Taylor Pierce CI 475 Small Group Lesson Plan Grade Level: First Number of Students: 4 Reading Table during

Daily Five Days: 1 Instructional Location: Back

Materials: Writing paper with drawing space, pencil, markers, and Gift Books Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to apply information given from the books about gift giving and types of gifts to their own lives, resources and loved ones.

Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will be expected to define gift and explain in their own words what a gift is.

Prerequisite Skills: Student skills will include reading, looking through the books to retell the story and to explain to me what gift giving is and what people think about when giving good gifts.

Enduring Understandings (Big Idea): There is more than one perspective (your own) that should be considered in situations; there are sequences and steps that go into making a decision/coming up with ideas (the first one isnt Pierce 1

Taylor Pierce CI 475 always the best possible). Essential Questions: When gift giving, whom do you want to think about? What do you think about? Why are these things youd want to consider? What are the benefits of this type of thinking?

Title: Gift Books Author: Virginia Barr Genre: Fiction

Theme(s): What themes will be explored during the lesson? Text-to-self relationships, and applying concepts and procedures that have been modeled in the books.

Focus: Vocabulary: What vocabulary words will What strategies and skills will be the focus of the students need to know? the lesson(s)? We will be working on connecting by focusing on making text-to-self comparisons and we will also be using inventive spelling during this lesson. Not very much additional Vocabulary will be required Outside of understanding what A gift is and how theyre Used.

Before: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? When we first meet in reading groups, I always ask them questions about the reading. Most of the time at least One of the students will begin to look through the books to recall information or to search for pictures/words. When they do this I always tell them and emphasize to them that what theyre doing is called research and that Its very important to make us better readers and writers that it is a high school and college level reading Activity. It helps us to be better readers and writers because it helps us find more information than we did When we read through the book the first time, and it lets us look more closely at things we might have read Right past (such as picture details or ending marks). This usually makes them very excited and the rest of the Reading group (if they werent already) begins to do their own research to answer my questions about the Text. How will you activate and build on prior knowledge about the topic? In 3 out of the 4 lessons Im presenting in this unit, our reading activity utilizes text-to-self connections and Relationships. The fourth lesson covers text-to-text relationships. In order for me to build on and activate My students thinking to automatically relate (or try to relate) the text to themselves would be by constant Repetition until it becomes a natural part of reading to them. This means that in every reading session, even If the activity is not focused on text connections and relationships, I will always make it a point to dedicate Some time to discussing those relationships and ask them to think about how the connections make them feel Or what they think about them.

Pierce 2

Taylor Pierce CI 475 How will you introduce and explain this strategy/skill so that students will understand the how and why?

Throughout all points of education its important that students understand that there are a variety of perspectives And inputs that go into situations that need to be considered. This can be seen in many aspects of education such As literacy, history, and science. Not to mention their own personal lives. With my first graders, I make it a Point to highlight these different perspectives and that everyone has their own way of thinking, and ways of Living. Even though theyre in first grade, the children are able to comprehend differences between others very Well. This may be because the differences theyve seen are not very different from themselves, and they have Not been exposed to a high diverse population (cant say this for sure- just from what I know). However, the More we discuss connections and relationships and differences the more the students will be able to incorporate It into their everyday thinking and thought processing. During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout) How will you model this strategy/skill for your students (exemplars and/or demonstrations)? During the discussion of gift giving and what people should consider when picking out gifts, I will give my own Examples of how I give my mom gifts that I make because she believes they are the best kinds of gifts, but How I would buy my friends something that they would like rather than make them a present because I know That those are the types of things they would want. How will you provide opportunities for guided practice? In order to provide opportunities for guiding practice I will ask them to think out loud of who they would want To give the perfect present to ask they tell me I will prompt them with questions about that person such as What do they like? Whats their favorite place? What do they like to do on the weekends for fun? Do they Have a favorite movie or book? Would they like present or to be taken somewhere or shown something instead? Such as going out to dinner or seeing a performance. Etc. How will students independently practice using the strategy and the skill it targets? Once weve reviewed some of these questions students will hopefully begin to understand what types of things That I am asking them to think about before picking a perfect present and will begin having ideas. Once they Have selected their favorite idea, they will draw a picture of the perfect gift and write in complete sentences What the gift is, whom it is for, and why they would give it to them. The why is important because it will Demonstrate their thought process and considerations for picking that particular present for that Particular person. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts? I will continue to emphasize the importance of making connections to a reading with my students and Explain that we learn more and can do more and talk more about a book the more research we do and the

