Lesson Plans
  Reflections:  What is your understanding?  What would you do differently?  Plan for next lesson.

  Context Factors/Lesson Characteristics
    Specific characteristics of grade level
    Plug in characteristics from pink sheet under this heading

  Assessment (on bottom of sheet)
    Type in Last weeks assessment instead of current weeks assessment

Presentations
  Sight-based Approach - sight words are words that are immediately recognizable.
  Cannot be sounded out, no visual can be used.  Use whole body to make it fun.
  Create games to lessen repetition

  Basal - Lesson plan book with pre-selected books inside.  Lessons and ideas go along
  with each book.  Easy to use, has ways to individualize depending upon reading level.
  Disadvantages - stories can be dull, use that as only method (should use books the
  children can choose), not completely personalized, language level does not always
  match books

Summary by: Susan Hansen

Date: 2/25/08

Diversity Paper Opportunities

Teaching from Friday

Word Patterns

Important website:

www.wordplays.com

 Date of Class:  February 20, 2008

Summary of Class Session:

Use of Paper: 

Vicki encouraged us to avoid using blank sheets of notebook paper with our students.  There are plenty of cheap alternatives that are more exciting to the students.   

Some examples include:

·         Notepads with designs on them such as pets or NASCAR

·         Colored recipe cards

·         Note cards

·         Sheets of paper cut in half

Writing:

Vicki talked to us about the importance of writing during reading lessons.  Writing is closely related to reading because students generally write the way they sound out words.  Additionally, students usually have more confidence in their writing skills than their reading skills.

Website:

Vicki showed us the website www.readwritethink.org.  This website has a ton of great ideas that we could use for our classroom activities.   

Activity: 

In class, we did an activity with the story “The Important Book”.  This book used a pattern of finding the most important thing about an object at the beginning and end of each page.  In the middle, it had other details about the object.  Next, we got into groups and thought of an object we could use with this pattern.

Example: 

The most important thing about the sun is that it is warm.

The sun is bright,

it is yellow in color,

it helps things to grow,

it hides at night,

and it makes pretty sunsets.

But the most important thing about the sun is that it is warm.

This activity we did was shared writing and guided reading.  It was shared writing because we worked on it together and shared our work.  It was guided reading because Vicki gave us guidelines and guided us through the activity.

Presentations:

Our presentations will start on this Wednesday the 27^th.  The order the groups will go will be chosen randomly.  We will have a little time to work together on Monday the 25^th.

Powerpoints can be used during the presentations.  However, powerpoints can only have bulleted information, and do not simply read your presentation off the powerpoint.

Dates:

Phonics Quiz 2A is due by Friday, February 22 at 3:00 pm.

Presentations will start on Wednesday, February 27.

 Important Web Pages: www.readwritethink.org 

Date: 2-13-07

Materials Needed:  Syllabus

Objective:  Work on presentation today about the group topic you were assigned last class period.

*Your topic is important enough where you will use these methodologies in your whole reading program. 

Program: why is this significant, why would it be chosen, why would it be difficult to use that program.  Class gets to have 15minutes to discuss these issues.

*The information is not enough information; therefore, search for your topic online.  Check websites below for further resources. 

Each group member needs to have a job and look up information about their assigned program for next class period. 

STACY:  You maybe in a group or do the assignment on your own.

Looking at the syllabus:

1)      Look under field experiences on syllabus and define, understand, and implement:

a.        the four contexts for reading

b.      The same four methodologies are mirrored in writing

c.       Reading Material

d.      Additional teaching requirements

e.        Management Technique

**Incorporate all of these things into your lessons throughout the semester**

Field Experiences:

Teaching reading lessons in grades K-6, Approximately 10 hours

Madison and Brookings (in the spring)

  Lessons will include the following:

