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Established Goals:

Literacy Standards 1.RS.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. 1.RS.2. Identify the main topic and retell key details of a text. 1.RS.8. Identify the reasons an author gives to support points in a text Science Standards Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. S1.1a Observe and discuss objects and events and record observations

Understandings: Students will understand .. Essential Question(s):

Non-fiction books have true information about real things such as people, events, animals and places. Basic features of non-fiction such as pictures, describe and locate information. Non-fiction books are different from fiction books.

How will students understand how to identify nonfiction texts? How will students gather information from reading nonfiction texts? How will students teach someone/partners what they learned

Students will know. Students will be able to..

Non-fiction book is about real things, people, animals and events. Facts about bears from the book What Bear Cubs Like To Do. Predict: to say that something might happen. o Prediction: a statement about something that might happen. Vocabulary o Features- Headings, picture, table of contents o Content-The text in the book o Heading-The main idea about specific content o Fact- a piece of information about something o Pictures- Real life drawings of objects that can be taken by a camera o Bold-When text is darkened for emphasis o Italics- When text is emphasized through slanting to the right.

Practice nonfiction reading strategies to gain information. Listen and Read the book What Bear Cubs Like To Do. Collect facts and information from the non-fiction book Use post it notes to gather information Retell main idea/topic Compare and Contrast information in partnership

Performance Tasks: Other Evidence:

After the students read the book, What Bear Cubs Like To Do as a class, the teacher will direct the students to do the following assessment. Students will be working independently to gather information from non-fiction books by using post its. These non-fiction books will already be in their book baggies in their desks. The teacher will direct the students to get them after the teacher explains the assessment. The teacher will have the students sit with a

partner, but they will be reading individual books. When the students start to read their non-fiction books, they will use the features in the book to collect information. The teacher will explain to the students to use the features: content, pictures, and headings to gather the information. The students will write down any important facts that they collected from the features on the post it notes. Then, the students will place the post it notes on the page where they found the information. When the students are finished reading, they will share their findings with their partner on what they learned and what features they used. Students should be referring to their post it notes for the discussion with their partner. The teacher will be walking around the room to make sure that the students are writing on the post it notes and that the information is from the book. During the partner discussion, the teacher will make sure that the students are staying on topic and referring to their post it notes.

Learning Activities: Set Induction:

The teacher will begin the lesson with directing the students to sit on the carpet in their squares. The teacher will sit in front of the class on the carpet with the book, What Bear Cubs Like To Do. The teacher will greet the class and tell the students that they will be a reading a book and working together as a class for this lesson. The teacher will present the book and say, Today, the title of the book we will be reading is, What Bear Cubs Like To Do. o The teacher will direct the students to look at the front

cover of the book. o The teacher will tell the students that good readers should always look at the front cover of the book to know what they are reading about. The teacher will ask the students, What do you see on the front cover that might tell you to predict what the book is about or what will happen in the book? o The teacher will tell the students to raise their hands once they have their prediction. o The teacher will give the students a few moments to look at the front cover. o The teacher will ask a few students what their prediction is. o The teacher will draw a chart on the board. On the left side it will be the students predictions. On the right side it will be what the students learned after they finished the book. o The teacher will write down their predictions on the board in a chart under predictions. o The teacher will conclude the students answers that the book is about bear cubs and point to the small bears on the cover. The teacher will also ask if the students know any facts about bears or bear cubs. o The teacher will let the students share what they know about bears. The teacher will tell the students, that they will use this book to gather information about bear cubs. Procedure: The teacher will ask the students, What kind of book do you find information? o The teacher will pick on one student to answer. o The answer should be non-fiction books or ask another student to correct if the answer was wrong. o The teacher will define that non-fiction books have true information about real things. The teacher will then say to the students, o We will begin to read this non-fiction book, but while

