Reading

Intern name	Emily Matteson
Grade Level	Kindergarten
Subject/Unit	Reading

Notes/Comments:

Lesson title	Frog is Hungry reading lesson
Brief description What do the students do in this lesson?	The students will learn/review different elements of reading.  They will read the book Frog is Hungry and discuss and answer questions.
Big Ideas or Essential Question: What central ideas or fundamental principles are the focus of this lesson? or What question will the students be able to answer at the end of the lesson?	Students will learn/review what an exclamation point is and quotation marks and what it sounds like when used.
Objectives What specific knowledge and/or skills do you want the students to learn, practice, or experience as a result of participation in this lesson?	The students will understand what punctuation is and specifically, Exclamation points- what they sound like when you read them and how they add meaning to the stories.
TEKS/PreK Guidelines addressed	(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A)  recognize that spoken words can be represented by print for communication;  (C)  demonstrate the one-to-one correspondence between a spoken word and a printed word in text; (D)  recognize the difference between a letter and a printed word; (E)  recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); (F)  hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and (G)  identify different parts of a book (e.g., front and back covers, title page). (4)  Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A)  predict what might happen next in text based on the cover, title, and illustrations; and (B)  ask and respond to questions about texts read aloud. (17)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to                         (C)  use punctuation at the end of a sentence.
Materials needed List all of the materials needed to teach this lesson.  Be as detailed as possible. (Include any additional materials needed for differentiated instruction accommodations listed below.)	Each child will need the book Frog is Hungry, which I will put in their reading boxes. Pictures of punctuation that will be discussed.
Preparation and set-up Describe how the materials should be prepared, set up, and organized. Be as detailed as possible.	I will put the books in each child in my groups reading boxes.
Procedure Describe exactly what the teacher and the students do in the lesson.  Be specific. 1. The children will get their reading boxes 2. I will call my 4-5 students to come meet me at a table with their reading boxes that are in my reading group for the day. 3. I will ask them to get the Frog if Hungry book out of their book boxes. 4. I will ask them what they think the book is going to be about. 5. We will talk about this for a minute or two. 6. I will instruct them that we are going to read the book 1 time altogether and 1 time with each person reading a page and then moving on to the next person. 7. I will tell them that when reading together as a group to not start until I say begin. 8. We will read the book together. 9. Throughout the book I will ask certain questions on different pages and what they predict will happen before reading the next page. 10.  We will read the book with each child reading a page and then the next child reading the next page. 11.  Talk about the book to check comprehension.  Did they like it? What happened at the beginning? What happened in the middle? What happened at the end?  Why did _____ happen?  Who were the characters?
Evaluation How will you know that students met the lesson objectives?  How will you document their learning?	Observe if the students were able to answer the questions about the story, keeping anecdotal notes for each child of words or anything else they may have difficulty with.
Differentiation Plans How will you modify the lesson to meet the needs of students working above and below grade level? How will you make sure these students connect with the lesson’s Big Ideas in a meaningful, appropriate way?
Objectives:  Ss above level How will you modify the lesson’s objectives to meet the needs of students working above grade level or who grasp the concept or objective quickly?	I will add in the idea of fluency.
Procedures:  Ss above level How will you modify the lesson’s procedures to meet the needs of students working above level?	I will encourage them to expand their answers.
Evaluation:  Ss above level How will you know that above-level students met their modified objectives? How will you document their learning?	Through me listening them read.
Objectives:  Ss below level How will you modify the lesson’s objectives to meet the needs of students working below level or have difficulty understanding the concept or objective?	The students will understand the idea of punctuation and when to use them.
Procedures:  Ss below level How will you modify the lesson’s procedures to meet the needs of students working below level?	I will monitor the replies, reword or rephrase for understanding.
Evaluation:  Ss below level How will you know that below-level students met their modified objectives? How will you document their learning?	Through listening to them read.
Objectives: English Language Learners How will you modify the lesson’s objectives to meet the needs of English Language Learners?	The students will understand the idea of punctuation and when to use them.
Procedures:  English Language Learners How will you modify the lesson’s procedures to meet the needs of English Language Learners?	Same as above and allow extended time for answers.  If there is a hard word I will tell them what it means and give them examples.
Evaluation:  English Language Learners How will you know that students met the modified objectives? How will you document their learning?	Through listening to them read.