Pierce 3

Taylor Pierce CI 475 More details that were able to notice or spot. I will also emphasize that there are always other perspectives Or points of view that we would want to consider when were making a decision, especially a decision that Will affect someone else. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? By talking about the importance of perspectives and understanding, we will learn that the more kinds of Information a reader knows and understands (such as perspectives) we will be better readers because we know More information about the story. This will help us remember the story and be able to answer more questions About the story and relate to the story and different characters in different ways. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? Explain to the students that its important to take a minute and stop- and to think about all the characters (or People involved if making a decision for themselves) and to think about their side of the story. How can they Tell that this is that persons side? Based off of these estimates, or guesses, what do they think the other people Would think or feel? Does that explain the way they may act or what they would want? Many of these questions Could be answered if they take a moment to think about the other people and try to find clues to come up with The answers. Which is why this skill of relating text-to-self and analyzing points of view should most definitely Be added to their repertoire of strategies. How will you provide opportunities to extend ideas and check for understanding? We will read books that have to do with points of view such as The True Story of the Three Little Pigs- told Form the wolfs perspective. We will read other common stories told from another point of view and I will Give the students time to search for clues, think about points of view that will help them decide what they think About the characters and plot. We may also come up with perfect gift ideas for characters in the book. For example: in The True Story of the Three Little Pigs the wolf explains that the whole situation was a Misunderstanding because he just needed some sugar for his grannys birthday cake. A possible solution/idea For the perfect gift for the wolf that the children may come up with would be a fully stocked bakery for the Wolf! Or cake supplies or a telephone to call the pigs instead of knocking on their doors. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. I will assess the students by having them complete drawing and writing activities where they explain the perfect gift for someone- it can be for anyone theyd like. Students will draw a picture of the gift in the top section of the paper template, then in the bottom portion where there are dotted writing lines they will tell what the gift is and who it is for and why it is a good gift for that person. The answer can be as simple as I would give my mom a candle because I know she likes to smell them. The goal is for students to be thinking of why they would do something based off of another person. As first graders, I will accept simple reasonings. I will directly be able to check if they used ending marks correctly in their writing and if they used inventive

Pierce 4

Taylor Pierce CI 475 Spelling by not asking me how to spell every word and underlining words that they are unsure of their spellings. I will be able to assess whether they made connections with the text by their ability to reason their decisions for The perfect gift for their selected person. If they give a reason why they chose that gift, then I know they are Connecting their decision to the book because they considered the other person beforehand. If their reason is Something along the lines of because I wanted to then I know that the message of the book and its message Of gift giving did not resonate with the child and that they were unable to connect their experiences to the Information in the book. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? As I mentioned before I could have the students read other stories with multiple points of view such as The True Story of the Three Little Pigs and come up with perfect gifts for the characters in the stories. Or, we could try to come up with perfect gifts for each other and other students and give reasons why we would chose those gifts. Eventually we would move the understanding away from perfect gifts and towards deeper understanding of motives, behaviors, and other aspects of characters in a story. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? Fortunately, Im working in leveled reading groups, so I will not have to differentiate my instruction too much For my students because they each have similar reading and writing skill levels. My expectations will be the Same for all of the students however there are 2 of the 4 that will require directed guidance from myself When they are deciding the perfect gift and why. Together we will review what the story says to do when Giving a gift and then I will guide them by prompting them with questions about their gifts and what made them Decide on the gift, how do they know their loved one will like the gift, etc. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? I think that some of the students were still missing the bigger picture and there seemed to be a gap in between What constitutes as a gift and what some reasons for the gifts may be. So, for tomorrows lesson I will need To review the content and message of the books in more depth to make sure that they understand what the Meaning of the book was and understand clearly what Im asking them to do in their daily activity.