·         Structure of Lessons:

o    Four contexts for reading-
• modeled reading ( Identify where a good time might be to model)
• shared reading (Students are doing buddy reading)
• guided reading/reading workshop (Helping student look at something very specific)
• independent reading (Have students read silently and then answer some questions)

o    The same four methodologies are mirrored in writing-
• language experience (2 or more class periods)/ shared writing
• interactive writing (Shared reading)
• guided writing/writers workshop (Give students something very specific to write such as a memo)/ (Teacher guided mini lesson)
• writing process (2 or more class periods) (5 stages)

·         Reading Material

o    Use of Narrative Reading Material 

o    Expository Reading Material

o    Multicultural Emphasis Reading Material

·         Additional Teaching Requirements

o    Strategy such as ________, _________, _________ (How to organize and plan so students can learn vocabulary and  word attach)  *Try at least three in your lesson*

o    Readers Theater (Learn how to conduct your own readers theater) *More information to come in the next class periods*

o    Patterned reading with patterned writing, (Can you follow pattern in books ect.)

o    Computer software lesson (Brookings: you can use computer labs or use a laptop) (Software or  internet activity) (Madison can use their tablets)

o    Making Big Words (More information to come)

·         Management Technique

o    Learning Centers (Early childhood is use to this term)  (This can be done in all ages groups) (How do teachers get students to not need you but to work with small groups while the teacher is doing something with other groups) *The last day of teaching will consist of how to put together a center.*

o    Continual assessment will be a checklist relating to South Dakota reading standards

NEXT:

 Work with a partner and come up with 3 things you can do with a partner in a lesson plan and something that would take a bit longer to think about.

                Ex: Model reading, start the writing process, and photo story

·         Readers Theater would be difficult to do right away.

 BROOKINGS ALREADY USED SOME OF THE FOUR CATEGORIES

                ~Did shared reading in the classroom.

                ~Guide Reading

                ~Model Rading

WORK IN PRESENTATION GROUP

QUESTION:  When are presentations due??? Feb 25^th and 27^th

Today’s Activity: If you are to teach reading and you have Play-Doh at any age level what could you do to promote reading?? Three ideas please.

WHAT TO DO???

Tell classroom teacher what makes up your program and model that methodology by teaching a lesson of your assigned program.

Each group needs to split up their tasks and fulfill their duties.

One person from each group needs to send Vickie an email stating the names of each member of the group and your topic.

Important Dates:

Feb 25^th  and Feb 27^th Presentations are due.

NO class on Feb 15^th and NO teaching on Feb 15^th.

Important Websites:

·         www.prenhall.com/harp - textbook website

·         www.courses.dsu.edu/eled450 -Class Website to obtain syllabus

Date of Class:  February 11, 2008

Summary of Class Session: 

Reflection from Brookings Students:

Vicki reflected with Brookings students about teaching on Friday at the elementary.

            What did you learn about third graders?

            How did the third graders read?

Advanced readers—some were at 8^th grade level, Magic Tree House book—they all read it, brainstormed books they have read and books they want to read

            Have a literature circle where they do some reading in class and then talk with students about how much they can read outside of class and then agree on point they need to have read by next time.  Be sure to let them know they cannot read ahead because otherwise they might give it away and may not participate in the discussion.  Have good readers, read outside then discuss it, and then have them read more outside of class.  Promote reading in and out of the classroom

            If students are reading outside the class, plan an activity that relates to it (incorporate writing) during 30 minute time in classroom.  What are some good thinking questions to ask them?  Then discuss it—then you know they have all thought through the discussion.  Find different ways of getting them so they are able to comprehend what they are reading.

*You can ask cooperating teacher if they have a suggested book they want you to use

*Brookings students can also use the library in the school if you need multiple copies of books.

*If you started a chapter book and you think it is too easy, take in another book and ask them if they want to continue with the first book or pick a new book that is a little more challenging.  The first book can be dropped if the students choose.          

