Instructor: Ivy Corron Lesson Title: Finish the Sentence Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 3rd/Anson Estimated Time: 15 minutes

Standards Connection: R.ES.3.3 Read regular one-syllable words with fluency. Complexity 1: Participate in shared reading of repetitive text. Learning Objective: The student will Touch a voice output device to read repetitive text for 2 of 3 trials. Respond to engagement strategies used in read-aloud. Evaluation of Learning Objective: The teacher will pause during reading and allow student to touch VOD and complete the repeated section. If no response, the teacher will verbally prompt the student (Tell me./ Tell me by pushing the switch.). For this objective to be met, the student must touch the switch with or without prompting in at least 2 of 3 trials. The teacher will observe the students reactions to engagement strategies (use of VOD, sensory objects, surprise element) and rate the students overall engagement as very engaged, somewhat engaged, or not engaged. The teacher will record which strategies were effective and ineffective after reading. Responses will be recorded on a data sheet. Engagement: Show book cover. Today, were going to read a book called Pete the Cat. It was written by Eric Litwin. Im going to need some help reading this book, so I want you to help me, okay? Lets get started. Give Pete the Cat stuffed animal. This is Pete. Allow student to touch stuffed animal. He loves to walk and sing. Guide student to walk Pete across lap or tray. He sings a song like this: I love my white shoes, I love my white shoes. He is always happy, even when bad things happen. Lets see what happens to Pete on his walk. Learning Design: I. Teaching (modeling, guided practice) a. Read: Pete the Cat was walking down the street in his brand-new white shoes. Show shoes, pretend shoes are walking. Show shoes and pretend to walk during each song to represent Pete walking. Read to strawberries; show strawberry. Read: Did Pete cry? Present VOD. Guide student to touch VOD. VOD says Goodness, no! Good job! Now, every time you hear Did Pete cry? I want you to tell me by touching this switch. II. Opportunity for Practice a. Lets practice that again. Did Pete cry? Allow time for student to touch VOD. Prompt verbally or physically if needed. Practice additional times if verbal prompt is ineffective. III. Assessment a. Read to blueberries; show blueberry. Read: Did Pete cry? Allow time for student to touch VOD. Prompt verbally if needed. (Trial 1) b. Read to mud; show mud. Read: Did Pete cry? Allow time for student to touch VOD. Prompt verbally if needed. (Trial 2) c. Read to Oh no! after brown shoes song; place students hand in a small bowl of water. d. Read to they were WET. Read: Did Pete cry? Allow time for student to touch VOD. Prompt verbally if needed. (Trial 3)

e. Finish reading book. IV. Closure a. No matter what happened to Pete, he kept walking and he kept singing. He was happy, even when bad things happened, like his shoes getting dirty. He didnt get mad, he just kept going. Thank you for helping me read about Pete the Cat today.

Materials and Resources: Pete the Cat: I Love My White Shoes by Eric Litwin VOD, with Goodness, no! recorded Sensory objects: Pete the Cat stuffed animal Shoes Strawberry (plastic toy) Blueberry (blue ball) Mud (brown fabric) Bowl of water, towel Differentiation Strategies: Placed students hand near VOD to lesson motor requirements Put sensory objects close to the students eyes and moved them around to ensure attention, accommodate for the students visual impairment Data Analysis: Use of VOD: Trial 1: No response Trial 2: Touched VOD with physical prompt Trial 3: Touched VOD with verbal prompt Engagement: Throughout the readaloud, the student appeared very engaged. Effective strategies: sensory objects, surprise element Ineffective strategies: VOD Reflection: The student responded well to the story as a whole, all sensory objects, and the surprise element. She required a lot of prompting to touch the VOD, a skill my teacher had previously told me she could carry out independently. I had thought that maybe the sensory objects distracted from the task (pressing the VOD), and my teacher told me afterwards that my placement of the VOD may have made it more difficult for the student to see it and press it. She recommended placing all lesson materials in one location to make it easier for this student to attend to instruction. I agree with her recommendation. However, the lesson was enjoyable because the student was engaged with lesson materials.

Data Sheet Use of VOD: Trial 1 __ Touched switch with no prompting __ Touched switch with verbal prompt __ Required physical prompt or did not touch switch Trial 2 __ Touched switch with no prompting __ Touched switch with verbal prompt __ Required physical prompt or did not touch switch Trial 3 __ Touched switch with no prompting __ Touched switch with verbal prompt __ Required physical prompt or did not touch switch Engagement: Throughout the read-aloud, the student appeared __ very engaged __ somewhat engaged __ not engaged Effective strategies: Ineffective strategies: