Lessons+Written+or+Taught


 * Lesson Plan #1 [EDUC 3500]**

e. The student reads compound words and contractions in grade appropriate text. b. The student makes predictions using prior knowledge. ||
 * Name: __Brittany Chastain__**
 * Grade Level:1st (Level H Reading Group)**
 * Estimated number of days lesson will cover: One**
 * Lesson Subject/Title: Guided Reading ||
 * Performance Standards:
 * ELA1R3** The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words.
 * ELA1R4** The student demonstrates the ability to read orally with speed, accuracy, and expression.
 * ELA1R6** The student uses a variety of strategies to understand and gain meaning from grade-level text.
 * Lesson Objectives: Students will make predictions on a grade-level appropriate text by first doing a “picture walk” before they read. Students will read contractions with fluency and accuracy as they read a grade-level appropriate text, as well as demonstrate their knowledge of contractions by matching contraction cards (i.e. we’re with we are).

Enduring Understanding: To model strategic reading that will be helpful to students as their reading progresses. || What is a contraction? What is an apostrophe? What does an apostrophe do? || Contraction, apostrophe, we’ve (pg. 8), we’re (pg.13) ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 1 min || Introduction/hook/activation of prior knowledge

Introduce book || Note: Reading groups are differentiated by reading level. || //Stop The Car!// By: Alison Hawes. Illustrated by: Trevor Dunton ||  ||
 * 3 min

1 min

5 min

3 min

4 min || Instructional activities Demonstrate/Model (if appropriate)

Picture walk

Vocabulary words

Contraction activity: After explaining what a contraction is, have students demonstrate their understand by matching contraction cards as a group.

Guided Practice (if appropriate)

Read around the table

Independent Practice (if appropriate)

Silent read || Choose an individual student to read a page aloud while others read silently. || Matching contraction cards || Assess how students demonstrate their skills to effectively make predictions about the text.

Assess fluency and accuracy. ||
 * 4 min || Review and Closure

Review contractions and check for comprehension ||  ||   || Note: On Friday’s a Running Record is taken for summative assessment. ||

Lesson Reflection: What worked well in your lesson? I find that the picture walk worked well in my lesson. I embedded this strategy into connecting the book to the students’ personal lives and I find that it worked well.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? Since students were already differentiated by reading level, there was not much differentiation. Although, while students were doing their silent read, I called on ones who may have seemed to struggle during turn reading, to read a page to me. Also, there was a student who was absent on Monday. Since the book we read Monday was going home for homework, I needed to make certain she could read the book with enough fluency and accuracy to take the book home for homework. Therefore, I accommodated her through unplanned time to be certain she could retain information about the book from home.

What follow-up instruction related to your objectives is needed either for remediation or extension? Contraction matching cards were used as an instructional tool for guided practice in the lesson. To follow up on the concept of a contraction and its components (an apostrophe replaces the letters that go missing) it would be effective to give students both sets of cards and have them match them, as opposed to me guiding them through the matching process. What would you still like to learn that might help you to better meet the diverse needs of your students? I feel as if when I hear “differentiation,” I always try to come up with ways to help students who are struggling. I want to learn more about differentiating and enrichment for students who perform at a higher level.


 * Lesson Plan #2 [EDUC 3500]**

**Math Lesson Plan** M1N3. Students will add and subtract numbers less than 100, as well as understand and use the inverse relationship between addition and subtraction. e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles, and making tens. M1P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. M1P3. Students will communicate mathematically. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. M1P5. Students will represent mathematics in multiple ways. b. Select, apply, and translate among mathematical representations to solve problems. || Students will demonstrate their knowledge of subtraction by counting backwards using a number line.
 * Name: ________Brittany Chastain___________ Grade Level:______1st__________**
 * Estimated number of days lesson will cover: ___One___**
 * Lesson Subject/Title: Using a Number Line to Count Back (Subtract) ||
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: To model that counting backwards is a way to help students mentally find the difference between two numbers. || What is a number line? What does it mean to count backwards? || Number line ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 min || Introduction/hook/activation of prior knowledge

Introduce the Number line. Activate prior knowledge by reminding students of when the number line was used for counting forwards (addition). ||  || Floor number line ||   ||
 * 20 min

20 min || Instructional activities Demonstrate/Model (if appropriate)

Hands on activity: Floor Number Line (Students will be given a card with a subtraction problem; they will then demonstrate their knowledge of counting backwards by stepping back on the floor number line until they have solved the problem. For example: If the card reads “10-4=” the student would start on the number 10 and take four steps backwards until the reached the number 6.)

Guided Practice (if appropriate)

Model worksheet: Subtraction problems will be completed together as a class.

Independent Practice (if appropriate)

PW 29 for Homework || High students will receive more challenging subtraction problems than low students.