we read, we will gather true information on what we learned about bear cubs. I want you to pay attention to the important facts told in the book. I will be writing the facts down on post it notes as we read. o The teacher will also show the students what post it notes are. The teacher will read the title on the cover page and the authors name. The teacher will read the first page of the book. o The teacher will then direct the students to look at the picture on the page. o The teacher will describe the photograph and how the content is show in the photograph. o The teacher will ask the students, Whats our first fact that we found on this page? o The teacher will tell the students to raise their hands and the teacher will call on a few students to share their answers. o The teacher will tell the students that they found this information from the certain features on the page such as the content and photograph. The teacher will then take a post it note and tell the students that the teacher will write down the information they gathered on the post it note. o The teacher will place the post it on the page. o The teacher will conclude that the post it notes will be referred to later after they finished the book. The teacher will continue to read onto the next page. o The teacher will also point out the pictures that describe the information and what is going on in the pictures. The teacher will ask the students what information did they find out about cubs. o The teacher will tell the students to raise their hands and have a few students answer. o The teacher will also ask the student what feature did they use on the page to find their answer. The teacher should make sure that the student is using the features vocabulary terms.

The teacher will write down their findings on the post it note and leave it on the page. o The teacher might want to add the feature that the student used to find their answer. The teacher will continue to read the book to the students asking different questions like, what kind of facts are on the page and to look at the pictures or content as features to find the information. o The teacher will continue to gather information and put it on the post its. For the second to last page of the book, the teacher will read the page, but then tell the students to turn to their partners and predict what they think will happen next or on the last page of the book. o The teacher will give the students a few moments to talk to their partner. o The teacher will direct the students to look at the front of the room when they are finished. o The teacher will ask a few students to share their predictions. The teacher will respond to some of the students predictions on why they think that might happen. o When most of the students shared their predictions, the teacher will then turn the page and read the last few sentences of the book. The teacher will conclude to the students that they now know so many more facts about bears that they did not know before. When the book is finished, the teacher will ask the students to turn to a partner and tell them what they learned from the book or their favorite part based on the notes that they gathered. o The teacher should make sure that each student has a partner. o The teacher will give a few minutes for the students to talk to their partners. o The teacher will put the post it notes on the board for the students to refer to. o The teacher should listen to what the students are

saying or guide them to what they should be talking about. o The teacher will give a few minutes to let the students finish their discussion. The teacher will tell the students to turn to the front of the room and face the board to discuss their findings as a class. The teacher will say to the students, o We will gather on the board what we learned based on our favorite parts from the book. We can connect to see if our predictions are true. The teacher will ask a few students to share their findings. o Then the teacher will write it down on the board in the chart under what they learned. The teacher will conclude to the students that this non-fiction book about bears told them a lot of information that they gathered. o The teacher might want to say, Look at all of this new information that we learned! The teacher will say, Now lets see if our predictions about the book are true. o The teacher will go through each prediction seeing if they were correct. o The teacher will connect it to the information they gathered. The teacher will tell the students that they will read their nonfiction book in their book baggies from their desk. o The teacher will direct the students to gather information from the book that they are reading and to write it on their post it. o The teacher will distribute post its to each student. o The students will be allowed to sit with a partner or by themselves, anywhere in the room. The teacher will walk around the classroom to see if each student is doing their work and gathering information. o The teacher might want to ask what the student is reading about, what information they have learned, and where did they find this information. After about ten minutes or more of reading, the teacher will direct the students to talk to a partner and tell them what kind

of information they gathered on their post its and what features did they use. o The teacher will direct the students to look back to their post its to help with the discussion. The teacher should make sure that students are using their post its for the discussion with their partner. o The teacher should be engaging with the groups during this discussion to make sure they are staying on topic. Closing: After the students are finished with the discussion with their partner, the teacher will direct the students to sit on the carpet. o The teacher will close the lesson by saying, Non-fiction books can tell us important information that is true about real life objects. The basic features in the book helped us read non-fiction books to gather and learn all of these new interesting facts that we collected on the post its. Differentiation: All IEPS are accepted ESL students can work together in groups when reading independently. Below Grade Level: Students can reread the book, What Bear Cubs Like To Do and write their own notes based on the book. They can use pictures instead of words on the post it notes. Multiple Intelligences o Visual learners will read the books and use the post it notes to remember information. The pictures in the book can help them find information. o Bodily-Kinesthetic learners will be able to work with partners around the room and be able to sit on the carpet instead of the desks. o Verbal listeners will listen to book being read. o Interpersonal learners will be able to work with a partner and the class to gather information in the nonfiction books.

o Intrapersonal learners will be able to reflect on how they found their information and talk to a partner about their favorite part in the book. Follow-up Activity/ Assignment: Students will be asked to bring in a non-fiction book from home for the next day in class. This book has to be non-fiction and it may be based on a topic they like or have not read before. They will continue to do a similar activity the next day in class, using the post it notes to gather information as they read.

