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Developmental Reading Mini Lessons Spring 2012 1

Developmental Reading Mini Lessons Spring 2012

Amber D. Korn

Missouri Southern State University


Reflection

As I was creating these mini-lessons I realized just how challenging this

experience was going to be. The hardest part was designing the lessons for an invisible

class of students whom I had no background information on. Two of the four concepts

were much easier to write because I understood them and knew exactly what end result I

wanted to reach. But that was not the case when I was working on the phonemic and

vocabulary lessons. With much guidance and suggestions from some wonderful teachers

at my children’s school I was finally able to grasp the concept of both enough to design

what I think are some pretty awesome lessons for a second grade classroom. At least

after practicing them on a group of seven and eight year olds in our neighborhood, who

greatly enjoyed them by the way, I feel pretty comfortable with my end product. Or at

least I haven’t heard anything from their teachers about me messing with their prior

knowledge too much.

Throughout my research while creating these lessons I came across some

wonderful material and resources that were able to guide me. But one thing I have

certainly come to realize is that the main opportunity a mini-lesson provides is the chance

to meet the individualized needs of the student. Several purposes can be met with the use

of this type of lesson but I believe the three most important are providing students with a

focused, interactive and reflective lesson that gives students a chance to learn in a fun,

and exiting way that is real to them. I have included all three of these equally important

purposes in all four of my lessons.

By creating a focused lesson this gives me the ability to modify and address the

specific concerns, weaknesses and strengths of each student. As I am evaluating each of


my students I can keep record of what areas the students needs help with and tailor the

lesson to fit those needs. In my classroom I might have a group that needs more focus on

phonemic awareness, while another needs assistance in vocabulary, and still another

group in comprehension strategies. During small groups I can have differentiated areas

set up around the room that pertain to these areas, and rotate the students around,

including a station with me teaching a mini-lesson that meets that groups needs. These

lesson do not always have to be in a large group setting but can be broken up into smaller

groups and offer me the chance to meet with each group or students and work on their

needs on a one on one basis.

Another important aspect of my lessons was to make them interactive. For any

age group whether it is Kindergarten or High School I believe it is important to have all

students moving around and working in groups collaborating. When one student in the

group may not understand something another student in that same group can have some

insight and offer peer tutoring that will help the others. I believe that peer tutoring is a

great aspect that should be utilized in the classroom. It offers each student something that

they may not normally have the ability to understand, the importance of caring and

helping one another, teamwork. Both the tutor and tutored can experience a new sense of

self and build self-esteem. With this in mind creating an interactive lesson gives all

students a sense of reality and makes the experience memorable and relevant to their

daily lives.

Lastly my mini-lessons needed to be reflective and meet the needs of each of my

individual students. If a lesson went well then I need to describe it and think about why it

was successful. On the other hand if I was not successful and the students didn’t


understand a point I was trying to introduce I need to think about what I did and why they

didn’t understand making notes to improve or change the lesson for the next time I teach

it. Something else to consider is if during the lesson several students were misbehaving, I

need to look at we were doing, when they were doing and what part of the lesson could

have been changed to get those student so rejoin the class. When reflecting on my

teaching I should look at it as a way to build professional development and become the

best teacher I can. There are numerous ways to help my students reach their full

potential and some of those times it may not be using my style of teaching, I should not

take it personal. Instead talk to other teachers or staff, see what they suggest and if they

know of something that would be better fitted to use in my lessons and meet the needs of

my students.

The best knowledge I have taken away by creating these lessons is knowing that

the lesson do not have to take a lot of time and they can be used to create interdisciplinary

learning opportunities. For instance after teaching a lesson on the Greek gods and

goddesses in Social Studies I have the students produced a PowerPoint presentation. In

this presentation they have to complete research and use phonemics and vocabulary skills

in order to decode the meaning of what they are reading, and then comprehension skills

to produce a presentation that is easily understood by both classmates and teachers. So

no matter how much I may want to think I will never have to teach my students any of

these skills in truth the two are so completely intertwined that there is no way to get

around it.