Pierce 5

Taylor Pierce CI 475 Lesson Reflection The lesson went well, some of the gifts the students decided to give werent as in-depth or as thoughtful as I had hoped- for example one of the girls chose to draw her mother a picture. But thats O.K. because they are first graders and my first priority is to get them to think about other peoples points of view and perspectives in reading and make connections with text. All of the students asked to keep the same reading book in their reading baskets because they wanted to go back and read/copy the books directions to make different types of gifts. This shows me that they were paying attention to the readings and thinking ahead of time about what they would want to do with the information that the book provided. Based on their responses I learned that my four students are divided: there are two who automatically considered feelings and reasonings for characters throughout their reading and can look back and give you evidence throughout the book; while the other two need to be prompted more heavily and need to be directly guided while looking throughout the book to pull out useful clues and information. Since we only have 15 minutes or so together as a reading group, I found myself moving along quickly. Especially because two of the students are already conducting deeper analysis of readings, it was hard for me to take the time and go over this notion with the other two students, especially when I knew there was an additional activity that we needed to go through on top of reviewing and discussing the reading. Since there are two students who need more help grasping the bigger ideas and need help being able to transfer those ideas into their writing and making connections, its important that I take the time to go over the comprehension aspect with them and guarantee that they fully understand the information and perspectives in the text before moving them to the activity. If they run out of time, they can always complete it during my time with the next reading group at their desks (during daily five time).

Pierce 6

Taylor Pierce CI 475 Small Group Lesson Plan Grade Level: First Table Days: 2 Number of Students: 4 Instructional Location: Reading

Materials: Writing paper, pencils, the book Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to describe what they would do if they had weather powers like the character in the book they read.

Language Objectives What language will students be expected to utilize when illustrating their understanding? N/A

Prerequisite Skills: Students will be expected to have read the books before we meet in our reading group. Enduring Understandings (Big Idea): That different people have different points of view.

Pierce 7

Taylor Pierce CI 475 Essential Questions: What would you do differently? Why? How are the circumstances different? What are the desired outcomes of your decisions?

Title: Carlita Ropes the Twister Author: Yanitzia Canetti Genre: Fiction

Theme(s): What themes will be explored during the lesson? Different perspectives influence choice making, also influenced by circumstances.

Focus: Vocabulary: What strategies and What vocabulary words will skills will be the focus of the students need to know? the lesson(s)?

Making text-to-self N/A connections will be focused on today as well as using inventive spelling and ending marks in students writing. Before: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? We will talk about the book, what they liked and disliked about it. We will discuss the main character and her Weather powers and how she was able to save her town from the tornado (she was able to pick it up and throw It out of town). Then we will talk about whether this type of story is real or fiction, and what kinds of things They would do if they had Carlitas weather powers. How will you activate and build on prior knowledge about the topic? We will briefly discuss different kinds of weather, what different weather causes, and what they would want to Do and why. How will you introduce and explain this strategy/skill so that students will understand the how and why? We will make comparisons of their weather powers (decisions) to Carlitas and talk about why they might chose To do something different with their powers if their town were in danger like Carlitas. Well talk about how Carlita needed to use her powers for a reason, and that she didnt just change the weather whenever she wanted. Then well talk about how sometimes there are other things that help us make our decisions that we cant control (weather, sickness, Etc.) During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout)

Pierce 8

Taylor Pierce CI 475 How will you model this strategy/skill for your students (exemplars and/or demonstrations)? I would tell them that if I had magical weather powers like Carlita, I would make it sunny and 80 degrees every Day, that way no one would be too hot or too cold, and it would be nice weather everyday. How will you provide opportunities for guided practice? When the children are coming up with their own weather ideas, it will be especially important for me to ask Them why theyre choosing that power and what will come of it. This will be important, so that I can make sure They are connecting that there should be more of a reason behind their weather power decision than simply Because they like that type of weather. How will students independently practice using the strategy and the skill it targets? They will be coming up with their own weather powers and ideas and reasons for why they chose that power. Then they will draw a picture of themselves using the power and writing about their power in full sentences. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts?

We talked about what everyone chose as their weather power and they told each other why they chose the power And what it would be used for. Together we talked about why none of them chose to pick up tornadoes like Carlita did, and thats because the tornado (that happened in the previous weekend) didnt come to their Town so they didnt need to pick it up. (Im surprised how many of them made this connection). However They each explained why their choices for powers were good choices. How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? We didnt go too much into reflection because we have 15 minutes together during reading groups and they Are in first grade. We ended the discussion with everyone is different and has different thoughts which is Why people make different decisions. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers?

I mentioned to them that sometimes when we read and write there are characters that we dont like very much Because they might seem mean or scary; but that a lot of times if you look at the clues in the books you can Find out why or how those characters became that way. And so, if we remember that everyone is different and That there are sometimes other things that change our decisions, then its easier to find out why people/character act the way they do. Searching for these clues helps us be better readers because were paying more attention to details.

Pierce 9

Taylor Pierce CI 475 How will you provide opportunities to extend ideas and check for understanding? We will continue to make connections and comparisons based off of characters points of view in a variety Of stories in order to build on their ability to analyze from another persons perspective. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. A large part of my assessment was based on whether or not the students looked back on the book as we were Talking about Carlita and her story. By doing this, it showed me that they know theres more information in the Book that they might not remember by themselves, but that could help to their ideas and our discussion. I Also assessed them based off of their ability to connect the concepts and ideas behind Carlita using her power And their own ability to use weather power. For one student in particular, it was hard for her to even recognize That they had the same types of power as Carlita (that they could control the weather). Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I could have the students create their own short stories where they are the main characters and the story is about Them using their weather powers. Their work would show the need for their power (why they chose it) and What they perceived to be the outcome if they had their own weather powers. We could continue to do similar activities like this for many stories. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? I will not have to differentiate my instruction, however, there is still at least one student that I will need to Continue to work with one on one, because she continues to show major gaps between her reading Comprehension and her ability to create her own ideas and produce them on paper. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? I wont be changing much, maybe try to make instructions more explicit and to take more time in double-checking that everyone is on the same page and understand what were doing.

Pierce 10

Taylor Pierce CI 475 Lesson Reflection The lesson went well. One student seemed to be confused or misguided about what I was asking them to do when creating their own powers. This was corrected easily and she managed to catch up to the rest of the group. My one student who I mentioned was confused about the activity totally missed the ball of what they were supposed to be doing. Her first idea had to do with Legos, and nothing to do with powers or weather. I literally had to remind her that Carlita has weather powers and I asked her what the Legos had to do with her power This seemed to have an effect on her and she jolted up and said that she had changed her mind. Her final idea was to make it Christmas every day so that she could get more Lego friends. As Ive mentioned, she seems to have gaps between the reading and writing activities and Im going to have to work closely with her to make sure that shes not getting lost in the directions. However, on the other hand I had a student whom I was pretty impressed with. She was able to make the connection that Carlitas powers were helpful. Since there was a tornado nearby, but it didnt reach their town, they didnt need to throw it out of town the way that Carlita did. But, she did make the connection that she would want to prevent other tornadoes by making it snow every day. Obviously there could be snow storms or something but to her, snow every day would mean that everyone would be safe and this shows me she was able to make a personal connection to Carlita! Ive learned that some of my students are able to make connections between readings and their own ideas, while others still need more guidance and direct instruction. I may still need to take more time in my pacing. That will be something I want to talk with my coop about, whether I should maintain a quicker pace and then go back and work with those who are still confused or if I should take more time to talk about the instructions and make text-to-self connections together as a group more often. My modifications that I will be choosing to make will be based off of some of my students needs- some are still having trouble making their own connections with the text and so I think I will need to work with them one on one and manually teach how to think about text/stories in ways that you can relate to.

