Guided Learning: Content
Name: Cicely Chipman Date: November 13, 2009 Grade Level: 2nd Group Size: 27
Subject: Shared Reading “One Cold, Wet Night” by Cowley and Melser
Lesson Length: 20 minutes
Sequence: Introduction
Purpose
Standards:
Standard 7 Comprehension-Students understand, interpret, and analyze narrative grade level text.
Learning Objective: Objective 3- sequence of events
Major Concepts: sequencing, character (animals, farmer), problem/resolution
Assessment
Evidence of Individual Student Learning: (ABCD) Given the narrative text projected from an ELMO, 85% of students (23 out of the 27) will demonstrate competency that sequencing means exact order by placing animals on the promethean board into the correct order that they jumped into the framer’s bed and discarding the animals not seen in text into the trash.
Pre-assessment: Use anticipatory set as an informal pre-assessment. Listen for appropriate responses such as: “We always go over literacy before math.”
T- See this schedule (point to class routine). This list of subjects must always be in the same order. So according to our class schedule could learn about math before going over literacy in the morning? (S- No! We always do literacy when we arrive.)
Student Self Assessment: After shared reading, assess by using the “Whip” around the class. T- “Starting from the front (point which child starts) each of you must tell me one thing you learned about sequencing.”
Management
Expectations: Eyes on me, lips zipped unless I’ve called on you from a raised hand, on your pockets. Take care of you. Take care of property.
Directions: When we read this story I’ll call on those who have their hands raised to make a prediction of which animal comes next in the story. I’ll right the correct predictions on the board in the right sequence.
Fast Finisher: Silent read book of choice at desk.
Instructional Strategies – Guided Learning
State Management Expectations!
Introduction:
1. Attitude Orientation (Tell): Ant. Set/hook- See this class schedule (point to it). It’s always in the same order. According to this schedule, would our class ever work on math before literacy? (Wait time). S- Yes/No. (Vague, how do I know they know?) What goes first math or literacy? S- Literacy. T- Exactly, how do you know this? S- Because our schedule says so. T- Yes. Another word for this is called sequencing (put up colorful paper with “sequence” written on it). Define sequence- “Sequencing is a specific order of events.” For example, in sequencing we say terms in a specific order. Such as first, second, then, and last. So our class schedule is an example of a sequence because first we do literacy, second recess, then centers, next lunch, last/finally we do math.
2. Schema Orientation (Show/Model): Next we’ll read the story aloud together. When we come to a word that I’ve covered with a post-it note-- stop reading. Then I’ll call on someone who raises their hand to predict what animal will get into the farmer’s bed next. I’ll write down the name of the animal on the promethean board so you can see the correct sequence. After the story I’ll give you 10 seconds before I erase the animal sequence. As a class, put the animals in the right sequence or exact order of when each animal crawled into the farmer’s bed. I’ve added some more animals that weren’t in the text. It’s your job to identify which animals weren’t mentioned and to eliminate/remove them by using the promethean pen to drag the wrong items and place them into the trash bin. Then with the animals left sequence them correctly.
3. Activity Orientation (Help): Class reads the enlarged text together and stops reading when they come to a post-it note which is covering a name of an animal. Then I call on someone who raises their hand to predict which animal is next. If they predict correctly by having illustrations guide their thinking I will write the sequence of animals.
The purpose of this shared reading is to create meaning to text rather than just have students be able to decode the word. Rather than just having kids focused on sounding out words (phonemic awareness), I want them to think about the meaning as well. Using One Cold, Wet Night I would cover up certain words with post-it notes in the book and have the kids predict what the word
For example, “If you recall the hen jumped into bed first, the fox jumped into bed second, the turtle third, the rabbit fourth etc. You would place the hen first in the list, the fox second… and the rabbit last to show the sequence.” If you finish early you can quietly go back to your desk and read silently.
3. Activity Orientation (Help): Class reads the enlarged text from the EMO projector together and stops reading when they come to a post-it note which is covering a name of an animal. Then I call on someone who raises their hand to predict which animal is next. If they predict correctly by having illustrations guide their thinking I will write the sequence of animals.
The purpose of this shared reading is to create meaning to text rather than just have students be able to decode the word. Rather than just having kids focused on sounding out words (phonemic awareness), I want them to think about the meaning as well. Using One Cold, Wet Night I would cover up certain words with post-it notes in the book and have the kids predict what the word could be. I’d list the correct predictions on the board.
For example, I would cover up each animal word with a post it note and have them use illustration clues to help them determine what animal is discussed in the text by having them notice its correlating illustration. (We know that the text is about a horse on this page because there is a picture of a horse on the page.) I would change all the times the text said weta into insect. I do not feel it would be appropriate for a 2nd grade to memorize what a weta is.
Activity: Reading story aloud and making predictions of animals using illustration cues.
Response: (Choose one)
· Follow up: Check for understanding- Whip “Tell me one thing you learned about sequencing.” or I’ll write down the name of the animal on the promethean board so you can see the correct sequence. After the story I’ll give you 10 seconds before I clear the animal sequence of the promethean board. As a class we will put the animals back into the exact sequence they crawled into the farmer’s bed on the promethean board.
·
For example, “If you recall the hen jumped into bed first, the fox jumped into bed second, the turtle third, the rabbit fourth etc. You would place the hen first in the list, the fox second… and the rabbit last to show the sequence.” If you finish early you can quietly go back to your desk and read silently. I’ll try to trick you by putting more animals that weren’t even in the book. If you see an animal that wasn’t mentioned in the story simply use your promethean pen and drag the incorrect animal word into the trash bin.
Accommodations
Accommodation: ELL could identify which animals (pictures on board rather than words) were not in the story by dragging them into the trash bin with their promethean pen. The remaining animals would need to be sequence correctly order. ELLs could also write numbers with their promethean pen the sequential order. For example, number 1 by the first animal in the text and a 5 by the final animal that jumped into the bed.
Colorful paper with vocabulary word, “sequence” written on it. Visual aid helps ELL notice importance of the “sequence” (vocabulary word) from the vivid colored paper and connects the term with the story/experience.
Resources
“One Cold, Wet Night” by Cowley and Melser, post-it notes, animal word projected from promethean board, ELMO projector.
3-Step Reflection
Step 1: (Instruction and management)
What went well? My positive nature and character voices helped students stay engaged and excited about the story. Writing “sequence” on a piece of colored paper was visually helpful and it seemed like class listened more attentively as I taped it on the board. I was explicit with my management expectations.
What should be improved? The word strip animal sequencing assessment was more accurate because I wasn’t assessing the whole class but in smaller groups. However, the assessment wasn’t individual. As a result students started to share “sequencing answers” with other groups before I could stop it. My individual assessment was the “whip”. I didn’t integrate it due to time constraints.
Step 2: (Student learning) What did the children learn? How do you know?
85% of students (6 out of the 7 groups) learned that sequencing meant exact order by placing/listing the animals into the correct order they jumped into the framer’s bed.
Step 3: (INTASC and/or Moral Dimensions) Make a connection to INTASC and/or a Moral Dimension. I demonstrated Content Knowledge of sequencing by defining it, giving a visual of it, examples of it from the story and applying it to students’ schema by connecting it to their Class Schedule.