In the end it is important to enhance the knowledge and skills of the students, and

to make the experience memorable. If I as the teacher am passionate about what I am


teaching then that passion will rub off on my students, if I am excited then they can’t help

but be excited as well. It is also important to remember to use a broad range of books and

topics in order to include the interests of my all of my students at some point during the

year. Whether in a larger group setting with the whole class or in individual small ability

groups a mini-lesson is a great tool for me to have in my belt in order to meet all of my

students needs.


Minilesson Planning Sheet

Name: Amber KornGrade Level: SecondContent: Communication ArtsLesson: Making Words

Content Objective(s):

Following teacher modeling and guided practice, students will be able to identify how changing one letter or rearranging letters to change the whole word.

GLE:

R1C02Develop and apply decoding strategies to “problem-solve” unknown words when reading grade level text.

Modifications: Provide a picture dictionary, an ESL dictionary, an ESL thesaurus and native language dictionary (if possible) and when appropriate at each level. Depending on level of student wither basic beginner or up to advanced proficient the activity will be modified depending on GLE/CLE recommendations by the Show Me Standards. Answer can be given verbally, or written as needed.

Materials/Media/Resources:

Munsch, R. (1986). Love you forever. Buffalo, NY: Firefly Books Inc.

Letter squares for students (lowercase letters)Letter squares for teacher (lowercase letters)Elmo

Anticipatory Set:

Today we will be using a few words from our book Love you Forever to create some magical new words and turn each of you into “Word Wizards.” We will start simple and gradually increase in difficulty. But I know this will be a piece of cake for each of you. Are you ready?

Instructional Input:

Words can be made by changing the order or combining letters. What I like to call mixing them up. We are now going to make words using a set of letters that when combined will spell a “mystery word.”


Modeling/Demonstrating:

I need each of you to partner up with your shoulder buddy and pull out your set of lower alphabet letter squares. Quickly and quietly! Go ahead and find the letters o, h, m, e, t, and r. Put the rest back in the bag and set to the side please.

Now let’s take out two of those letters h and e.What word does this make? he

Let’s make a three letter word (hold up three fingers) add the letter t to the beginning and he becomes the.Now we are going to make a four letter word. Hold up four fingers. What word would we have if we took away the t and added o and m to the h and e like this. What word would we have? home

If I am looking at these letters correctly then I see that we can make a big six letter word. Now I know that a home is nothing without a special person inside it. So let us take the letters and remix them by putting the m in the beginning and adding the o, next we will place the t, and added the h, what two letters do we have left? r and e that’s right! If we add them to our other letters of m, o, t, h which makes moth what we will have is our “mystery word!” What is it? Awesome, you are right we have a mother.

As I go through these steps I will be modeling each step and manipulating the letters under the Elmo. I will do this patiently and have the students do it with me at their desks with their shoulder partners. I will walk around and make sure students are keeping up and if they need any assistance.

It looks like you have it. How much fun was that? Are you ready to try another word together before you start working in your groups? Great!

Guided Practice:

Why don’t you put the letters back that we were just using and take out the letters t, s, a, e, b, and k. Don’t forget to set the rest of your letters aside so that we don’t get them mixed up with the letters we are using.

Now if we take the letter b. (It is important to make sure that students do the same thing with their letters at their desks.)

Can you think of a three-letter word, using our given letters, that begins with the letter b and is something you use to hit a ball? Bat, that’s pretty cool uh?Place the letters a and t behind the b. How about we now make a sentence using our new word. (have students raise hands and I will call on them accordingly).

What would happen if we change the beginning letter to make a word that means what you did on a chair, sat. Who can make a sentence with our new word?


Now I think it’s time to change our vowel and make a new word that tells us what we do when we put dishes on a table, set. Yep you have it! Now let’s make a sentence using the word set.

Let’s keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball, base. Who can give me a sentence using this word base?

What three-letter word tells us what to do if we have a question, ask.

If we put the letter b in front to make a word that means enjoying the sun, bask. (I will describe what bask means in a language that he students understand) to enjoy or soak the warm rays or feeling of the sun.

We now are going to make our “mystery word” by adding out last two letters t and e to bask. Hint: the word names something that you might use to carry something, basket. We did it! You are awesome “Word Wizards.” Now who wants to use our “mystery word” in a sentence?