Pierce 11

Taylor Pierce CI 475

Small Group Lesson Plan Grade Level: First Table Days: 1 Number of Students: 4 Instructional Location: Back

Materials: Books (2) pencils, 3,2,1 sheets Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to identify new information and categorize them and relate them to their own knowledge and interests about pizza.

Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will be expected to use complete sentences and inventive spelling.

Prerequisite Skills: Students will have read the stories prior to our meeting and should be able to tell me what the books were about (pizza).

Enduring Understandings (Big Idea): Books provide all types of information and can lead us to seek new information. Pierce 12

Taylor Pierce CI 475 Essential Questions: What information do these books provide? What did you learn? What did you like? What do you want to know more about? How would you find the answers to your questions? How can we use books to learn? Do books that are fiction give us information? What kind?

Title: Pizza Pokey by Jeffrey Stoodt Genre: Fiction And

Theme(s): What themes will be explored during the lesson?

Focus: Vocabulary: What strategies and What vocabulary words will skills will be the focus of the students need to know? the lesson(s)?

There are differences Activating background between fiction and non- knowledge, connecting N/A. Pizza For Everyone fiction books that you and questioning. We will by Alan Barnes can tell just by looking also use inventive Genre: Non-Fiction at. There are also spelling and ending differences in the text. marks in our writing How do these impact activity. you? What did you learn? What did you like? What do you want to know more of? Before: Setting the stage, activate and build background knowledge, introduce and explain Asking the students to read the books again in two-inch voices so I can listen to them read aloud. Ask them what they noticed about the bookswhat was different between them and what was the same? How can they tell? What does this tell them about the books the book information? How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Explain to students that reading helps us learn new things and that its exciting to learn and grow as students. One way that we grow as readers and become better is by asking questions about the books we read and Finding new information from the books. Thinking about these things help us realize what the books are trying To tell us and teach us what we liked and didnt like about the books. How will you activate and build on prior knowledge about the topic? We will talk about pizza! Yummy! I may ask them questions about what pizza is made of and what their favorite kinds are. Just to get them thinking about pizza and what they already know about it as well as make

Pierce 13

Taylor Pierce CI 475 personal connections to the topic. How will you introduce and explain this strategy/skill so that students will understand the how and why? At this point we will have read pairs of books together with the same topic- one thats fiction and one that is Non-fiction. So the children should be able to tell me fairly quickly what the similarities and differences Between the books are such as drawings vs pictures, story vs facts, lyrical writing vs regular writing. We will Put the fiction/story book aside and focus on the non-fiction pizza book. Ill ask them to look at the 3,2,1 sheets That Ive handed them and explain that we will be using the sheets to guide us through the facts and information In the book. They will write using inventive spelling and ending marks 3 things they learned, 2 things they Thought were cool, and 1 question they still have (about pizza) in the respective areas on the worksheet. During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout) How will you model this strategy/skill for your students (exemplars and/or demonstrations)? As a group well go through the book and Ill ask them what they didnt know about pizza before reading this Book, and Ill share that I did not know what people ate on their pizzas in Japan (discussed on first few pages Of the book). Then I will give them a few minutes to look through the book and find things that they didnt Know beforehand and that they thought were cool. How will you provide opportunities for guided practice? The students may ask me if their answers are okay or to explain what theyre supposed to be writing, in which Case I will do so.

How will students independently practice using the strategy and the skill it targets? Students will be independently practicing this strategy because they are coming up with their own questions About the information in the texts and about the topic: pizza. They can practice the skill more with a 3,2,1 sheet with another book without as much guidance from me to better strengthen their question-making skills. After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts? The 3,2,1 worksheet will serve as a strong visual tool to help the students stay on task and a reminder for the types of information that they are looking for in the books and making connections to themselves. (What they learned, what they thought was interesting/cool, and what they still want to know). How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer?