Word Attack Skills:

1.       Prefix/Suffix/Affix/Root Words

2.      Silent Letters

3.      Plurals

4.      Consonants

5.      Consonant blends

6.      Vowels

7.      Compound words

8.      Contractions

9.      Syllables

10.  Vowel Combinations

11.   Sight Words

12.   R, L, W,  controlled vowels  (example:  bossy r  “car”—the r takes over the a)

*As a class, we discussed the last two aspects of our word attack skills (#11, #12)

            #11:  Sight Words       #12:  R, L, W, Controlled Vowels

*Within each aspect there are multiple issues to think about

*Vicki wants to make sure we have thought through the phonics area

*Every week Vicki will post a 10 point question.  She will open it on Monday at 3:00 and close on Friday at 3:00.  She will not open it again.

            Go to WebCT

            Go to Quiz

            For this week, open Phonics 1

            There are 10 Multiple Choice Questions

            You can use dictionary, materials from books, sound it out, etc.

            The purpose is for us to realize phonics and what we need to know about teaching

students to sound out words

            Phonics is on methods that works for many children

Rules for G and C:

G, C—Find out rules behind these letters

            *The rule for what makes the hard c sound:  When a c is followed by an a, o, or u

            *The rule for what makes the soft c:  When a c is followed by an e, i, or y

            *The rule for what makes the soft g:  When a g is followed by an i, e, y

            *The rule for what makes the hard g:  When a g is followed by an a, o, u

We got with a partner and found what words can be made that go with the following:

            Ca:  Cat                       Ga:  Gallop

            Ce:  Ceiling                 Ge:  Get

            Ci:  City                      Gi:  Gift

            Co:  Cop                      Go:  Going

            Cu:  Cuddle                Gu:  Gunk

            Cy:  Cycle                   Gy:  Gym 

                                                            Gym is soft

                                                            Game is hard

*Hard sounds come from back of throat and soft sounds from front of throat

Syllables:

Why did we use syllables:  Pronunciation, Break word apart by using V C C V (Vowel, Consonant, Consonant, Vowel).  When you have a vowel followed by a consonant, the vowel will likely be short.

            Ex)  Pony    Break up starting with first vowel.  When a vowel is at the end of a syllable, it is usually the long sound.

*Use syllables because you are trying to decode the vowel

*Take off prefixes and suffixes and divide word

When a word ends in le, you take the next consonant and that is where you divide.

            Ex)  purple

 So purple is divided between the r and the p.

            Ex)  table

                        Table would be divided between the a and b and the a would be long.

            Ex)  apple

                        Apple would be divided between p and p.

***Syllables help you identify between vowel sounds.  Put this in your definitions.

Assignment:

Chapter 2:  Brookings:  1 group look at site-based approach and another group look at language experience group (4 people in a group, 2 groups).  Read in book about that topic

Chapter 2:  Madison:  3 in a group  One group does the explicit approach, one group whole language, one group phonics based

Dates:

There is no school in Brookings or Madison (at the elementary schools) on Friday, February 15^th.  We will NOT meet as a DSU class on Friday the 15^th either.  It is our holiday from Vicki! J

Brookings:  No elementary school on the 19^th.  You may send Vicki lesson plans by Tuesday, February 19^th.  Be sure to include your reflections from last week’s lesson. 

Phonics 1A Quiz is due by 3:00pm on Friday, February 15^th. 

Important Web Pages: 

Had the class copy and paste our grade’s standards and unpacked standards to one note to have standards handy.  Unpacked standards are a more specific than the bulk standards.  We went over the lesson plan format again and covered how to fill in the standards,
contact delivery, and the objectives.  We got into groups and discussed ch. 3, what have we learned about assessment?  Vowel sounds- Madison covered what different sounds the letter “A” makes and
Brookings went over was different sounds the “E” would make.
 

"The Invisible Man"
Grade Level : Kindergarten

This book was used to teach:
�› Word repetition
�› Rhyming
�› Illustrations match words
�› Memorization
�› Sequence of a story
�› Procedure (skills) - putting close on
�› Author, Illustrator
�› Prediction
�› Sentence Structure
�› Punctuation
�› Independent reading
�› Fluency
�› Pointing and reading from right to left


Day One - read the story
Day Two - talk about the story (ex. What did we think the word invisible meant?)
- Read story again and have the students read with you as you point out the words.
- What word do you see first in this particular sentence? Pick out a sentence from the
book. Cut the first word out, then a space, then the second word�cetc.
- Activity
�  Have a paper bag with a sentence from the book cut up. Have the students
create the sentence from the book.
Day Three - Art Project
- Have a mirror - on the back is a poem about how they are not invisible
- Activity
�  Have a saying from the book and make sure the students can
match the correct verse that goes with them.