Checking for Understanding: As I am walking the students through the above process, I will be walking around the classroom making sure students understand the new concept.

Independent Practice:

Now that you have the hang of it, I want you and your partner to take out your journals and use the letters p, a, p, e, and l and see what words you can make from them. (as, al, pal, lap, sap, ape, pea, sea, spa, pals, peas, and apple)We will review as a group if needed.

Closure:

Depending on how the students do during the independent practice I will either move onto harder words or do more guided practice exercises.

It looks like you are doing great and you understand the new decoding strategy (or it looks like we need to practice together with more words). Being able to see that words can be rearranged to make new words helps teach us how the sounds of language are put together and how with the change of just one letter the sound of each letter changes completely.

Evaluation/Assessment:The independent practice will not be done for a grade. A rubric will be used to note the number of words created from the number possible and if final mystery word was reached.


Rubric:

Number of words possible (11) Mystery Word (apple)Four out of eleven found 4 pts Mystery Word found 4 ptsEight out of eleven found 8 pts Mystery Word found 4 ptsAll eleven words found 11 pts Mystery Word found 4 pts

Mystery word will be worth four points for a total of 15 points possible all together.


m o t he r b a

s k p pl



Name: Amber KornGrade Level: SecondContent: Communication ArtsLesson: Vocabulary/Frayer Model/Graphic Organizer


Following teacher lecture and guided practice students will be able to use a dictionary to find the meaning of unknown words and place the information into a graphic organizer for later reference.

GLE:

R1E02Develop vocabulary by reading, listening to and discussing unknown words in stories using classroom resources.




Dictionaries (one for each student) Vocabulary Study worksheetsSmart Board Vocabulary PowerPoint

Anticipatory Set:

During the past several weeks we have been studying how to find meanings of words using context clues, root words, and work chunking. But what happens when we are reading and these strategies are not enough to help us understand. What should we do?

Call on some students to see what how they answer. Hopefully with some guidance I can lead them to say, “Use a dictionary!”

Is there a book that we have being learning to use that might help us? It contains lots of words that are in alphabetical order. It also tells us what words mean.



The students will have had prior knowledge lessons on how to use a dictionary but as a refresher I will lead them through the steps.

Today we are going to use our dictionaries and create a graphic organizer, this tool will help us as we learn more words. We will be writing the definition, listing the characteristics and give examples and non-examples of the words we have been reading in our book Love you Forever.

Now I need you to remember back and think about what type of information a dictionary gives us about words.

Looking for answers like: defines words, helps us know how to spell words, how to say the word, what type of word it is, adjective, verb, noun, etc., also other words that are the same by adding other letters. And so forth.

Quickly we will practice looking up a word to refresh everyone on how to use a dictionary.

Write the word “school” on whiteboard.

If we are going to look up the word school where should we start? That’s right in the “s” section. Let’s all turn to the s’s. What letter comes before s? (r ) How about after s? (t) Great we found the s’s! Where do we go next? C that’s correct. How about next? O you guys are awesome! Has anyone found it yet?

(Call on a student and have them read the definition out load.) Write student friendly version definition on the board.

Correct, from our search in the dictionary we find that school is a place or institution, which has buildings that is used for teaching and learning. Does everyone now remember how to use a dictionary?

If some of the students don’t understand I will go around the classroom and work with them individually during the guided practice exercise.

Now let’s move on to creating our graphic organizer using words from our reading time book Love you Forever!

Modeling/Demonstrating

Bring up PowerPoint that has the following words listed on it from the book Love you Forever. While I am bringing up the PowerPoint have students pass out the Vocabulary Study worksheet, at least four per group.


(Student’s name) will you please pass this worksheet out to your classmates, make sure to give two to each person.

Mother forth forever alwaysRefrigerator watch strange teenagerFriends daughter sleeping

Turn to your shoulder buddy and gather your dictionary and copies of vocabulary study worksheets. Now these are all words that as we have read in our book. I noticed during our reading several of you have been trying to figure out what the words mean. Today you will find out. First we are going to do a couple of examples together and then I let you go off on your own in groups to do the remaining words.

