PRACTICUM LESSON PLAN

DATE/SESSION: March 3, 2016 SESSION 2 PSU STUDENT: Miranda Ramsey

This plan should include the following items:

Share the Learning Goals with your students,
Review Guidelines,
Reading Assessment (Individual),
Spelling Assessment (Group)
All About Me project (student continues to work on their project),
Extra activity Your choice but the activity must involve the student writing

Complete the following lesson plan elements for EACH required item above (except the
Learning Goals and Reviewing Guidelines).

Share Learning Goals:

- Remember last week when I said each Thursday that I am here, we will have a set of
learning goals that we will go over which will guide our learning for the day.
- Tell students- Like last week, you will help me check off each goal as we finish and move
on to the next goal.
- This will help us stay on task and focused throughout the day.
- Now lets take a look at the learning goals we have for today.
- Read the learning goals with the students and ask if they have any questions about the
goals we have.
- After each goal, check for understanding or have a short discussion about why that goal
is important.
- Now lets start on goal #1- Look at the learning goal sheet and read off first goal and
start that lesson

Review Guidelines:
- Review why guidelines are important with the students.
- Ask students- Do you remember what the guidelines are we agreed on last week?
- Show the students the community guidelines poster and read each one off and then
together read them off again, so the students are involved.
- Tell students- How important it is to always follow these community guidelines and
when we are together at practicum these guidelines need to be followed so everyone is
safe and ready to learn.
Objective/Evaluation/Common Core Standard: Reading Assessment (Individual)
The student will read a Benchmark Assessment book with appropriate accuracy (90-94%),
fluency (at least level 1), comprehension (at least Satisfactory), and writing (at least level 2) on a
level G or higher.

Strand: Reading Literature

Box Sub Heading: Key Ideas and Details
Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.

Strand: Reading Foundational Skills

Box Sub Heading: Fluency
Standard: RF. 1.4 Read with sufficient accuracy and fluency to support comprehension.

Strand: Writing
Box Sub Heading: Research to Build and Present Knowledge
Standard: W.1.8 With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question.

Materials:
Pencil
Benchmark Assessment Procedures
Socks: Level C: Recording Form
Writing sheet for student
Socks: Reading Booklet

The Plan:
Anticipatory Set
Ask the student- To think about the important strategies that helps them when
they read a book.
Do a discussion about their different strategies.
Show the student the Strategies that help me read sheet.
Read off each strategy and explain how helpful these can be.
Tell the student-Today they are going to read a fun story with the teacher.
Tell the student- How important it is to do their best on all of the words.

Introduce the Lesson

Tell the student when they are reading a book to make sure to stay focused and
on task.
Today you are going to read a story called Socks. As you are reading, I will be
listening to you.

Instruction
Lesson
 Show the student the front cover of the book Socks and have them
predict what the story is going to be about.
After, read the title and the introduction to the student.
The teacher says Socks the cat was sleeping in lots of different places,
and the girl wanted her to wake up. Read to find out what makes Socks
wake up.
Hand the Socks booklet over to the student and have them start reading
the first page. (Start recording on IPad)
While the student is reading, the teacher will code the reading behavior
on the Benchmark Recording Form.
After the student is done reading, score the students fluency on the
Benchmark Recording Form (Page 15).
Dont forget to hit the stop recording on the IPad when the student is
done reading.

Check for Understanding (Comprehension)

Teacher says, Talk about what happened in this story.
Have a conversation with the student about the story Socks.
Have the student express what they understand about the story.
Record the students key understanding about this story on the back of
the Benchmark Recording Form (Page 16).
Write down any additional understandings that the student talks about.
Use prompts as needed to stimulate discussion of understanding that the
student does not express. (Prompts Page 16)
After the comprehension conversation is over, circle the number in the
score column that reflects the level of understanding demonstrated.

Guided Practice (Writing About Reading)

Tell the student - They are going to do a writing activity to go along with
the story Socks.
Hand the writing sheet over to the student.
Read the prompt that is located at the top of the students sheet of
paper.
Teacher says, Write about three places that Socks liked to sleep. You can
draw a picture to go with your writing.
The student will work independently on this writing activity.
Give the student 15 minutes to complete the writing activity.

Closure
Have a short discussion about the story Socks,
Ask the student what they thought about the story?
What was your favorite part?
Do you like cats?
What different places do you like to sleep?
Assessment/Evaluation:
The student will read a Benchmark Assessment book with appropriate accuracy
(90-94%), fluency (at least level 1), comprehension (at least Satisfactory), and
writing (at least level 2) on a level G or higher.
Determine the students text by examining if the text is independent,
instructional, or frustration level. (Use Benchmark Assessment Finding Easy,
Instructional, and Hard Texts Levels).
Determine the students Accuracy Rate, Self-Correction Ratio, and Error Rate by
using the Calculations for Running Records sheet.
Objective/Evaluation/Common Core Standard: Spelling Assessment
The student will correctly spell words on the Primary Spelling Inventory scoring at least at the
Late Letter Name Alphabetic stage.

Strand: Language
Box Sub Heading: Conventions of Standard English
Standard: L..1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. L.1.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

Materials:
Pencils
Primary Spelling Inventory
Words Their Way Primary Spelling Assessment
Numbered paper for the student
1 Primary Spelling Inventory Feature Guide (Recording guide)
White sheet of paper

The Plan:
Anticipatory Set
Spell the students name on a blank white sheet of paper (Tyler)
Ask the student- What did I just do there?
Have a short discussion about spelling and how important spelling is.
Tell the student-Today you are going to spell some words out for the teacher.
Tell the student- How important it is to do their best on all of the words.

Introduce the Lesson

Tell the student when they are spelling the words out to make sure to stay
focused and on task.
Today you are going to spell different words out on a lined sheet of paper.
Are you ready to go?
You will do great

Instruction
Lesson
Give the student a lined sheet of paper that is numbered to 26 and a
pencil.
Have the student write their name at the top of their paper
Explain the process to the student using the following prompt:
I am going to ask you to spell some words. You have not studied
these words and will not be graded on them. Some of these words
may be easy and others may be difficult. Do the best you can.
 Your work will help me understand how you are learning to read
and write and how I can help you.
Begin the assessment by calling out each word on the list. Be sure to
pronounce each word naturally without drawing out the sounds. You may
give the sentence provided if needed. (Primary Spelling Inventory)
Repeat the words as many times as needed.
Give the first 15 words on the list: Look over the 15 words the student
has written down if the student has missed more than 5 in a row, then
the assessment is finished.
If the student did not miss 5 in a row prior to word 15, continue until the
student does miss 5 in a row.
Refer back to Words Their Way Primary Spelling Assessment if needed

Closure
Have a short discussion what the student thought about the spelling
words.
Were the words easy or hard?
Have the student spell three of their favorite foods on a blank sheet of
paper and have the student explain why they like those foods.

Assessment/Evaluation:
The student will complete the Primary Spelling Inventory as best as they can.
The student will correctly spell words on the Primary Spelling Inventory scoring
at least at the Late Letter Name Alphabetic stage.
Once the student is complete, determine the students developmental stage and
instructional level by analyzing their Assessment.
Objective/Evaluation/Common Core Standard: All About Me Project
The student will create an All About Me powerpoint including their picture and their name, 5
favorite things with pictures and labels, 3 favorite books with pictures and labels, and sentences
with matching pictures for 3 prompts.
Strand: Writing
Box Sub Heading: Production and Distribution of Writing
Standard: W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.

Materials:

My All About Me Example printed out

1 All About Me Template
Crayons
Pencils
White paper

The Plan:
Anticipatory Set
Ask students- Do you remember the All About Me Powerpoint?
Have a short discussion on what the students remember.
Tell students- Today we are going to continue to learn new things about each
other, and compare the things we have in common and the things we like that
are different.

Introduce the Lesson

Review with the students that the All About Me Powerpoint introduces them
to the teacher and their classmates.
Tell students- Today we will continue working together to come up with ideas for
their powerpoint and draw pictures to go with their words.

Instruction
Teaching the Lesson
Review each slide, go back over the slides that are not complete:
Slide two: My 5 favorite things with pictures to go with the words
Slide three: My 3 favorite books with the author, title, picture
Slide four: A special time Ive had with my family was when..insert
your own special time with a picture
Slide five: I feel happy when..insert your own time when you feel
happy with a picture
Slide six: When I grow older, I want to be..insert your own path on
what you want to do with a picture
Have a brainstorming discussion about the ideas they can put on their
unfinished
 slides. Write their ideas on a white sheet of paper in front of them. Go
step by step for each slide that is not complete -visual aid.
Refer back to my All About Me powerpoint during the brainstorm
discussion.

Check for Understanding

Does the students know to draw pictures to go along with their words?
Tell students to refer back to the brainstorming sheet for examples and
spelling.
Give the students their powerpoint template and have them continue
working on their slides.
Remember this is an All About Me project so that I can get to know you
better. Make sure to do your best and make it meaningful to you.

Guided Practice
Have students continue working on their slides providing words and
pictures.
Tell students- remember to add color to the pictures and draw them to
match your words.
Students can refer back to my All About Me for a visual aid example.

Closure
As the student finishes their slides for the day, review what the students
have wrote and compare them to the teachers slides.
Have a discussion about the things that are different and similar.
We will have one more day to work on this project so make sure to be
thinking about the drawing and colors you want to put.

Assessment/Evaluation:
Students will need to create an All About Me powerpoint including a drawing of
themselves and their name, 5 favorite things with pictures and labels, 3 favorite books
with pictures and labels, and sentences with matching pictures for 3 prompts.
Objective/Evaluation/Common Core Standard: Extra Activity Read Aloud
The students will listen to If You Give a Mouse a Cookie and come up with ideas that go
together like cookie and milk and write their example on the template provided, draw a
picture to go along with their writing, and present their picture and sentence.
Strand: Writing
Box Sub Heading: Research to Build and Present Knowledge:
Standard: W.1.8. With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question.

Strand: Speaking and Listening

Box Sub Heading: Presentation of Knowledge and Ideas
Standard: SL.1.5. Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.

Materials:
If You Give a Mouse a Cookie Book
Teachers example of pattern template
Extra template for student
Crayons
Pencils
White Paper: 3 pieces

The Plan:
Anticipatory Set
Ask students-Have you ever thought about having a mouse as a pet?
Ask students- What would be some things you would give the mouse?
Have a discussion about the things they come up with
Show the students the front cover and have them point out two things they see.

Introduce the Lesson

Tell students that we are going to do a read aloud with If You Give a Mouse a
Cookie Book.
Tell students that they need to be thinking about different things that go
together for example: cookies and milk as I am reading this story.
Today we are going to work together to come up with similar things that go
together like cookies and milk.

Instruction
Do a preview of the book: This book is about a boy and a mouse. The mouse
wants a cookie and when the boy gives him a cookie it leads to a long list of
other things the mouse will want to have.
Read the story without stopping the first time
 Go back and do an interactive discussion with the book about the things that go
together- Cookies/Milk, Straw/Napkin, Hair/Scissors, Mess on Floor/Broom,
Tired/Nap, Bed/Pillow, Book/Picture.
Model the sentence structure pattern in If You Give a Mouse a Cookie.
Show students how what the mouse gets and what the mouse wants go
together.
On the pattern template physically show the students the sentence pattern the
teacher came up with and the picture to match it -Visual Aid
Help students brainstorm other things that go together (boots and mittens,
peanut butter and jelly, glue and glitter, etc.)
Write these things down on a white sheet of paper.

Check for Understanding

Have students write some ideas on a scratch sheet of paper from the
brainstorming discussion we had.
Ask students- Do you know what sentence pattern we are using?
Ask students- What else is going on your worksheet?
Picture, sentence, and color
I have a template that you will put your sentence and picture on

Guided Practice
Engage students to write and illustrate their own sentence following the pattern
using the template.
Each student should have their own paper and use their own ideas that we
discussed in the brainstorming part of the lesson.
Students can refer back to my example or brainstorming sheet for clarification.

Closure
Have the students present their sentence and picture to the teacher and other
student.
Ask students to say one positive thing about their classmates sentence or picture
Have students clean up their area

Assessment/Evaluation
The students will listen to If You Give a Mouse a Cookie and come up with ideas that go
together like cookie and milk and write it on the template and draw a picture to go
along with it.
The students will work together and pull examples from the book to help with their
ideas.
Students will say one positive thing about their classmates drawing/writing.
Students will present their sentence and picture.