Students’ work will be monitored. Those who are struggling will receive help. || Floor number line subtraction flash cards through 18.

Worksheet (pg. 87-88) (HARCOURT Math: Georgia Edition) || Formative assessment of how well students communicate mathematical thinking and count backwards.

Assess how well students use their knowledge of counting backwards to complete the worksheet. ||
 * 5 min || Review and Closure

Review counting backwards (subtraction) and check for understanding. ||  ||   || Note: Friday a math test including the concept of counting backwards (subtraction) will be given for summative assessment. ||


 * Lesson #3 [EDUC 3500]**

**Guided Reading Lesson Plan** a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. c. Tracks text read from left to right and top to bottom. f. Begins to understand that punctuation and capitalization are used in all written sentences. b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words. b. Recognizes and names all upper and lowercase letters of the alphabet. a. Listens to and reads a variety of literary (e.g. short stories, poems) and informational texts and materials to gain knowledge for pleasure. b. Makes predictions from pictures and titles. g. Connects life experiences to read-aloud text. || Students will make predictions on a grade-level appropriate text by first doing a “picture walk” prior to reading. Students will demonstrate that he or she can recognize print, track print from left to right with their finger, and show where capitalization and punctuation occurs in a sentence. Students will demonstrate the ability to hear the phoneme /s/ in the word “see.” He or she will then write the letter s, making the /s/ sound, in both a lower case and upper case letter in their “sandbox.” Students will demonstrate effective use of language and communication by describing how the story relates to him or her.
 * Name: ____Brittany Chastain__________ Grade Level:____Kindergarten______________**
 * Estimated number of days lesson will cover: _____One____**
 * Lesson Subject/Title: Guided Reading (Level A) ||
 * Performance Standards:
 * ELAKR1** The student demonstrates knowledge of concepts of print. The student
 * ELAKR2** The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student
 * ELAKR3** The student demonstrates the relationships between letters and letter combinations of written words and the sounds of spoken words. The student
 * ELAKR6** The student gains meaning from orally presented text. The student
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: To teach concepts of print and model strategic reading that will be helpful to students as their reading progresses. To lay the foundation for students to be able to find meaning in a text and relate it to their life experiences. || What way do we read a text? (From left to right? Or right to left?) How can you follow along, or keep your place, as you read? How is a sentence started? How does a sentence end? What sound does the letter “s” make? What does a capital “s” look like? What does a lowercase “s” look like? || N/A ||
 * Essential Questions:
 * Key Vocabulary:


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 1 min || Introduction/hook/activation of prior knowledge

Mystery description of ghost: “I am going to describe something and I want you to guess and see if you can tell me what I am describing. This is something that is white and spooky. You can dress up as “one” for Halloween. It has no arms and legs and moves through the air.” || Note: Reading groups are differentiated by reading level. ||  ||   ||
 * 3 min

5 min

1 min

3 min

3 min || Instructional activities Demonstrate/Model (if appropriate)

Picture Walk

Letter/Sound Activity (Sandbox)

Guided Practice (if appropriate)

Concepts of print: reading from left to right and tracking print with finger.

Guided reading as a group

Practice read || Model and guide the finger of a student who does not grasp the concept. || “The Ghost” by: Joy Cowley Illustrations by: Robyn Belton

Five sandboxes (pencil boxes with sand) || Assess students’ ability to make predictions about the text.

Assess students’ ability to recognize the letter “s”, its sound, and write it as an uppercase and lowercase.

Assess how well students demonstrate their ability to read from left to right and track print.

Assess fluency and accuracy. ||
 * 4 min || Review and Closure

Review concepts of print. Review the letter “s”, its sound, and how to write it as an uppercase or lowercase letter. ||  ||   || Note: On Friday’s a running record is taken for summative assessment. ||

Lesson Reflection: What worked well in your lesson? I find that the sandbox activity worked well in my lesson. Students really seemed to enjoy it, and it was a great way for me to formatively assess their knowledge of uppercase and lowercase letters, as well as their phonemic awareness. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? Based on formative assessments from prior lessons taught, I was able to modify for a student who can’t ever seem to be on the right page when we read together as a group. I made sure he was sitting within reach of me so I could assist him when it came time to turn the page, and remind him to follow along with his finger. What follow-up instruction related to your objectives is needed either for remediation or extension? I find that all standards/objectives of this lesson should be used every guided reading lesson. It is evident that with kindergartners, these objectives should be met each and every lesson. For example, concepts of print and sounding out words should be consistently reinforced.

What would you still like to learn that might help you to better meet the diverse needs of your students? I would like to learn of more activities that students can engage in after the reading. Guided reading groups feel so rushed to me because there are four to five groups in a class, and I do not feel that students are necessarily given the fair amount of time needed. I find that all students might not need this, as some may get enough out of the group, although students with diverse needs need more practice.