Intern name	Emily Matteson
Grade Level	2nd grade
Subject/Unit	Reading – Folk Tales

Big Ideas or Essential Question What central idea or fundamental principles are the focus of this lesson? This includes the deeper meanings behind the text, themes, and/or critical understanding children should construct (either in this read, or over several reads).		Describe in your own words the purpose of this read aloud, what big-picture learning goals you have for this lesson The theme this week is to read different folk tales.  Students will focus on the author’s take–away message as well as lessons learned from stories
Objectives What specific knowledge and/or skills do you want the students to learn, practice, or experience as a result of participation in this lesson?		Practice ways of thinking and talking about what the students are saying and doing during the lesson, as well as what you hope to assess.
TEKS/PreK Guidelines addressed		(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; (5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:  (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story
Book Selection List the materials needed to teach this lesson, including the book you’ve selected.  Be as detailed as possible.		Explain the reasoning behind your book selection: how it fits into the current curricular activities you are working on, and how this book fits the needs of the students in the class We will be reading Tikki Tikki Tembo (TTT).
Preparation and set-up Describe how the materials will be prepared, set up, and organized. Be as detailed as possible.		I will have the book prepared at the circle when I call the students to join me on the carpet. I will also have planned various guiding questions with my CT before reading the book.
Procedures   Describe exactly what the teacher and the students do in the lesson.  Be specific. Opening or introduction We will begin both lessons by explaining: “Right now I am the teacher, and I would appreciate the same respect you give to Ms. Verkerk”. We will do this because we have an issue with the students giving us the same respect they give our CT. It is something we are working on. We will give explicit instruction of what that means. We will not start the lesson until we feel we have the students full attention. We will start by reviewing folk tales and anything they know about them. If necessary, I will review what they are and ways to determine if a book is a folk tale.
Text Locations: Phrases to cue you for stopping places based on focus point and to allow for the construction of meaning. We will have stopping points every two or three pages. (Please refer to questions, wonderings and comments section). We will allow for the construction of meaning in these short discussions as well as at the end of each lesson, which will be 2 days long.	Questions, wonderings or comments: Open ended means of getting the thinking and talking started. 1)     after first paragraph: why do you think the first son was given a long name and the second son was not? 2)     On the second page: What do you think will happen next? 3)     After TTT falls in the well: What do you think will happen next? We are going to uses this as a recall to help remind them of what they read the previous day. 4)     What would you do if you were Chang? This will be asked after he runs to get help. 5)     Respect is mentioned often in the story: we will ask, what does respect mean to you?		What talk should sound like: A sense of what you might hear at this point in the construction of meaning. Think Turn and Talk, and as this is happening we will listen to their discussions. After we will have a class discussion where they can share their opinions/ideas. Think, Turn and Talk allows ELL’s to think move and translate what they have to say to gain confidence before they share with the whole class.	Scaffolds to support the thinking and talking of necessary: More supportive questions, places in text that might need rereading, model thinking, etc.  After the first day of reading, on butcher paper as a class we will discuss and review what is happening in the plot, the characters in the book, the setting, and what the problem is. We will then write/discuss different predictions as well. For the second day, We will review what we discussed the day before and ask, “who can remind me what is going on in the story?” After the story is read, we will add to our chart and discuss/ Think turn talk the author’s message.
Closing Close the conversation by recapping the meaning constructed, and debriefing the process. We will have a think turn and talk with their reading partner to discuss what they think is author’s message. Then, we will share the ideas with the class. This will be a very open discussion with no “correct answer”. However, we will give our opinion of what the author’s message is if we do not touch on it. We believe that this message is: everyone is important in his or her own unique way. The story begins by explaining how the first-born is important and given a long name, while the second born is cast aside and given a short name. However, in the end, the second born son is the hero by saving the first-born son’s life. In the end, both children are important and loved. will end with a non-verbal cue: How do you think you did today? (thumbs up, thumbs down or sideways).
Assessment How will you know that students met the lesson objectives?  How will you document their learning? We will be taking quick notes (and mental notes) as the students answer questions and discuss in think turn and talk. After, we will discuss my findings with my CT and see what we can do to make sure the students are comprehending the material/authors message in the book.
Differentiation Plan How will you modify the lesson to meet the needs of your diverse students? How will you make sure these students connect with the lesson’s Big Ideas in a meaningful, appropriate way? Specific challenges to think about are: ·       Difficult or potentially unfamiliar vocabulary words -        Honored – extremely well respected -        Chattering – quick sounds, for this times used as talking. -        Well (water well) -        Panted – out of breath -        Reverence – showing respect ·       Strategies to support English language learners - Think Turn and Talk discussion with reading partners. There are 3 students in the class who do not speak any English. Fortunately, there are students who are bilingual and able to translate. We will make sure to group/partner them according to their language. If necessary, they can assist these non-English speaking students so they can participate. ·       Ensuring equal participation (encouraging shy/quiet students, managing enthusiastic students) -        Think Turn Talk allows students to share their thoughts in a comfortable environment. -        We will make sure to call on a variety of students so everyone can be involved. Most of the time, we do not have an issue with students speaking up, in fact it’s usually more challenging to control the enthusiastic students. ·       Motivating different learners (engaging struggling students, challenging successful students to keep pushing themselves) Similar to above, we will make sure to call on a variety of students. I will ask different questions as well as follow up questions to different students depending on their success in the classroom.