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Summary of the Literacy Center Students will work independently in a literacy center about the story The Puddle, which will assess their comprehension skills. B. Student Population Grade level 1st Grade Skill level All levels: below-level, on-level, advanced-level and ELL-level. Grouping Independent C. Materials Scissors Glue Pencils Crayons Activity sheets Full copy of story. Teacher Ed. pages 153I-155B, Teacher Ed. pages 126-147. D. Photographs

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I &S30

Submitted By: Cassandra Silva CCSS: RL.1.2

E.

ObjectivesCommon Core State Standard RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Learning Targets

Knowledge Targets: -Students must retell a story, including key details.

F. Procedure Students will work individually and rotate through the different centers. This specific center will assess the ability of the student to comprehend key details in a story. Dependent on the students level, they will choose the activity coded for them. Each level is described below by color. Red (English Language Learners) 1. Remove activity sheet from folder. Review the pictures at the top and review the sentences at the bottom. 2. Cut out the sentences. 3. Paste them in an order that retells what happens at the beginning, middle, and at the end of the story. Purple (Below Level) 1. Remove sentence strips from folder. 2. Place all sentence strips in front of you and carefully review all sentences. 3. Rearrange the strips to show what happened in The Puddle.

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I &S30

Submitted By: Cassandra Silva CCSS: RL.1.2

4. Write the complete sentences out on a separate piece of writing paper. Orange (On Level) 1. Place all sentence strips in front of you and review them carefully. 2. Decide which part of the sentences comes first and which part comes second. 3. Put the sentences in separate piles (first part, second part). 4. Match sentences together and rearrange the strips to show what happened in The Puddle. 5. Write out the complete sentences on a separate piece of writing paper. Green (Advanced Level) 1. Recall the characters and the plot of the story. 2. Think of another animal that could come to the puddle. 3. Draw a picture of that animal. 4. On a separate piece of writing paper, write at least 4 complete sentences about the animal and what it might do at the puddle.

G. Assessment How will you know they got it? The students will be able to successfully complete the designated activity at the center. Is there an assessment rubric? There is no real assessment rubric. Students will be graded based on their ability to correctly complete the assigned activity. How does the assessment measure student mastery of the lesson objectives? The students ability to put the story in sequential order will show that they have the mastery of beginning, middle, end and the ability to retell stories with key details. H. Reflection 1. What skills do students need in order to be successful with this center? In order to be successful in this center, students must know that a story is made up of a series of events. They must also know what it means to rearrange. 2. How will students be held accountable for completing this center? Students will have to complete the activities in the center. 3. How can you follow up or extend this lesson?

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I &S30

Submitted By: Cassandra Silva CCSS: RL.1.2

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To follow up, I could create large sentence strips and call on students to come to the front of the room and display each strip. As a class, we can read the strips aloud and put them in the correct order to retell the story. What can you do for students who dont grasp the concepts? For the students that dont grasp the concepts, I could spend one on one time with them. That gives me the ability to assess them and see where they need further assistance. Where do you anticipate having problems with this center? I could see on level students having difficulty completing their activity. Im just not sure if they will understand the directions given. The best way to avoid any confusion is by demonstrating to them what they should do. That is if they dont understand the directions on their own. How can this center be changed to work with other stories? You could simply change the center to correlate with any story. When you were developing this center, what was the most difficult part for you? The hardest part for me was finding the right time to work on the center together. I have two jobs; Darcy has a job and children. It was tough but we pulled through by communicating A LOT through text messages and emails.