ESU ELEMENTARY EDUCATION

Literacy First Transitional Lesson Plan

Contextual and Learning Environment:
Name: Bethany Unruh

School: Riverside Elementary

Host/Mentor: Mrs. Gena Jones

Grade Level: 2

nd

Subject: Reading intergrated with Science

Tentative Dates of Lesson: February 27, 2014

Time: ????

Setting (briefly describe learners & classroom physical setting)

At the front of the classroom there is a Smart Board and Elmo available for the teacher to demonstrate what
is being taught. There are also many helpful posters on the walls for students to use as resources, such as a word
wall, a math board, the schedule and calendar, ect. In the back corner there is a semicircle table where the teacher
can work with a small group or individual students. All together there are 22 students in this classroom and they sit
in table groups with 4 or 5 of their peers (3 groups of 4, 2 groups of 5). Each table group has a three-drawer cabinet
where the students keep their materials, for the various subjects. All of the students have their own unique learning
needs, but some have IEPs and interventions in place to assist with their learning needs. We have one student who
is in the life skills program, 4 students pulled for reading intervention during Flex Time, and 2 in Math
interventions, during Math intervention time. In the morning block, during whole group instruction, to assist with
our students with higher needs we have various Aids and Paras that work directly with those students.
Strategies Used: Whole group instruction- Before, During, After Reading Graphic Organizer
Integration: Social Studies

Objective/s:
Reading:
The student will use details within a text to describe the main idea and the authors reasons, using a graphic organizer.
The student will ask and answer questions to deepen understanding of a text using a graphic organizer.
The student will discuss and make predictions about tooth traditions in different, with 100% participation.
The student will read text to support comprehension with sufficient accuracy.
The student will be able to decode two-syllable words.
The student will be able to identify words with inconsistent, common spelling-sound correspondences.
Social Studies:
The students will read a text and discuss how societies are shaped by beliefs, with 100% participation.

Relevant Standard/s:
Reading:
Read Aloud- RI2.8: Describe how reasons support specific points the author makes in a text.
Vocab- SL2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
Oral Lang- SL2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
Fluency- RF2.4: Read with sufficient accuracy and fluency to support comprehension.
Walls that Teach- RF2.3c: Decode regularly spelled two-syllable words with long vowels.
RF2.3e: Identify words with inconsistent but common spelling-sound correspondences
Social Studies:

3. Societies are shaped by beliefs, idea, and diversity.

Vocabulary:

Materials:
Poem- I had a Loose Tooth
Text- Throw your Tooth on the Roof:
Tooth Traditions from Around the World.
Before, during, and after graphic organizer
Classroom mouth w/ teeth

ARK: Activate Relevant Knowledge (20%):

(Anticipatory Set)
We will begin by reading the poem by Lillie Chaffin I had a Loose Tooth. As a class we will discuss what we
do with our baby teeth when we lose them. I will then explain to the students that the Tooth Fairy is a
tradition we have in America but other countries sometimes have different traditions. Within the poem I will
point out words with inconsistent but common spellings (Loose, Tooth, Pillow). We will discuss the
differences as a whole group.
(Communication of Objective)
I will explain to the students that we will be looking at a text written by Shelby Beeler Throw your Tooth on
the Roof and looking for key ideas and details that help us to understand the authors reasoning. We will use a
graphic organizer to help us ask and answer questions that we have about the text.
(Input)
In the back of the book there is a section about why the author wrote the book, while showing the text on the
Elmo, I will read this to the students and have them discuss and make predictions about what some traditions
will be and/ or how they will differ from our own. I will then show them the graphic organizer and tell them
how we are going to use it. Before reading we will write a question we might have and we will look at the
pictures in the text and make inferences about what they are illustrating; during reading we will make notes of
new facts that we learn, and write any new question we might have; after reading we will reflect on what we
have learned and make self to text connections by answering the question: How are these traditions different
from my own?

TIP/SAP-Teacher Input/ Student Active Participation:

Teacher Input (20%):
(Modeling)
After showing the graphic organizer, on the Elmo, and discussing the parts I will demonstrate examples for
each section. For a before reading question I may write, What tradition does Mexico have with their teeth? I
will also skim through the pictures and make notes about what the pictures are telling me. I will then read the
first page with the students and see if my before reading question had been answered yet.
Student Active Participation (45%):
(Guided Practice)
While still showing the organizer on the board I will have the students help me think of my during reading
response, In Mexico they leave their teeth in a box, they will also help me write a few other details about
some other countries we read about. The students will help me think of a follow up question such as, Do all
countries believe in the Tooth Fairy? After reading I will write how some countries have different traditions
than my own; People in Mexico believe in a magic mouse, and I believe in the Tooth Fairy.
(Check for Understanding)
Throughout the lesson I will check for understanding. I will have students give me signals like thumbs up
thumbs down to see if they are understanding directions. Before independent practice I will have students think
of a before reading question and share with partners. While they are sharing I will listen to their responses to
ensure that they understand what type of questions they are making. Anytime partner sharing and table talk are
appropriate I will use these strategies to check for understanding.
(Independent Practice)
I will give each student a graphic organizer and each table group a few pages out of the book to read, this text is
very long and there is not enough time to read it all. The students will work and read as a group, but fill out
their organizers by themselves. Once the students are finished with the text, the students will discuss at their
tables, what traditions are different from ours and pick one tradition to share with the class. As a whole group I
will have each table share one interesting fact they learned about what different countries do with the teeth they
have lost.

ISS-Identify Student Success:

(Assessment/Evaluation)
Each student will get a tooth from the class mouth, and write a sentence using the sentence stem: When I
lose a tooth I about what their tradition is when they loose a tooth. Ex: When I lose a tooth, I put it under
my pillow for the Tooth Fairy.
(Criteria for Mastery for Judging/Scoring Student Success)
Mastery will be achieved when the student has written a complete sentence, with capitalization and
punctuation, using the sentence stem provided.
(Closure)
I will have the students share a few of their traditions with the class, and we will then talk about how the author
of our book was curious about how other countries celebrate lost teeth, and that not all traditions are the same
as ours.
*Remember to celebrate successes! Positive feedback matters!

Adaptations:
(Gearing down)
Students will work with partners or groups.
Students may draw pictures or voice record their thoughts and answers on the graphic organizer
(Gearing up)
Students will further research and explore other traditions that countries have that differ from their own.
Students will find other books about Tooth Fairy traditions
(References/Resources Used)-author, date, title, publisher, or URL
Beeler, S. (1998). Throw your tooth on the roof: tooth traditions from around the world. Boston:
Houghton Mifflin Co.
http://www.teacherspayteachers.com/Product/FREEBIE-Throw-Your-Tooth-on-the-Roof-ReadingOrganizer-287099
http://printables.scholastic.com/printables/detail/?id=28004

Notes/Reflection: