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Planning:
Materials (e.g. Props/Manipulatives): anchor chart [definition, velcro words (first, next, then,
last), clue words], modern day soup booklets, Stone Soup By: Marcia Brown book
Technology / Visuals: Smart Board: interactive notebooks (cheeseburger pieces unordered with
boxes to put the images in order and daily routine images out of order with boxes to put the
images in order in), story images (five pictures from the story copied onto large paper)
Share When almost all of the students Students will volunteer to read their
(5-10 are finished, I will ask if there are writing to the class.
minutes) any volunteers to read their writing
to the class. I will comment on
their work when they are finished Students will answer wrap up and review
presenting (feedback). I will end questions about sequencing.
the lesson by reviewing and asking
the students questions about
sequencing such as What was the
most important thing you learned
today? or How would you define
the word sequence?. (SLO #1,
Formative, in Share after
students present to the class).
Differentiated Instruction: How will you differentiate for process, product, and content? The
students will be given a copy of the story to read along as I read Stone Soup. For students who
struggle with the writing, will receive sentence starters to provide a structure to their
beginning sentences or graphic organizers. Students who are auditory learners will orally
participate in the discussion and sharing of ideas as well as write and draw their stories.
Students who are kinesthetic learners will participate in the guided practice of human
sequencing with the pictures from the story. Students will be able to refer to the board for
clarification of word spelling. An FM system will be worn by the teacher at all times for a
student with hearing impairments or language processing impairments so that the teachers
voice is amplified (Assistive Technology).
*******Analysis of Student Learning ********
Students were able to (achieve, partially achieve, not achieve) the following objectives:
Students were able to achieve distinguishing different steps to sequence a story. Students were
able to achieve establishing a written story in a sequence. Students were able to achieve identify a
beginning, middle, and end of a story. Students were able to utilize beginning, middle, and end in
written form of a story.
Evidence (what is the assessment data): In the share section of the lesson, the students
presented their stories to the class. As the students finished presenting, I provided comments and
feedback on how their story was. As I was grading their stories, I left feedback on each of their
grading sheets (feedback). After reading all the students stories, I was able to grade them based
on the writing workshop rubric. The students all scored between 85-100%. As the teacher and I
calculated these grades, we were able to tell that just about every student understood the
objectives for the lesson (Assessment).
Explanation (What does the data and other information tell you about the planning and
teaching of the lesson; make the connection between the results if the lesson and your
instruction): After gathering data from the lesson through the grades on the stories, I was able to
understand that the students grasped onto the concept skill that I was teaching. As I was teaching,
Element In what Part of the Description of how you included this
Lesson is this done? element
Cross Disciplinary Independent Practice As the students work to write their own
story of stone soup, they are using their
Skills critical thinking skills as well as creativity
to determine what the main idea and
details of their story will be.
Higher Order Guided Practice, Share Within the guided practice section, the
students are creating a picture sequence
Questions represented by a line of students in an
order. As the students are working, I will
start by asking How would you organize
these pictures to show the correct
* Evidence-Based Practice: Peer-Assistedsequence?. After they
Learning Strategies claim they are
(PALS)
finished with the sequence,
(http://www.bestevidence.org/reading/begin_read/top.htm) This is a Itechnique
will ask themin which
children work in pairs or groups, taking turns as teacher and learner, to
How could you determine that this is thelearn a structured
sequence of literacy skills, such as phonemic awareness,
right order?. Thisphonics, sound blending,
uses Blooms Taxonomypassage
reading, and story retelling. This technique is proven to have strong evidence of
to keep the cognitive demand high. In the
effectiveness. According to the research, Strong Evidence of Effectiveness shows at least two
share section, I ask the students, How
studies, one of which is a large randomized or randomized quasi-experimental study, or
would you define
multiple smaller studies, with a sample size-weighted thesize
effect word sequence?
of at least +0.20, to and a
collective sample size across all studies of wrap
500up the lesson
students allowing
or 20 classes.them to retell
( Slavin,R.E.,Lake,C.,
the moral of the lesson to me.
Chambers,B.,Cheung,A.,&Davis,S.Effectivebeginningreadingprograms:Abestevidencesynthesis.Baltimore,MD:
JohnsHopkinsUniversity,CenterforDataDrivenReforminEducation.
Evidence-Based Guided Practice I used Peer-Assisted Learning
http://www.bestevidence.org/reading/begin_read/begin_read.htm) Strategies
(PALS). This is a technique in which
Practices children work together to teach and learn
with each other on a specific skill. This
technique is proven to have strong
evidence of effectiveness. In the guided
practice section, I have the students
create a human sequence line while I
observe them. I have the students work
together to figure out and practice the
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