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Name: Cortney Welacha Lesson Title: Ten Happy Elephants Shared Reading Lesson Grade level(s)/Course: Kindergarten Date taught: 4/18/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Ten Happy Elephants Publisher: Wright Group/McGraw-Hill Date of Publication: N/A District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. My cooperating teacher asked me to do some Smartboard activities with the students to accompany the shared reading lesson. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. At least once daily. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. N/A List any other special features of your school or classroom that will affect the teaching of this lesson. N/A INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students___17______ Males_____10_____ Females_____7_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students 0 Students with IEPs English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0
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INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards Reading & Literacy Enduring Understanding and/or Essential Question Can you use the rhyme to predict the number work in the sentence? GLE(s) or EOC and Symbolic Notation DOK 1 CCSS.ELA-Literacy.W.K.2 CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. 1
Outcome(s) The students will be able to recognize rhyming word/word families by using context clues to guess the rhyming words that are hidden behind the post it note in the story. The students will also be able to recall details from the story building their comprehension skills. Academic Language related to the lesson Number words: one, two, three, four, five, six, seven, eight, nine, ten. Jive Keepers Wading Prior Learning/Prior Thinking The students have previous knowledge surrounding concept of print and have also worked with rhyming words and word families.
LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge The teacher will ask the students, Have any of you ever seen an elephant before? Maybe at the zoo or at a circus? Focus/Purpose Statement The purpose of this lesson is to model literacy behaviors and skills and also for the students to recognize rhyming words or word families.
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12. After the class has agreed that the previous word pairs are rhyming words, the teacher will move the students attention to the Smartboard for activities related to the story. The teacher will say, Ok boys and girls, we will not do some Smartboard activities related to the story. 13. The teacher will then have the students work on the first slide of the smart board activity which is number and number word matching. The teacher will say, We saw lots of number words in the story. In this activity I will have you boys and girls match number words with the correct number. The teacher will call on students by pulling popsicle sticks with the students names on them from a jar. 14. After completion of the first slide, the teacher will move to the next slide which is a number and picture rhyming activity. The teacher will first name each picture for the students to hear. The teacher will then say, I now need my friends to help me match these pictures to the number that it rhymes with. The teacher will call on students by pulling popsicle sticks with the students names again. 15. The teacher will then move to the final slide on the Smartboard which is a star word activity. The following phrase from the book will be on the Smartboard: She lifts her trunk and trumpets--- a sound thats loud and clear, and elephants come running from far away and near. The teacher will first read the sentence to the students. The teacher will then say to the students, Ok boys and girls, I need your help finding all of the star words that you see. The teacher will call on students by pulling popsicle sticks with the students names again.
Differentiation Content - If the students are struggling to guess the covered up words or matching the correct number to their number word in the Smartboard activity, the teacher will guide them by giving them the beginning sound of the word. Process If the students seem to be getting off track or talking too much, the teacher will ask the students to Show me five. Closure The teacher will ask the students if they enjoyed the story. The teacher will then tell the students that they did a great job completing the Smartboard activities. Materials and Resources Book: Ten Happy Elephants by, Joy Cowley Smartboard with pre-created activities that align with the book Classroom Management/Democratic Practices Each student must stay seated in their carpet squares sitting criss cross apple sauce hands in their lap. If 4|Page
ASSESSMENT Before the lesson The teacher will ask the students, Have any of you ever seen an elephant before? Maybe at the zoo or at a circus? This question assesses prior knowledge. During the lesson The teacher will stop on page 11 at the word keeper and ask the students, Does anybody know what a keeper is? At the end of the lesson The students will complete the Smartboard activities related to the story. The teacher will assess the students understanding by whether or not they complete the activities successfully. Assessment Rubric
Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills?
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Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.
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