CT Observation #3
- squinon2
- Apr 18, 2016
- 3 min read
SIOP Lesson Plan Template
STANDARDS:
STANDARDS:
LAFS.K.RF.4.4
Read emergent-reader texts with purpose and understanding.
LAFS.K.RI.1.1
With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RL.4.10
Actively engage in group reading activities with purpose and understanding.
LAFS.K.W.1.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
THEME: Realistic Text
LESSON TOPIC:
~Retelling
~Conclusions
~Sight Words
OBJECTIVES:
Content:
~Students will be able to retell key details in a story through drawing and writing
~Students will be able to use sight words in context
~Students will be able to use text evidence and illustrations to draw conclusions about events in a story
Language:
~Students will be able to use sight words in context
~Students will be able to communicate literature responses to peers and retell partners’ responses
LEARNING STRATEGIES:
Think-pair-share, think alouds
KEY VOCABULARY:
Do, little, went, down, just, only
MATERIALS:
Book- Kitten’s First Full Moon, wide-ruled paper, pencils
MOTIVATION/ANTICIPATORY SET (Building Background):
Begin by asking students what they think of when they see a full moon. Think aloud, “I think it looks like a huge block of cheese!” Have students turn and talk to a partner about what a full moon reminds them of. Select students to share their partner’s thoughts. Do picture walk and frontload information about the story. Say, “I want to read you a story about what happens when a kitten sees its first full moon.”
PRESENTATION/INPUT/MODELING (Language & Content Objectives, comprehensible input, strategies, interaction, feedback):
Begin reading story. Stop at page 3 and ask, “What happens the kittens tries to lick the moon? Does the kitten like the bug? How can you tell?” (Students should look to illustrations to draw conclusions). Stop at page 5 and ask, “What does the kitten do to try and reach for the bowl of milk in the sky? (Allow time for thinking and answering) How does the picture help you understand what the word sprang means? Stop at page 8 and ask, “How can you use these pages to make a prediction about what the kitten will do?” Instruct students to turn to a partner and discuss answer.” Stop at page at page 11, ask “What is kitten going to do? Will she find a big bowl of milk there?” Page 12, “How does Kitten feel when she jumps in the pond?” Page 13- “When she gets to the porch, Kitten sees a bowl of milk waiting for her. What do you think might have happened if she have stayed home instead of chasing after a bowl of milk?”
PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback):
Students will use the writing process (Think, Draw, Label, Write) to retell text details. Students should write 2-3 sentences and use 2-3 new sight words to receive full credit.
REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning):
Students will share work with peers, and explain how sight words were used in context.
EXTENSION:
Think of other everyday objects that remind them of food (I.e. stop sign looks like a pizza pie) Draw a picture of an animal or person mistaking that object for food. Write 2-3 sentences to describe the picture.
Reflection:
The students really enjoyed the book, "Kitten's First Full Moon." They were able to draw conclusions by analyzing the text and illustrations. I instructed the students to retell a part of the story and include the current week's sight words. Something I did differently this time was make students aware of what needed to be included in their work in order to earn a 100% on their classwork (2-3 sentences using 2-3 sight words). They also had to draw and label a picture. I also told them what would earn them a 90% and a 75%. Most students strived for the 100%. I found that giving them this clear expectation of what "perfect" work was, helped motivate. I knew using a rubric helped in higher grades but I did not think it would help in kindergarten. I was wrong! It was definitely the best student work yet, and consistent across all students regardless of ability level. I will definitely use this strategy in the future, as it yields great student work and encouraged students to sue sight words in context.
Comentarios