_________________________________________________________________________


Lesson Plans due for week 1 of teaching!!!!

Katie Brown

Date of Class: February 1, 2008

Summary of Class Session:

Mystery Bag

 Vicki brought in her black mystery bag.

 First item she drew from the bag was a fish.  She then asked students if they knew any stories that have a fish in them.  Answers were Rainbow Fish & One Fish, Two Fish. 

 The second item Vicki drew was a bird.  Who has a story with a fish and a bird in it?  Someone replied with The Little Mermaid. 

 The third item Vicki drew was an object representing the sun.  Who knows any stories that include a fish, bird, and sun?  No answers given. 

 The fourth item Vicki drew out of the bag was a spider.  Who knows of a story that has a fish, bird, sun, and a spider in it?  No answers given. 

 The objects drawn from the bag actually represented the story of Anansi the Spider by Gerald McDermott.  It is a tale from the Ashanti.  It is a story involving a trickster figure. 

 We also looked at The Trickster and the Troll by Virginia Driving Hawk Sneve. 

Exchanging Ideas from Chapters 12 & 13

After reading chapters 12 & 13…What can you do with your grade level involving vocabulary, comprehension, fluency, word attach, and phonemic awareness. 

Exchange with other students what you read about your chapter. 

Kindergarten Level- ideas to use in classroom

Organize classroom.  Have centers for learning to help students focus on certain subject material.  Learning centers provide materials needed for completing various activities.

1^st grade-

Peg boards to help manage which students are in which area. 

Learning centers.   

2^nd grade

Keep everything on a computer.  That way parents can have access to portfolio of students work.   

3^rd grade-

Have a self- reflection at end of day.  Have children fill out what they found interesting today, how they used their time, what they learned?

Use a Venn diagram to see differences and similarities between two different books.

4^th grade-

Using role play for comprehension.  Role play after each chapter to keep fresh in mind and to see if students understand and comprehend what was read. 

5^th grade-

Have an activity to do with reflection or recalling prior knowledge.  Give students a list of words they may not know that are in the book. 

Lesson Plan Form 

Lesson plan form is on class website under Lesson Plan link.  Take a look at the Lesson Plan on Word.   

Everyone will be doing a lesson plan and will have to submit them to Vicki on Mondays. 

Brookings Students--will e-mail lesson plans to Vicki

Madison Students- will give hardcopy of lesson plan to Vicki 

On Lesson Plan:

Reflection from Prior Lesson: Won’t need to do this for the first lesson plan

What did you learn?  What did the students learn from you?  What did you learn from them? 

Goals- in reading and writing:

Take a look at South Dakota indicators for lesson goals http://doe.sd.gov/contentstandards/ 

Click on reading/language arts standards.  Look at standards for your students.

Also take a look at the Unpacked Standards. 

Contextual factors/learner characteristics:

Don’t worry about that part for now. 

Back Pocket Project- if you finished your lesson ALWAYS have a second backup activity to do or book to read.  What would your back pocket project be?

Dates:

Brookings Students:

Vicki will be coming on Monday to the Brookings class.  She will bring Microsoft Office 2007 to class with her.  Please bring money for her.  Make checks payable to DSU College of BIS.  Vicki will also take group pictures to give to the teachers.

*Lesson Plans are DUE MONDAY!*

Brookings---e-mail lesson plans to Vicki

Madison---- give a hardcopy of lesson plan to Vicki.  Vicki will be in Brookings on Monday so put your hardcopy lesson plan in Vicki’s mailbox in the Kennedy Center.

Important Web Pages: http://doe.sd.gov/contentstandards/