Let’s take a look at our first word “mother.” That word will go in the middle of our graphic organizer. (For each of these steps I will have the students fill in their organizer as I do on the board as a point of reference for them to look at during independent practice.)

Our next step is to find the definition of our word using our dictionary. Where do we start again? (m) What’s next? (o) and so forth until the students have found the word. Who has the definition? (call on student to answer) A female parent, correct! Now let’s add that to our organizer.

Let’s go to the right of our page and what does this section say? (Characteristics) What characteristics/words help show us what a mother is? Loving, always cleaning, cooking, doing laundry, taking me to practice, cheering me on, helping me with homework, tucking me in at night, etc. are some of the examples I figure I will hear. As student’s give me answers I will place them in the organizer. You have come up with some awesome characteristics of a mom. Make sure you add them to the correct column of your organizer.

So far we have looked at the definition and characteristics of a mother how about examples of one! I know of a perfect one, my mom Candie. Let students give me some examples of mothers and as they do I will add them to the chart.

Last and to me the part that is the most fun is the non-examples column. Here we can be as silly as we want. What are some words that are not and do not mean mother? Let students come up with some silly answers and again I will add a few to the chart. Monkey, a car, the sky, the circus, a giraffe, etc.

Look at what we just created it’s a graphic organizer. Now I want you to place these in your vocabulary folders and use it as a reference on how to create one. Throughout the year we will be creating many more charts similar to this one, and using them for a special project.

Guided Practice:


For guided practice we will do the project below of creating the graphic organizer for the word mother. If needed, I will go to the next word on the list and we will do it together as a class before I turn them loose on the independent practice assignment.

Do you feel comfortable enough to do some on your own with your shoulder buddy? Great! Before you get started I will give each of you a word to look up. Use the words that are remaining from the list on the PowerPoint and give each group one of these words. Now one last thing I want to talk to you before you get started. I know it can be a bit difficult using a dictionary, so on the board along with your words is the steps to finding a word using your dictionary. Feel free to use it until you are comfortable without it. I will also be printing out copies for you to put in your vocabulary folders for you to have for future reference.

Checking for Understanding:

I will go around classroom and check the student’s progress as needed making sure that they are understand and are following each step as necessary to fill out the chart. If they need assistance I will do so.

Mother

A female parent

Loving, always cleaning, cooking, doing laundry, taking me to practice, cheering me on, helping me with homework, tucking me in at night

Candie, momma duck, Susan, Carol, Melissa

Monkey, a car, the sky, the circus, a giraffe



Students will work with their shoulder buddy creating graphic organizers using another word from the list I have gathered from our reading book. These words will be listed on the PowerPoint (forth, forever, always, refrigerator, watch, strange, teenager, friends, daughter, and sleeping). After they have finished I will have them all come up to the carpet and present their worksheet one at a time in front of the class.

Closure:

Today everyone did an amazing job using their dictionaries to find the meaning of unknown words. I am very proud of you. I know it is not always an easy task to do so but each of you did great. Something else we did today was define words by their characteristics, by examples and non-examples.

When we are reading it is important to understand the words we are seeing in order to really understand our book. Along with using context clues, word chunking and root words you know now how to use one of our greatest resources, a dictionary, to find meaning of words.

Evaluation/Assessment:

Both will be done by grading the students during their presentations on the information they filled in on their charts and how well they presented.

Grading Rubric

5 = will be excellent work, definition, character, examples and non-examples are filled in on chart, and very neat, excellent group presentation

4 = good work, only four spaces are filled in on chart, neat writing, group presentation good

3 = work is okay, only three spaces are filled in on chart, writing is unclear, group presentation could be better but not terrible

2 = work very minimal, only two spaces are filled in on chart, writing is not readable, group presentation terrible

1 = no work efficient


Vocabulary PowerPoint

Vocabulary Graphic

Organizer

mother forthforever alwaysrefrigerator watchstrange teenagerfriends daughtersleeping

How to use a dictionary to look up the word fish

Step 1: Look at the first letter in the word “f”Step 2: Go to the “f” section of the dictionary.Step 3: look at the letter after the “f” which is “I” Step 4: In the “f” section go down until you get to the

the “fi”Step 5 : Look at the next letter in the word, “fis”Step 6: Continue in the fi section down to “fis”Step 7: What is the last letter in the word of “fish”Step 8: no continue in the fis section until you get to

“fish” Step 9: YOU DID IT! CONGRATULATIONS!!



