PRACTICUM LESSON PLAN

DATE/SESSION: 4/30/14 Session 8 PSU STUDENT: Bethany Michels

STRAND: READING

BOX SUB HEADING: Fluency
STANDARD: RF.1.4 Read with sufficient accuracy and fluency to support
comprehension. (running record)
BOX SUB HEADING: Phonics and Word Recognition
STANDARD: RF.1.3 Know and apply grade-level phonics and word analysis
skills in decoding words. ( phonics activity for poem)

STRAND: WRITING
BOX SUB HEADING: Research to Build and Present Knowledge
STANDARD: W.1.8 With guidance and support from adults, recall
information from experiences or gather information from provided sources
to answer a question. (guided reading day 2)


OBJECTIVES AND EVALUATION OF OBJECTIVES:

The student will read a guided reading book, Itchy, Itchy Chicken Pox,
with appropriate accuracy ( 90-94%), fluency( at least level 1), and
comprehension ( at least satisfactory) (running record)
The student will answer a question from the story, Itchy, Itchy Chicken Pox
at least having two details in the written response. (guided reading day 2)
The student will identify initial sounds in poem, Autumn Leaves, with
identifying at least 3 out of 4 correct. ( phonics activity for poem)


MATERIALS:

Teacher:
Community Guidelines
Sharing Learning Goals
Running record sheet
Bingo board
Bingo words- short A and long A
Dry erase marker
Autumn Leaves poem
Pirate Talk game

Student:
Itchy, Itchy Chicken Pox
Bingo board
Bingo words- short A and long A
Dry erase marker
Autumn Leaves poem
Writing About Reading Book
Pirate Talk game


THE PLAN:

Reviewing Community Guidelines

Remind the student these guidelines were created together. I will have
the student read these aloud to me.

Sharing Learning Goals

These will be discussed with the student. See attached document named
shared learning goals 8.

Anticipatory Set

Do you remember what the boy had on his body? What did he put on his
body to help with the itching? What was your favorite part in the story?

Guided Reading Day 2 all components with book three

1. Running Record
a. Title and Level: Itchy, Itchy Chicken Pox- Level F
b. Student: Rydrr

2. Writing about Reading


3. Writing Prompt

Last week we read the book Itchy, Itchy Chicken Pox. This boy had
started developing bumps on his body. He discovered they were chicken
pox. Do you remember if he got rid of them or not?
Today I want you to pretend you are this boy with chicken pox. What
would you do to keep your mind of off itching? You can be creative.
Student orally forms response for teacher prior to writing.


Charted Poem

Introducing the poem:
Ill have the students look at the illustrations to see if they can determine
the topic of the poem.
Ask the students what season has leaves? Ask the students if they ever
jumped in a pile of leaves?
After they determine what the topic of the poem is then read the title
(Autumn Leaves) and the author (Aileen Fisher).
Define the vocabulary term flutters which means to wave, flop, or toss
about.
Reading the poem:
First the poem will be teacher read two times. Then the poem will be read
by choral reading with the student and myself.
Comprehension questions:
Whats the nicest bed the author, Aileen, knows?
Why does she like to do when lying in a bed of leaves?
What else could you do with leaves?
Do you think leaves sink or float in water?

Phonics:
Have students find initial sounds (N, S, B, and I) in poem.
For example, N (nicest and noisy), S ( soft, snow, smelling), B ( bed and
by), and I ( isnt and in). They need to write these down on a piece of
paper then it will be discussed as a class.

Extra Activity:

My student will play a game with me called, Pirate Talk: Receptive and
Expressive Language. The objective of the game is for players to collect gold
coins. Ill ask the student receptive or expressive questions depending on whats
appropriate for the student. The questions will be from different categories such
as school, people, home, or community. When I ask him a receptive question
hell learn about repetition, answering questions, and following directions. When
I ask him an expressive question hell learn about categorizing, inferencing,
describing, and social skills.

Spelling Game:

Let the student know we will play a bingo game together.

1. Play against at least one other person
2. Each person gets a game board and a dry erase marker
3. Each person draws one at a time from the stack of cards; pattern/sound
of these cards consist of short a, ai, and a-e
4. Once a person draws from the stack of cards call out the pattern/sound
aloud
5. Once the word is called out find the pattern/sound on the game board
and color in the square
6. Play until someone has 3 boxes colored in a row either horizontally,
vertically, or diagonal; demonstrate these directions on the game board
to the student if necessary
7. When someone has three in a row they need to say bingo aloud and
this person is the winner
8. Either continue this game or start a new game
For example, I call out the word cake. Then I would color in a box on my game
board that had a-e.

CLOSURE:

Compare and contrast the Angry Birds and Friends Bingo to Pirate Talk:
Receptive and Expressive Language Game.