Recorded Lesson for 11/7/15- Kelley Wier

https://mediaspace.msu.edu/media/1_228g8kh7
Subject: Writing
Statement of
Objective:
Materials:

Opening:

Presentation:

Guided Practice:

Individual practice:

Closing:

Assessment:

Identifying Writing Patterns: Brown Bear, Brown Bear

Activity: Minilesson and Conferencing
Setting: K general educ. classroom Number of students: 19
Students will be able to recognize a pattern in writing and replicate a familiar
Accommodations:
pattern in their own work.
Brown Bear, Brown Bear
Pocket chart
Writing prompt cards I see a looking at me
Picture cards for each animal- brown bear, blue horse, purple cat, etc.
Prompted writing sheets- see below (1 per student)
We have been learning so much about writing about the small moments
in our lives. We have learned how to plan an idea and put it on paper in
pictures in words. We have gained many different skills for adding
details to our stories.
Today, I am going to teach you that writers can follow a pattern in their
writing. We can still include details and zoom in on our small moment
stories. We can do this while also using a pattern in our writing. Be
detectives and see if you can figure out the pattern in this story.
Read Aloud and Discussion
Give me a secret smile if you know this story. Follow along if you know
this story or catch on to the pattern.
What did you notice? Was it easy to catch on to this story? When did
you catch on to the pattern?
What is the pattern?
How does the writer show the pattern? How does the writer use pictures
and details in the pattern?
Writers can use patterns in their writing to help us get a clear picture of
what their story is about. It can help them to zoom in on an important
part and make the story easy for readers to understand. Using a pattern
in our writing can be very powerful. Using a pattern is an interesting
way to change up your writing
Practice the pattern (cards on pocket chart)
Lets practice this pattern. You are going to be readers.
Call students up to use pointer and read phrases from the story using
picture card. I see a purple cat looking at me I see a blue horse
looking at me
We do:
Call students up to use pointer and read the pattern while inserting their
own idea.
Ask students, what do you see?
I see a pink pig looking at me. (student response)
Call up a number of students to complete the pattern.
Ask, is it easy or difficult to use this pattern? How could you use a
pattern like this in your own writing? Today we are going to use this
pattern to make our own classroom book!
You do:
Students complete writing page
Show the page that I made and read it aloud- Ms. Wier, Ms. Wier, What
do you see? I see a pink hermit crab looking at me.
We will put it together to make a class book!
Plan out your idea in your head. Show me you are ready to work by
giving me a thumbs up. Tiptoe to your seat and get started.
Monitor and assist as necessary.
Congratulate students on recognizing a pattern in writing and replicating
that pattern to make our own book.
Share a particularly fantastic student example
Writing page

Probe student thinkinghow did you know that

this is what the words
said? How do you
know what comes
next? How does the
pattern help you read
this?

Help students use

pointer and read as
necessary

Give students prompts

for writing wordssome will be able to
write whole words,
others focus on
beginning/ending
sounds.

________________________, ________________________,

What do you see?

I see a ____________________________,
looking at me.

Reflection of Self Awareness Video

Name: Kelley Wier
Description of what went well within the lesson:
High levels of engagement- not much off-task behavior, few instances of students needing redirection
Lots of student responses, lots of voices heard
Motivating activity- making class book
Targets basic reading and writing skills
Writing activity that lends itself to differentiation. Lots of different levels of writers in our classroom.
Every student was able to complete the activity to the best of their ability. Different writing tasks for
each student- some can write words independently, some focusing on stretching CVC words, some
focusing on hearing and writing beginning and/or ending sounds, some focusing on writing their name.
During workshop time I was able to challenge and assist each student based on his or her abilities.
Description of what you would change and how:
More variations in student work- turn and talk, small group, partner work, etc. Not everyone had a
chance to share- come up with a way for every student to feel like his or her voice was heard.
More probing questions- why do you think the author chose this pattern? Why did you choose to fill in
the pattern this way? Etc.
Better conclusion, asking the why question. Why is this important? Why are we learning about using
patterns in writing? How can you use this?
Description of what you understand or have learned about yourself:
Go with the flow, you never know whats going to happen or where the lesson will go
You dont notice everything that is going on in the classroom. I heard lots of different comments and
saw many different things from watching the video that I did not notice while teaching the lesson.
Teachers have to act in the moment and make split second decisions. Its fun to watch a video and think
about how you could do this lesson even better next time.