Name: Amber KornGrade Level: SecondContent: Communication ArtsLesson: Making Connections

Content Objective(s): After teacher modeling and demonstration students will understand and comprehend text more effectively through the use of text-to-self connections.

GLE:

R1I 02Identify relevant connections between text to self (text ideas and own experiences).




Making Text-to-Self Connections T-Chart worksheet created by Amber KornSmart Board or White BoardText-to-self PowerPointLoose leaf notebook paper

Anticipatory Set:

Have you ever been reading a book or been listening to your parents read when what you are reading or hearing makes you think of something that has happened to you? If so you are making a personal connection with the text.


Good readers always think as they read. Sometimes, the story or text reminds us of something that has happened to us. When a text makes me think of my own life I am making a text-to-self connection. When I make this type of connection the text makes more sense and means a lot more to me.

Questions to help trigger a text-to-self connection are:


What does this remind me of in my life?What is this similar to in my life? How is this different from my life? Has something like this ever happened to me?How does this relate to my life?What were my feelings when I read this?

As I say these past questions I will bring them up on the PowerPoint slide.

Today let’s re-read our book Love you Forever and see if we can find some text-to-self connections.

Modeling/Demonstrating:

As I read the book aloud I will stop do some think alouds about the following connections and will bring up the next slide on the PowerPoint that has the information written in the t-chart.

When the author says, “A mother held her new baby and very slowly rocked him back and forth, back and forth, back and forth.” This reminds me of sitting in my rocking chair at home and rocking both of my babies to sleep.

The author said… That reminds me of…

A mother held her new baby and very slowly rocked him back and forth, back and forth, back and forth

sitting in my rocking chair at home and rocking both of my babies to sleep

Guided Practice:

Can anyone think of their own connection with this phrase?

I will then continue on reading until the next connection I will make, click to add it to the t-chart on the PowerPoint slide.

When the author says, “He never wanted to come in for dinner, he never wanted to take a bath, and when grandma visited he always said bad words.” This reminds me of my son Levi, he never wants to come in after playing outside and it’s like roping a bull to get him


to take a bath. As for the bad words, he knows better than to do that, because we never use bad words. Do we?



sitting in my rocking chair at home and rocking both of my children to sleep for their naptimes or bedtime

He never wanted to come in for dinner, he never wanted to take a bath, and when grandma visited he always said bad words

of my son Levi, he never wants to come in after playing outside and it’s like roping a bull to get him to take a bath

Can you make any connections with this statement?

Once again I will continue reading and make this last connection and clicking to have it come up on the PowerPoint slide.

When the author says, “He grew and he grew and he grew. He grew until he was a teenager. He had strange friends and he wore strange clothes and he listened to strange music. Sometimes the mother felt like she was in a zoo!” What this reminds me of is something my mom told me about when I was a teenager. She said that she thought I should join the circus, because that’s what I made her life feel like. Do your parents ever feel like they live in a zoo or what to send you to the circus? If so you just made another text-to-self connection.






He grew and he grew and he grew. He grew until he was a teenager. He had

is something my mom told me about when I was a teenager. She said that she thought


strange friends and he wore strange clothes and he listened to strange music. Sometimes the mother felt like she was in a zoo

I should join the circus, because that’s what I made her life feel like

Finish reading the book and then ask the students:

Were there any other text-to-self connections that you were able to make throughout the book?

What do you think the purpose of making connections is? Wait for student answers and guide them to the answer as needed. The purpose of making connections is to help us understand better what we read. Also something else really great about making connections is that we can change what information we already know and build more knowledge.

Guided Practice:

See instructional input for guided practice. As I am reading the book I will have the students gradually make connections and check to see if they can make the same connections or different connections.

Checking for Understanding: As students share their experiences I will check to see if they have an understanding of what text-to-self connections. Then during the independent practice I will conference with the groups ask them to think aloud about the connections they made.