Pierce 14

Taylor Pierce CI 475 I will continue to emphasize that asking questions about what we read makes us better readers and helps us To find answers using clues in the texts and pictures or by going online (or reading other books about the same Topic) and finding the answers on our own. This skill helps us to be better readers because it helps us To think like smart first graders (a phrase we use at the school) about the books and to learn more. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers?

I will encourage them to always think of the best questions they can about the books they read because it Helps them to be thinking about the books as smart first graders and that the more questions they ask, the more They will learn. How will you provide opportunities to extend ideas and check for understanding? I will make sure that the information they are filling into the worksheet is relevant and came from the said book. I will also make sure that theyre one question they still have is about pizza; whether how its made, where People eat it, the ingredients, etc. Otherwise they will have missed the point of asking questions about readings And will have created their own random question about something that is not on task or related to the reading. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. I will be able to assess the children and whether they are meeting the content and language objectives Ive set Based off of their discussion and their invented spelling and use of ending marks in their writing. I will Also be able to make assessments based off of the types of information they chose to use from the book and How much thought went into creating their own question rather than copying someone elses or re-phrasing Information in the text into a question form. In other words, I will be assessing their question-making skills. Extension: How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning? I could extend the lesson by reading other books and filling out 3,2,1 sheets or by having them create their own investigations with books where they make their own questions about books as they read them and together as a group we will search for clues and look up evidence to find the answers. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? I will not be needing to differentiate my lesson because the kids are arranged by reading group which are Created based off of reading and writing skills. Although I know that 2 of the 4 students in this reading group Will need more direct guidance from me in order to make connections from the reading to their own ideas, to

Pierce 15

Taylor Pierce CI 475 Their writing so that the process comes full circle and they gain the most meaning out of the discussions and Activities. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? The lesson went great! If we ever use 3,2,1 sheets again, I think that the students will be able to do them Completely on their own with little to no guidance on my part. There is still one student who seemed slightly Confused by the concept of looking through the books again to pull out information, so I will have to keep an Eye on her and perhaps help her individually if needed.

Lesson Reflection The lesson went very well; the only thing that the kids needed very much help on was explaining what something interesting means. I described it to them as something they liked and/or thought was cool and that they might want to know more about. I noticed that one of the students seemed confused about looking back in the book to find information. She is one of the 2 students that typically need more guidance with activities. She asked me Its all facts, so how do I pick? She also began copying from the book without it necessarily being in the spot it was supposed to be. Once I worked with her and clarified instructions, she was able to do it. Based on my students response I learned that they love pizza! For one student in particular I thought it was interesting because she was copying information from the book but yet she still did not capitalize Italy. For the question I still have section, she also asked whether everyone liked pizza, which shows that she is thinking about the ways others might conceptualize or think about pizza. It also shows that she realizes pizza is a food people eat around the world, and so shes wondering whether that means that everyone around the world likes pizza. My pacing went well this time. I will have to work closely with one of the students for the next few lessons until she is able to connect the reading, to her own ideas, to the activity and her writing.

Pierce 16

Taylor Pierce CI 475 Based off of the one students confusion, I chose to work with her more closely, perhaps make sure she sits next to me at the reading table and that she fully understands what Im asking them to do in the activity.

Pierce 17

Taylor Pierce CI 475 Small Group Lesson Plan Grade Level: First Days: 1 Number of Students: 4 Instructional Location: Back Table

Materials: Books (2), pencils and Venn diagrams Standard(s) Addressed: What Common Core Standards will be addressed during the lesson? CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? Students will be able to make text-to-text connections by comparing and contrasting books with the same subject; one fiction and one non-fiction. Students will pull out key details and aspects of the text i.e. narrator, text format, and information provided by the texts.

Language Objectives What language will students be expected to utilize when illustrating their understanding? Students will be expected to use complete sentences when completing their Venn diagrams.

Pierce 18

Taylor Pierce CI 475

Prerequisite Skills: Students prerequisite skills include being able to read the stories, being familiar with story progress, and be familiar with Venn diagrams- their purpose and layout.

Enduring Understandings (Big Idea): In what ways can stories differ? Even stories that are about the same topic. Essential Questions: Why may books appear in different ways? (ie real pictures vs cartoons) Why may some books sound different? What are the purposes for different books? (fun stories vs teaching you something)

Title: Rain forest books Author: Gare Thompson and Rick Leslie Genre: Fiction

Theme(s): What themes will be explored during the lesson? Themes that will be explored during lesson include: similarities and differences between books.

Focus: Vocabulary: What strategies and What vocabulary words will skills will be the focus of the students need to know? the lesson(s)?

Connecting (text-to-text), What is a rainforest ? background knowledge, setting a purpose, and summarizing. Students And will also use inventive Genre: Non-Fiction spelling and ending marks in their writing. Before: Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why todays lesson is important to them as readers/writers? Well talk about the meaning/purpose of books and I will explain (and they will infer) that books are used at Different times for different reasons. Identifying key differences and similarities helps us understand more About the book and its purpose. How will you activate and build on prior knowledge about the topic? We will briefly discuss their experiences and background knowledge of rain forests and compare them to the books and compare the books to each other as well.

Pierce 19

Taylor Pierce CI 475 How will you introduce and explain this strategy/skill so that students will understand the how and why? I will explain using the Venn diagram is to make connections and show the differences and similarities between The two books. During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout) How will you model this strategy/skill for your students (exemplars and/or demonstrations)? The children have already used Venn diagrams in at least several other instances so I will not create a physical Model of my own to show; however, I will be talking with them during their work time and asking them Questions about why they chose to put certain facts where they did and I will guide them through the text To find more pieces of important information to include.

After: Restate teaching point, clarify key points, extend ideas, check for understanding How will you restate the teaching point and clarify key concepts? I will ask them to tell me in your own words what was different about the two rain forest books and what was The same. Following their answer I will ask them why or how do you know?. My goal is for them to Go back through the text to find information to show me during their explanation.

How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them become a more effective reader/writer? I will tell them that what were doing together is called research and that research is important to becoming Good readers and writers because it helps us get more information and helps us learn more. How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers? I will explain and we will discuss why its important for good readers and writers to know the differences and Similarities between books; it helps us know the type of book were reading, and it helps us to learn more about The topic and learn what we need to be paying attention to. How will you provide opportunities to extend ideas and check for understanding? To provide students the opportunities to extend their ideas and check for understanding, I can ask them

Pierce 20

Taylor Pierce CI 475 Questions about what are other possible types of books that could be different and similar to the ones Weve already read. Assessment: How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your assessment measures are directly tied to your objectives. As my students are first graders, most of our assessments that we complete are formative. I will be assessing During our discussions and I will look over their Venn diagrams and making note of any changes or skills that Are lacking before I send them (the diagrams) home. Extension: How could you extend this lesson? What specific extension activity might the students do to continue Practicing and building meaning? If I wanted to extend this lesson I would have students write their own short rain forest stories. Since they are First graders, I would not expect them to write an informational short story; I would ask them to either write A fun, silly story like the fiction rain forest book we read, or to write a story of their own that theyve had/experienced with rain forests if they have any- or to make up their own. Then we would discuss and create our own Venn diagrams (of three) comparing and contrasting their stories to the ones weve already read. Differentiated Instruction: How will you adapt and differentiate instruction for your learners? I will give more attention to those who need it. There will be at least one student in my group that will prefer to (and have the ability) to work independently- for that student I will ask questions and have short discussions with to check for understanding and to challenge them. As for the other students- they will be fully capable to complete the activity, however they will need more guidance and help researching and selecting information to put in their diagrams. I will be asking questions along the way to ensure understanding. Modify and Changes to Plan: Based on todays lesson, what changes will you make for tomorrows lesson? Only one of my students seemed to struggle with the activity that I gave. She needed much more guidance than The others and struggled to understand the difference between comparing and contrasting the books versus Simply pulling out and writing information from the text, such as copying and pasting the info onto the Diagram. So for the next lesson will be playing close attention to her and her ability to follow along and contribute ideas to the discussion and activity. If she is still considerably behind Ill discuss with my coop moving her back to her original reading group.

