students chant their blend/diagraph charts.   Students will read the first four pages.   Students will use letters to spell out new vocabulary words.   Students will write two sentence summary of book.	Goodnight Moon    Have students chant their blend/diagraph charts.     Students will begin by reading the story to page 10.   Students will use letters to spell out vocabulary words.   Students will draw picture of their summary.	Goodnight Moon   Have students chant their blend/diagraph charts.     Students will begin by reading the entire book. Teacher will do a running record on two students.	Goodnight Moon   Have students chant their blend/diagraph charts.   Students will begin by reading the story and then reading it again.   Teacher will do two more running records   Teacher will review story and they will write the vocabulary words four times each in their journals.
Vocabulary	Introduce five new high frequency words-as, with, his, they, I.   Teacher will hold flashcards as the students call out the words.   Students will practice reading the sentences from the worksheet.	Review new words.   Do flashcards.   Students will use letters to make the high frequency words.	Review new words.   Do flashcards.   Students will write five sentences using high frequency words.	Review new words.   Do flashcards.   Students will use whiteboards to write words and create new sentences.	Review new words.   Do flashcards.   Students will be given a test worksheet on the words to be assessed.
Read Aloud	Read a chapter of Ruby Hollar	Read Ruby Hollar	Read Ruby Hollar	Read Ruby Hollar	Read Ruby Hollar
Phonics	Saxon Lesson 11 -review phonics cards -echo words back, lock, tuck, neck   Focus:  ‘ck’ It is a digraph, two letters that come together to make one sound.   Worksheet 11 Back is homework	Lesson 12 -review phonics cards -echo words then, than, their, those   Focus:  ‘th’ It is a digraph, two letters that come together to make one sound.   Ws-in class, back is homework	Lesson 13 -review phonics cards -echo words ship, shut, shack   Focus: ‘sh’ It is a digraph, two letters that come together to make one sound.   Ws-in class, back is homework	Lesson 14 -review phonics cards -echo words chin, chat, chop, chimp, cheese   Focus: ‘ch’ It is a digraph, two letters that come together to make one sound.   Ws-in class, back is homework	Assessment -review phonics cards   Evaluate oral assessment- students read words and teacher will assess them. Sight word evaluation- Students will write sight words, kind of like a spelling test.   Will be completed one child at a time.
Writing	Morning Message “the presidential election will be held on tuesday .  the too men running are barack obabma and john mccain “   Focus will be on punctuation and proper nouns.   Students will write message in journal.   Teacher will go over the paragraph and students will check their own journal and make changes.	Morning Message “today is the day to vote.  voting in important, because it decides the path of the united states history”   Focus will be captilization after punctuation.   Students will write message in journal.   Teacher will go over the paragraph and students will check their own journal and make changes.	Morning Message “last night we learned that Barack Obama because the first African American president.  we watched history happen before our eyes”   Focus will be capitalization after punctuation.   Students will write message in journal.   Teacher will go over the paragraph and students will check their own journal and make changes.	Morning Message “today we will go to P.E. and lunch will be served at 11 15.  there is no computer today   Focus will be capitalization after punctuation.   Students will write message in journal.   Teacher will go over the paragraph and students will check their own journal and make changes.	Morning Message “over the weekend everyone will need to find leaves.  we will use them in our centers next week.  find many different sizes”   Focus will be capitalization after punctuation.   Students will write message in journal.   Teacher will go over the paragraph and students will check their own journal and make changes.
Independent Reading	Students will read 30 minutes.  This is the time when they will read their AR books and take tests over books.  There is no library at this time.	Students will read 30 minutes.  This is the time when they will read their AR books and take tests over books.  There is no library at this time.	Students will read 30 minutes.  This is the time when they will read their AR books and take tests over books.  There is no library at this time.	Students will read 30 minutes.  This is the time when they will read their AR books and take tests over books.  There is no library at this time.	Students will read 30 minutes.  This is the time when they will read their AR books and take tests over books.  There is no library at this time.