shaylee baker november 30, 2017 · nd la standard(s): sl.3- determine the main ideas and supporting...
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Shaylee Baker November 30, 2017
EDUC 402 Foundations of Reading
Fall 2016
5 Mini Lesson Plans- 10 Minutes each
Introduction: Work on writing
Objective: The students will be able to create a short story using the given photo prompts.
ND LA Standard(s): W.2-Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
Reading Level: 3rd Grade
Text: Misc. Trolls Books
Materials: Writing Prompt Cards, Markers, Kleenex,
ACTIVITY PROCEDURES & COMMENTS
INTRODUCTION: The teacher will begin by explaining
to the students that this is the
writing station.
The teacher will show students each
writing activity prompt and explain
they are to write a short prompt
explaining the picture, or writing a
short story using their imagination.
TEACHER MODELING: The teacher will show the students
an example of all the writing
prompts.
The teacher will give a short
example of each prompt.
For story 1, the teacher will suggest
that Poppy and Branch notice the
Bergens coming towards them!
For story 2, the teacher will suggest
that the Grinch and Max are
planning to take all the snow from
Whoosville.
For story 3, the teacher will suggest
that the three siblings are trying to
save the day by providing electricity
to Halloween town.
For story 4, the teacher will suggest
that the toys from Toy Story have
just been caught by Andy!
Shaylee Baker November 30, 2017
For story 5, the teacher will suggest
that Sully and Mike are now out of
electricity and can only get it back
on by going into the human world.
The teacher will have five pictures
for students to choose from.
Story 1-Trolls
Story 2-The Grinch
Story 3-Halloweentown
Story 4-Toy Story
Story 5-Monsters Inc.
Each story will be considered
towards interests by basing it on
movies.
The teacher will choose one image
and write a short prompt on the
image.
The teacher will explain to the
students they can write as long as
they want, because there will be
extra sheets available.
STUDENT MODELING/GUIDED PRACTICE: The students will have ten minutes
to pick and choose from the writing
prompts.
The students are encouraged to
follow the writing steps which
include an introduction, body, and
conclusion.
The students will use a variety of
books to help boost their
imagination and creativity.
The students will use the markers to
write their story.
The students will use their
creativity, prior knowledge, and
imagination to construct a story.
SUMMARIZING/REFLECTING The teacher will keep track of
students’ progress through the use
of CC Pensieve.
The teacher will meet with the
student at the center and will take
anecdotal notes to check for
understanding and to see if the
Shaylee Baker November 30, 2017
EDUC 402 Foundations of Reading
Fall 2016
5 Mini Lesson Plans- 10 Minutes each
Introduction: Read to Someone
Objective: The students will be able to retell the story their partner reads to them which the
use of the roll and retell sheet.
ND LA Standard(s): RL.2-Recount stories, including fables, folktales, and myths from diverse
cultures to determine the central messages, lesson, or moral and explain how it is conveyed
through key deails in the text.
Reading Level: 3rd Grade
Text: Trolls: All About the Trolls.
ACTIVITY PROCEDURES & COMMENTS
INTRODUCTION: The teacher will give instruction on
how Roll and Retell works.
With Roll and Retell, the students
will read the book Trolls: All About
the Trolls.
One student will read the book,
while the other student listens for
comprehension.
Other Trolls books will be available
depending on students’ readability
level.
Most books will be targeted for on
level 3rd grade students, but lower
level books will be available as well.
The students will have 10 minutes to
finish the story, so the books will
need to be fairly short in order for
the student to finish the book and
for the other student to participate
in Roll and Retell.
Each student can participate in Roll
and Retell.
There will be enough room for two
groups of students to participate in
the Read to Someone center.
Shaylee Baker November 30, 2017
TEACHER MODELING: The teacher will begin by showing
the students the book they are to
read.
The teacher will have the books in
piles of different levels.
The teacher will then roll the dice
and will answer the question on the
Roll and Retell sheet.
The teacher will explain that this
will be completed until every
question has been answered.
STUDENT MODELING/GUIDED PRACTICE: The students will then complete this
portion of Daily 5.
The student will read the story
Trolls: All About the Trolls. Or any
book available in this center
The other student is allowed to take
notes during the story.
The students should each have a
chance to read to one another with
shared reading.
Once the story is finished, the
student who was taking notes will
then roll the dice and answer the
corresponding questions.
The students will complete this
activity until all questions have been
answered or until time runs out.
If a number is rolled twice, the
students are able to roll the dice
again to get a new question.
The students will each take turns
answering the given question,
because this encourages strong
comprehension.
Sometimes, one student may
remember something, and it can
trigger the other student to
remember it as well.
Once every question has been
answered by each student, the
students will clean up the areas.
SUMMARIZING/REFLECTING The teacher will keep track of
students’ progress through the use
of CC Pensieve.
Shaylee Baker November 30, 2017
The teacher will meet with the
student at the center and will take
anecdotal notes to check for
understanding and to see if the
student has any questions regarding
the center.
Shaylee Baker November 30, 2017
EDUC 402 Foundations of Reading
Fall 2016
5 Mini Lesson Plans- 10 Minutes each
Introduction: Read to Self
Objective: The students will be able to construct meanings from different texts through
various books on EPIC.
ND LA Standard(s): RI.2- Determine the main ideas of a text and recount the key details to
explain how they support the main idea.
RL.2-Recount stories, including fables, folktales, and myths from diverse cultures, to
determine the central message, lesson, or moral and explain how it is conveyed through key
details in the text.