Now it’s your turn. I want you to go over to team up with your shoulder partner and pick a book from your basket and together find at least four (two each) text-to-self connections you both make while reading the book. When you find these connections I want you to write them down on the t-chart I provided for you.

Closure:

Today we discussed and found several text-to-self connections. By making these connections it is easier for us to understand what we are reading and form a bond with our reading. Tomorrow we will be looking at another type of connection we can make when we read.


Students t-charts will be reviewed and graded to see if they made correct text-to-self connections. Students will also be asked to explain why it is important to make text-to-self connections.


Student/Group Name:

Date:

Making Text-to-Self ConnectionsT-Chart



Connections PowerPoint

Making Text-to-Self Connections

Questions to help trigger a text-to-self connection are:

What does this remind me of in my life?What is this similar to in my life? How is this different from my life? Has something like this ever happened to me?How does this relate to my life?What were my feelings when I read this?






He grew and he grew and he grew. He grew until he was a teenager. He had strange friends and he wore strange clothes and he listened to strange music. Sometimes the mother felt like she was in a zoo

of is something my mom told me about when I was a teenager. She said that she thought I should join the circus, because that’s what I made her life feel like


Rubric:4 3 2 1

Concept: Text Evidence

I used accurate and relevantinformation from the text tosupport my response.

I used accurate informationfrom the text to support myresponse.

I used information from thetext to support my response.

I did not use informationfrom the text to support myresponse.

Process:TextComparisonsandConnections

My response shows that Ithoroughly understood thetext(s). My response addresses thetext comparison.In my response, I clearlystated what was beingcompared or connected acrossor within text(s) and madeseveral specific conclusionsbased on details from eachwork.I did a good job of pulling theinformation from the text(s)together and explaining it inmy own words.My response shows that Igenerally understood thetext(s).

My response generallyaddresses the textcomparison.In my response, for the mostpart I stated what was beingcompared or connected acrossor within text(s) and madespecific conclusions based ondetails from each work.I was able to pull theinformation from the text(s)together and, for the mostpart, explained it in my ownwords.

My response shows that Isomewhat understood thetext(s).My response somewhataddresses the textcomparison.In my response, I somewhatstated what was beingcompared or connected acrossor within text(s) and madesome specific conclusionsbased on details from eachwork.I was able to pull some of theinformation from the text(s)together and, for some of myresponse, I explained it in myown words.

My response shows that I didnot understand the text(s).I was not able to pull theinformation from the text(s)together.

Communication My response is wellorganized with smooth andclear sentence-to-sentencemovement.I used the spelling,capitalization, grammar, andpunctuation rules that I havelearned, making the responseclear for the reader.

My response is generallyorganized with fairly strongevidence of sentence-to sentencemovement.I used most of the spelling,capitalization, grammar, andpunctuation rules that I havelearned.

My response is somewhatorganized with someevidence of sentence-tosentencemovement.I used some of the spelling,capitalization, grammar, andpunctuation rules that I havelearned.

My response is not organizedand has little or no evidenceof sentence-to-sentencemovement, making it verydifficult for the reader tofollow.I did not use the spelling,capitalization, grammar, andpunctuation rules that I havelearned.



Name: Amber KornGrade Level: SecondContent: Communication ArtsLesson: Setting


After teacher modeling and guided practice students will be able to identify the setting of a story by creating their own setting with words and pictures.

GLE:

R2C02Use details from text to identify setting.

Modifications: Provide a picture dictionary, an ESL dictionary, an ESL thesaurus and native language dictionary (if possible) and when appropriate at each level. Depending on level of student wither basic beginner or up to advanced proficient the activity will be modified depending on GLE/CLE recommendations by the Show Me Standards. Answer can be given verbally, or written as needed.Materials/Media/Resources:


“Setting” worksheet created by Amber KornSmart Board or Whiteboard

Anticipatory Set:

Every story has a plot, characters and a setting. As you can remember the plot is what happens in the story and the characters are the people or animals in the story. What do you know about the setting of a story? (wait for student feedback) After today’s mini lesson you will be working in pairs to create your own story settings.


Today we will be looking at the two parts that create the setting of a story: The where and the when. When creating a setting for a story we look at creating the place and time. Either of these can be real or make believe or in the past, the now, or the future. They can even be general or specific.