Resources

Teacher materials: Post it Notes Book, What Bear Cubs Like To Do Dry Erase Board Dry Erase Markers Student Materials Pencil Non-Fiction Book

Michelle Joyce Dr. Wilson EDUC 353 12/4/13 Partner Reflection My partner completed her teaching episode in our 1st grade observation classroom. Our cooperating teacher assigned my partner an introductory mathematics lesson to teach addition and subtraction families. The lesson was well structured and my partner had a lot of patience throughout the lesson to help the students. My partner had a clear explanation of the lesson, but did not use academic vocabulary, which caused the students to struggle during the instruction. Overall, my partners lesson was clear and communicated with the students for intellectual engagement. The most effective strategies of the lesson were communication with the students and student engagement during the instruction. The topic of the lesson was difficult for the students, especially since this was the students first time learning about addition and subtraction families. My partner began the lesson with a clear introduction on how to make an addition equation into a subtraction equation, which will make an addition and subtraction family. There was also enough time for the students to ask questions and my partner asked the students questions to make sure they understood the examples. My partner would ask questions about addition and subtraction so that students helped solve the examples on the board and if they understood how they got the answer. When the students were ready to move to the next step of the instruction, my partner asked the students if they were ready to do a problem on their own. The resources for the lesson were the students small dry erase boards, which were very effective for my partner to see the students progress and the students could easily erase if they made a mistake. The dry erase

boards made it easier for the flow of the lesson because the students were struggling during the instruction. My partner had to modify the lesson to improve the instruction for the students to understand, which was an important strength of the lesson. Our cooperating teacher helped during the instruction and when the students were doing problems on their boards. My partner gave extra problems for the students to complete and when they were done, she asked the students to hold up their boards to see if they were correct. Some of the students helped out each other and the students were able to ask my partner questions to see if they were doing the problems correctly. My partner would have the students correct their work on the small dry erase board before they moved on to the next example. My partner also modified another way to complete addition and subtraction families with the help of our cooperating teacher. My partner understood the way our cooperating teacher thought how the students should learn the material and taught the students another way, which is a good example for differentiation. Most of the students in the class understood the material after a couple of extra examples and then they were able to complete work in their textbook. There was good classroom management and my partner gave almost every student a chance to participate during the lesson. The improvements for the lesson would be high order thinking questions for discussion and the use of mathematics vocabulary. My partner did ask the students questions about if they understood the material, but there was not a discussion to talk about how they got the answer or review the steps. My partner did understand the material for the lesson, but there was no use of mathematics vocabulary to relate to the students understanding of addition and subtraction. The mathematics vocabulary that could have been used was sum, addend, take away and together with. The students did know the mathematics vocabulary because it was already on the word

wall in the classroom. High order thinking questions used with mathematics vocabulary could have helped the students understand the material in the beginning of the lesson. The cooperating teacher had to step into the lesson and teach the students an example using the vocabulary, which helped the students understand how to make a subtraction equation from the addition equation. I think that my partner did a good job on the lesson especially since it was an introductory lesson. There is always room for improvement and practice, but since it was her first lesson, it was a good start. She approached the lesson with a professional attitude and helped the students throughout the lesson to make sure they understood.

Michelle Joyce Dr. Wilson EDUC 353 11/20/13 Self Reflection My teaching episode in my 1st grade observation classroom was definitely a success and I accomplished all of the objectives for the assignment. I planned my lesson with my cooperating teacher and she was very helpful towards directing me on what to do for the lesson such as to ask certain questions and have the students work with partners. I was really nervous for my lesson presentation because it was my first lesson in front of real elementary students. I always performed a lesson in front of regular college students that was based on a particular elementary grade. I felt that lessons with elementary students are different because the students are actively participating and the teacher can see them learning throughout the lesson. My lesson had a variety of different elements to make my teaching strategies effective such as engaging student learning, active communication in the class and grade appropriate resources. I planned my lesson according to the teachers lesson plan and made a few adjustments as I was writing. The objectives were clear on what the students had to do for the lesson and before the lesson I explained to the students what they will accomplish. When I planned my lesson, my cooperating teacher said that the students should be working on non-fiction topic by the day of my lesson. When I went to the classroom for the lesson, the teacher did not start the non-fiction section of the unit. My lesson was mostly based on the practice of the non-fiction reading strategy to gain information, but the students had little knowledge on how to use the strategy. The strategy was to use post it notes and use the features in the non-fiction book to gather information, then to write the information on the post it. I explained to the class the objectives before each activity and gave them directions on how to use the post it notes to gain information.

As I read the non-fiction book to the class, I used the post it notes and showed the students how to gather the information from the pages. This was a good strategy to show the students how to use the post it notes before they individually worked on the performance task. I always used grade appropriate vocabulary for the students throughout the instructional part of the lesson and performance task. The rest of the objectives for the lesson helped the students find and use the non-fiction strategy in another nonfiction book. Throughout the lesson, the students were able to complete the assignment with an understanding on how to gain information in non-fiction books. The closure of the lesson had the students share to the class what they collected from their non-fiction book and they found out a lot of new information using the strategies. I think that the objectives were reached during the lesson and the students were able to understand what needed to be done for the lesson. The students were able to identify non-fiction books and gather important information during the performance task and instructional reading time. When I walked around the classroom during the performance task, I observed the students discussion with their partners and some of the students drew pictures about information that they learned from their book. The students used their post it notes and they were discussing about important facts that they read in their book. At the beginning of the lesson, I opened with asking the students what they see on the front cover of the book, What Bear Cubs Like To Do and if they knew any facts about bears. This helped the students share what they predict will happen in the book and share to the rest of the class on what they know. The students seemed excited to see what was going to happen in the book because it was their first non-fiction book to read in the class. The students were participating and most of them were raising their hands to point out the important features in the

book. The class was very focused on the book and used great detail on what they saw on the front cover. I was very impressed on the little details that they saw such as saying, there was a family of bears on the grass and what size the bears were. The students even asked to turn the pages in the book to help me as I read the book, which was their way of modifying the lesson to make it relevant to their needs. This made the students eager to see what was going to happen next and even helped me out while reading to the class. The students were engaged during the instruction of the lesson because they were able to use their imagination and ask high order thinking questions to build onto the students responses about their predictions. As we read the book, the students were trying to read along and noticed the pictures in the book. Part of the lesson was for the teacher to ask the students what new information did they find on the page, and almost all of the students were raising their hands each time. I tried to manage the class by giving each student a chance to answer. There was one student in front of the class that kept saying the answer out loud and when I did not call on him he would make a comment as to why he should be able to speak. I kept trying to tell him to sit down and that he would have a chance once he is quiet and to raise his hand without calling out the answer. I thought that this was the best way to take care of the situation because he was still trying to engage during the lesson, but needed the most attention for management. He started to calm down by the time the book was finished and cooperated the rest of the class. I was glad that the students behaved most of the lesson even though they are already a well-behaved class from when I observed them. As the students were doing the performance assessment, I was eager to help them while they read and to direct them as they took notes. Some of the students that needed differentiation were asked to draw a picture instead of writing notes. When some of the students finished taking

