PRACTICUM LESSON PLAN 2

DATE/SESSION: 3/9/17 PSU STUDENT: Shelby Meinert

This plan should include the following items:

Share the Learning Goals with your students AND Review
Practicum Rules,
Reading Assessment (Individual assessment),
o Extra activity for other student while you are testing (iPad
games, storylineonline.net, dot-to-dot color sheets, etc.)
Spelling Assessment (Group assessment),
All About Me project (students continue to work on their
project; complete 1 choice section and favorite books
section),
Extra activity Get To Know You Game if it wasnt
implemented; Last section of All About Me Project

Share Learning Goals AND Review Practicum Rules:

Review Practicum rules [Communicate ideas, be friendly, Listen
to each other when talking (listening ears, bubble in mouth,
and watchful eyes), and to be respectful]
Read story, tell me about it, and write about it
Write words down as I tell them to you
All about me project (Favorite outside activity, what do you
want to try, and where do you want to travel)

Objective/Evaluation/Common Core Standard: (Reading

Assessment)
The student will read a Benchmark Assessment book with
appropriate accuracy (90-94%), fluency (at least level 1),
comprehension (at least Satisfactory), and a written response (at
least level 2) on a level G or better.

Strand: Reading: Foundational Skills

Box Sub Heading: Fluency
Standard: R.F.1.4 Read with sufficient accuracy and fluency to
support comprehension.
Strand: Reading: Literature
Box Sub Heading: Key Ideas and Details
Standard: R.L.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or lesson.

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.

Materials:
Benchmark Assessment book
Benchmark Assessment scoring form
Benchmark Assessment instructional page
2 pencils
Lined paper
Recorder

The Plan:
Introduce the Lesson:
You are going to read a story to me today, you will then tell me
about the story and then write about the story.

Instruction:
The story I will have you read today is Best Friends by Catherine Tess.
In this story, two girls tell all the things they like to do together. Read
to find out what they like to do. Point under each word as you read.
After the student orally reads the story, code his reading behavior on
the Benchmark Recording Form. Then I will score the students
fluency as well, although it says fluency is not scored on levels A or B.
Then I will give the comprehension prompt. I will have a conversation
with the student about the text. I will use the prompts as needed and
record as much as possible of what the student discusses with me.
After the comprehension prompt, I will then give the student the
Writing About Reading prompt. I will allow the student time to
complete the prompt. As the student is doing the writing prompt, I
will score the comprehension section and determine the Total score
for comprehension.
Assessment/Evaluation:
Review the Benchmark Assessment Scoring form and calculate the
accuracy, fluency, comprehension, and the written response. After
the student orally reads the story, code his reading behavior on the
Benchmark Recording Form. Then I will score the students fluency as
well, although it says fluency is not scored on levels A or B.

Objective/Evaluation/Common Core Standard: (Spelling

Assessment)
The student will correctly spell words from the Primary Spelling
Inventory scoring at least at the Late Letter Name-Alphabetic Stage.

Strand: Language
Box Sub Heading: Conventions of Standard English
Standard: L.1.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling with
writing
L.1.2e Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.

Materials:
Primary Spelling Inventory directions and list of words (on back)
Pencils
Lined numbered paper

The Plan:
Introduce the Lesson:
Give student a piece of lined paper and a pencil. Have student
write their name at the top of their paper.
I am going to ask you to spell some words. You have not studied
these words and will not be graded on them. Some of the words
may be easy and others may be difficult. Do the best you can. Your
work will help me understand how you are learning to read and write
and how I can help you.

Instruction: Begin the assessment by calling out each word on the list.
Be sure to pronounce each word naturally without drawing out the
sounds. You may give the sentence provided if you believe it will
help the students. Repeat the word as many times as needed. Give
the first 15 words on the list (at least). If the student missed 5 words in
a row prior to word 15, then the assessment is finished. If the student
did not miss 5 words in a row prior to word 15, continue to give the
assessment until they do miss 5 words in a row.

Assessment/Evaluation: Analyze the assessment by using the Words

Their Way Primary Spelling Inventory Feature Guide (follow the steps
on the words Their Way Primary Spelling Assessment sheet). To
analyze the spelling assessment first mark the incorrect words wrong
and write the correct word beside it. Count the number of words
correct and write that number at the top of the students paper.
Then use the power score table to help you estimate the childs
developmental stage of spelling and write it at the top of the childs
spelling test. Using the Words Their Way Spelling Inventory Feature
Guide, complete the top line of student/teacher information. One
the Feature guide, draw a line under the last word used if you called
out fewer than the total number of words and adjust the points
possible in each column. Then score each word by the features
spelled correctly that are located in the same row as the word. Then
count the number of checks in that row and place the total number
in the Feature Points column. If the word was spelled correct then
place a point in the Words Spelled Correctly column, if spelled
incorrect place a zero there. The complete the table and put the
information required at the top of the page.

Objective/Evaluation/Common Core Standard: (All About Me)

The student will create an All About Me poster that includes 5 labels
with pictures of their favorite items, 3 labels and pictures of their
favorite books, and 3 sentences about given topics with pictures to
match.

Materials:
Student All About Me Template
Paper for writing and Picture drawing
Pencils, Crayons, Colored pencils
Personal All About Me Project

The Plan:
Anticipatory Set: I am going to introduce myself by using this
poster I have made. You will also be making a poster like mine
but we have to do them each a section at a time.
 Introduce the Lesson: Introduce myself by using my personal All
About Me poster. My name is Ms. Meinert. I am studying to
become a teacher. You will help me with becoming a teacher
by letting me know all of your knowledge. Here is my All About
Me poster. Lets talk about each of the sections on my poster.
Proceed to talk about the different sections.

Instruction:
Teaching the Lesson: Talk about myself using my Personal All
About Me Poster
Check for Understanding: After going over my poster, are they
creating their own poster a section at a time and using their
own ideas.
Guided Practice and/or Independent Practice: I will guide the
process of them creating their own poster. Start with one
section and once they finish that one then move on to the
next.
Closure: Look at my poster, and look at his/her poster to see if
we have any similarities.

Assessment/Evaluation: Did they use their own ideas to create their

poster? Did they have 5 of the favorite items with labels, 3 of their
favorite books, and 3 given topics with sentences and pictures to
match? The student should have finished 2 sections and we will see if
any of our items in that section match and if not I will have him tell
me about that particular item.