It is good for us as reader to know what these things are so that we are able to understand what is happening in the story.

Today we will be brainstorming some examples of when and where. I’ll go first.

MID: On Smart Board or white board bring up document or create a T-chart with “When” and the right and “Where” on the left, with a line dividing down the center.

Where When

Where can refer to a specific location [write location on chart under where then (general & specific)] for example: Joplin or Carthage (write both on board under where column). It also can be more general for example: a house or a school (write both of these terms under where column). Similarly the when can refer to a specific time (write time on chart under when) like the April 18, 2012 [write the date under when column then (general & specific)] or to a more general time period for instance past, present or future (write all three under when column)

WhereLocation (general & specific)

Whentime (general & specific)

Joplin - sCarthage - s

The park - g

April 18, 2012 - s

Today - gTomorrow – g Yesterday- g

Guided Practice:

Let’s Brainstorm some possible settings on the board. Now remember your settings must include some type of when and where. Also lets have some fun and create some really off the wall when and where’s.

I will have my students come up with locations, places and times both specific and general and write their answers on either the Smart Board or white board.


You are doing wonderful. As I look at these words I see some differences let’s put them in the correct columns.

After we have a substantial variety of words I will model moving the words under the correct column then have the students each take turns coming up to the board and placing them under the correct column, guiding as needed, until I feel comfortable with students progress.

Let’s take the example Disney World does this belong in the when or the where column? Where that’s right! What about the word spring time? Is that the when or where? I believe it is when, because it is talking about a season which is a time of the year. What do you think? Now it’s your turn!

Call on students one at a time to the board prompting them to think aloud as they go through the process like I did. After all of the words are sorted we will go to the next step.

We know the difference between specific and general is that one tells of a certain place or time while another is not certain. For instance if I take the where Disney Land it is being very specific but if I take the where park it is general. Let’s look at the rest of our words in our chart and label them “g” for general or “s” for specific.

For this part I want to have the students sit and give popcorn answers of general or specific. This will allow me to guide and lead them into giving the correct answers. We will continue this until we have finished all of the words. Everyone is doing a great job; it looks like you are catching on beautifully. If we take a look at the book we have been reading during guided reading time, Love You Forever, what clues has the author given us about the setting of the story?

For this activity I want to spontaneously pick pages form the book and ask the students:

From our reading what clues does the author give us about when/time or where? Practice this on a couple of different pages.

Checking for Understanding:

I will watch closely as students sort out the words. They should be able to identify all of the words either when or where easily after finishing up the guided practice.


I will break the students into groups of two or three depending on the size of the class. They will work together to complete the setting worksheet. The purpose of the worksheet is for the group of students to work together to draw a picture about the when and where of their story then write a brief summary of their pictures setting in words.


On the worksheet I just passed out you will be working with your partners to illustrate a setting. You may use ideas from books we have read or create a brand new setting. You can be as creative as you want but remember to give clues about the when and where of the setting. Then on the lines below your picture I want you to write about your setting. Make sure to use descriptive words that will help your reader visualize the setting in his or her mind.

Closure:

Today we have talked about setting and it’s two parts: When and where. We took some wonderful suggestions and placed them correctly on our T-chart. I cannot wait to look at your illustrations and read your descriptions from your group assignments.


After grading of the setting worksheet I will review to see if they correctly illustrated and described the setting. If they didn’t do well on it I will go back and do a review and re-teach what they did not understand.


Name:_________________________ Date:______________

SETTING

Directions: In the space below, draw a setting. You may use ideas from books that you have read, or you can create your own inventive new setting. Be creative and remember to give clues about “when” and “where” the setting is. Then on the lines below, write about your setting. Use descriptive words that will help the reader visualize the setting in his or her mind.


Setting Grading Rubric

Criteria 1 2 3 4

Illustration Illustration makes no sense or is not completed

Illustration makes little sense.

Illustration is understood with some thinking

Illustration is very clear.

Writing work Summary of setting is unclear and not understandable

Summary of setting is somewhat clear and understandable

Summary of setting is a bit difficulty to follow and understood

Summary of setting is very clear and easily understood.

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