notes they also wanted to draw a picture. I let the students do what they think would help them understand the notes that they took and most of them drew the pictures. The students seemed comfortable asking me questions especially since their regular teacher was there. I was working with each group asking what their book was about and they would talk to them about what they learned. I think that I was engaged with the students and I felt that I was more of a friend rather than a teacher when I would talk to them. I would tell them to do their work, but I would ask if they needed help or would sit with them to talk. Even though some students like to talk about things off topic, they were also connecting their stories to other things that they know. I realized that they were focused and interested on the non-fiction topic because this was the first lesson on non-fiction and they were already exceling with the assignment. I really enjoyed preparing and instructing the lesson to the class because I realized that it was not as hard as it seemed and it was a good first experience. The students participated during the instruction and my cooperating teacher helped with the preparation, which was very informative with the direction and objectives for the lesson. After my lesson, I had a postteaching conference with my cooperating teacher and she said I did a good job with the structure of the lesson and I was glad that the students understood the assignment. When I prepared my lesson, I used similar strategies that I noticed during my observations, which helped the students relate more to the new topic. I could not be happier with how my lesson turned out especially since it was my first lesson in a real classroom and I learned a lot from my field observation that I was able to incorporate in the lesson.

Michelle Joyce Dr. Wilson EDUC 354 11/23/13 Identification of Learning My teaching episode to my 1st grade observation classroom was definitely an important learning experience about the process on how to plan lessons for my future classroom. I learned that the preparation for a lesson is very important, so that teaching and integration of learning is focused on during the lesson. I took the time to prepare for my lesson and think of important questions to ask the students and what strategies I would use for the instruction and activity. I wanted the students to be engaged in the activity and clearly understand the material through a structured lesson. This was my first lesson to teach to a real classroom of students and I thought that it was definitely different than teaching it to my peers in my classes. When I would teach lessons to my peers in other education courses, they would always know the answers to the questions and would be less enthusiastic than younger children. The 1st grade students were always participating and some of the students would get an answer wrong. When the student answered incorrectly, I had to give them another chance or ask another student to help them out. This would not usually happen during a lesson that I would present to one of my education classes, but I was prepared for this type of situation because I had the class help out the student and show them the right answer. The curriculum, knowledge and pedagogy impacted the lesson so that the students were able to be learning this information and that it is differentiated for them to understand the facts. I understood the active nature of the students learning and their levels of development. For some of the below grade level students, I had them read lower level non-fiction books in a group and

draw pictures because they usually did this type of assessment from my observations. The students did know a lot about the material I was teaching, which was important to assess the students skill levels and interest them in the activity. The students knew the definition of a nonfiction book, but I still asked them questions on what they would see in that type of book and what were some examples of a non-fiction book. The knowledge of the students was very impressive and the students were able to complete the performance task on their learning level. During the lesson, the students were answering with vocabulary terms related to the lesson and connected it to previous things that they learned in the reading subject. Learning was integrated in my lesson so that the students understood that non-fiction books could be connected to other topics such as science because science books have true information. The students were reading other non-fiction books about different topics that related to other subjects especially social studies. The students had the knowledge to know that non-fiction books can tell them important facts about anything that they should know. This lesson was made for the students to understand that they can learn about new facts while reading related to different parts of the curriculum. I thought that this lesson was a good start as my first real lesson because it was a success based on the students understanding and the lesson was well structured for the students abilities. My motivation to become a teacher has increased especially since I am able to see my own progress with my lessons throughout the semester. I want to be able to continue to progress so that I can become a successful teacher in an elementary school classroom. I started presenting lessons to my education classes last semester and I already see an improvement on my structure and effectiveness of my lessons towards the students. The students were actively engaged and the students were able to use academic vocabulary to explain their understanding of the material. My first lesson I ever performed as an education major, was not clear on the objectives for the

lesson, but I learned that the objectives is the most important feature to make a lesson successful for the students. I am excited to do more teaching episodes in the future because I hope I will be able to make more improvements from what I will learn in the future. There was not anything I would have done different about my teaching episode, but there is always room for improvement such as being prepared on whether the students did not understand the material or if the lesson was not effective for the students levels. I would prepare my lesson in case I hade to modify the instruction for the students abilities because I was not prepared for that type of situation to happen during my lesson. I thought that the students would understand the material based on my pre-conference with my cooperating teacher, but I should always be prepared. When I first started this course this semester, I was a little nervous about the teaching episode assignment, but it was an important experience I had. I was able to see what I learned throughout the semester and how I progressed with my lessons. I want to continue to improve my teaching strategies so that I can make an impact on the knowledge and development of my future students.

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