Pierce 21

Taylor Pierce CI 475 Lesson Reflection Overall, my lesson went well with the students. There was one student who struggled with coming up with her own comparisons and contrasts, so she needed more guidance. I think part of the reason she struggled is that this is her first week (second day) in her new (more advanced) reading group. Although she has completed Venn diagrams before in whole-class instruction, I think she may have been overwhelmed with the more advanced text and activity paired with it. I could tell by the other students actions that they were engaged and participating in the activity; they were turning the pages of the books looking for information, asking me how to spell certain words they wanted to use that werent in the text, etc. One student shared that she had been to the zoo before like the boy in one of the books and that she had also seen the rain forest exhibit there. I learned that these students are conscious of things such as the narrators, pictures, location, and content of the story as they are reading it. I think that some of the lower leveled readers may not consider those factors as they are reading and may require more guidance and effort to find or explain those components. In terms of being able to connect text-to-text information, they did exactly what I was hoping. I think that this tells me that they are capable of comparing and contrasting with little guidance, and that we may be able to explore this skill deeper with more abstract or emotional stories. As a teacher, I noticed that I was able to ask questions that made students stop and consider their answers and that I was able to give feedback to their and my own reasoning. I think that our conversations and the activity scaffolded onto their understanding of books and their purpose. I chose my changes to the lesson based off of one of my students behaviors and performance during the lesson. The other children in the group are ready for more advanced skill development whereas she is still struggling. My coop and I had talked about her moving into the more advanced reading group for a while, although I had never fully agreed with it. My cooperating teacher told me that in her original group, she was outshining the other students and extremely eager and advanced with their activities. Now, in this newer, more advanced group, she isnt doing nearly as well as the others. This could be because she is adjusting to the more difficult level of readings and work that the new group is completing and I may see her begin to thrive in weeks to come. However, she is someone that I will need to make sure is not falling behind and that she continues to make progress. If I dont see any movement with her, I will talk to my cooperating teacher in-depth about moving her back to her original group.

Pierce 22

Taylor Pierce CI 475

Reflection
I can honestly say that I loved having this experience with my students! The small group project was timed well with my full takeover schedule because the same week I began working on my small group lesson was also the first week I began taking over teacher reading groups during the Daily Five. I was fortunate enough to work with my students in small groups at their reading levels and get to see and work with them first hand on their skills. The group that I chose to use my lessons with also happened to be the most advanced reading group, so that I could create lessons without low writing and reading levels being a factor. Consistently throughout the lessons I commented on a particular students inability to make connections from the reading to our group activities. Ive also noticed regression in this students work, where shes writing letters in reversal when she had written them correctly for her. Yes, reversals are common and expected with first graders, however she has been writing her letters and numbers correctly for several months and has just now begun to make reversals. Coupled with her comprehension and connection gaps, my coop and I are struggling with how to work with her. We think that there may be distracting things going on at home that leaves the child absentminded during certain school activities. Meanwhile, there are other students who have demonstrated a growth in their ideas and reading and writing skills that I was able to witness first hand. Overall, working with these reading groups was a great experience for me. My cooperating teacher stole some of my lessons and consulted me as she moved forward with her

Pierce 23

Taylor Pierce CI 475 teaching and placement for the students. It was exciting to be able to see my lessons brought to life and in such a small and controlled setting, too! Also after seeing how successful the Daily Five is in this first grade classroom, it is definitely something that I will value and want to use in my future classrooms, no matter which grade I teach!

Pierce 24