Reading Level: 3rd Grade
Text: Various texts including fiction and nonfiction will be available for the students to choose
from.
Materials: Laptops and IPads, various books.
ACTIVITY PROCEDURES & COMMENTS
INTRODUCTION: The teacher will show students how
EPIC words. The teacher will have
her login setup on both the IPad
and the Laptop for two students to
read to themselves.
The teacher will instruct students
that there a variety of fiction and
nonfiction texts on the website.
Students who choose to not use
EPIC, will have other books
available to them.
TEACHER MODELING: The teacher will show students how
to properly run EPIC.
The teacher will show the students
how to scroll and pick through the
various books.
At the end of each book, there is an
option to take a quiz to assess the
students’ comprehension.
STUDENT MODELING/GUIDED PRACTICE: The students will use the 10 minutes
to find and read a text from EPIC.
There are upper level books, lower
level books, and on level books for
their age and grade level.
Shaylee Baker November 30, 2017
The students can choose a fiction or
nonfiction text and will silently read
to themselves.
The students can take the IPad and
Laptops to any place they find
comfortable in the room.
The students will complete the
handout before the time is up.
SUMMARIZING/REFLECTING The teacher will keep track of
students’ progress through the use
of CC Pensieve.
The teacher will meet with the
student at the center and will take
anecdotal notes to check for
understanding and to see if the
student has any questions regarding
the center.
Shaylee Baker November 30, 2017
EDUC 402 Foundations of Reading
Fall 2016
5 Mini Lesson Plans- 10 Minutes each
Introduction: Listen to Reading
Objective: The students will be able to recall basic information from the read a-louds the
students choose using EPIC.
ND LA Standard(s): SL.3- Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including visually, quantitatively, and
orally.
Reading Level: 3rd Grade
Text: Fiction and Nonfiction texts depending on the stories they choose from EPIC.
Materials: IPads, Laptops, Listen to Reading Worksheet, Pencils
ACTIVITY PROCEDURES & COMMENTS
INTRODUCTION: The teacher will show the students
the listen to reading station.
The teacher will show the students
the listen to reading area.
The teacher will have headphones to
use for this center.
TEACHER MODELING: The teacher will show the students
how EPIC works.
The teacher will show the students
the variety of books they can choose
from.
The teacher will have a laptop, and
IPad set up for the students to use.
The teacher will inform the students
they are to complete the listen to
reading chart.
STUDENT MODELING/GUIDED PRACTICE: The students will choose their book
that have an audio version
available.
The students will listen to the audio
version of a book and fill out the
Listen to Reading handout.
The students will hand this into the
bin when finished with this center.
Shaylee Baker November 30, 2017
SUMMARIZING/REFLECTING The teacher will keep track of
students’ progress through the use
of CC Pensieve.
The teacher will meet with the
student at the center and will take
anecdotal notes to check for
understanding and to see if the
student has any questions regarding
the center.
Shaylee Baker November 30, 2017
EDUC 402 Foundations of Reading
Fall 2016
5 Mini Lesson Plans- 10 Minutes each
Introduction: Word Work
Objective: The students will be able to differentiate the given vocabulary words into the
“Roll-A-Word” game.
ND LA Standard(s):
L.4-Determine or clarify the meaning of unknown and multiple meaning words and
phrases based on grade 3 reading and content, choosing flexibility from a range of
strategies.
L.5- Demonstrate understanding of word relationships and nuances in word meanings.
Reading Level: 3rd Grade
Text: Misc. Trolls Books.
Materials: Ping Pong balls, Dice, Misc. Trolls Books, Roll-A-Word Sheet
ACTIVITY PROCEDURES & COMMENTS
INTRODUCTION: The teacher will begin by showing
the students how to play the game.
The teacher will explain the rules to
the students and will have a printed
and laminated copy for the students
to follow.
The teacher will also show the
students the bucket of ping pong
balls with the vocabulary words,
and that they are to choose from
these words.
Cover- put something such as a cloth or lid on top of or in front of (something) in order to protect or conceal it.
Grab- grasp or seize suddenly and roughly
Amazing- causing great surprise or wonder; astonishing.
Sparkled- shine brightly with flashes of light.
Joined- link or connect
Confused- unable to think clearly
Shaylee Baker November 30, 2017
Harmony- the quality of forming a pleasing and consistent whole.
Starting- come into being; begin or be reckoned from a particular point in time or space.
Wonderful- inspiring delight, pleasure, or admiration; extremely good
Together- with or in proximity to another person or people.
TEACHER MODELING: The teacher will begin by playing
the game first.
The teacher will randomly shuffle
the bucket of ping pong balls and
pick a vocabulary word.
From the vocabulary word that was
chosen, the teacher will show the
students the next step.
The next step is to roll the dice.
With the given dice number, the
teacher will then follow the
directions on the laminated sheet
and will instruct the students to
continue this process for the next
ten minutes.
STUDENT MODELING/GUIDED PRACTICE: The students will then play the Roll-
A-Word game for the next 10
minutes. The students will be in
groups of three so each student has
a chance to play the game.
The students will shuffle the ping
pong balls and choose a vocabulary
word, and will then follow the
directions for the game.
ASSESSMENT The teacher will keep track of
students’ progress through the use
of CC Pensieve.
The teacher will meet with the
student at the center and will take
anecdotal notes to check for
understanding and to see if the
student has any questions regarding
the center.