Try-it Outs

Julia Sansom
Childrens Literature/ Fall 2015

Chapter One: Highly Effective Teacher (1)

Chapter Reflection
Chapter One of Teaching Children to Read: The Teacher Makes
the Difference highlights the vast importance of instructing
young learners effectively in their reading education. This
chapter showcased that the skill of reading is critical to many
task students will encounter in their lives. I have come to
realize that it is critically important to start strong with prereaders on their phonemic awareness and phonics instruction,
in order to lay a buildable foundation for the rest of their
reading instruction. It is imperative that students receive the
proper priming on the basic fundamentals of reading in order
to be successful in the long run. This chapter points out that
the highly effective teacher is very aware of the severity of
reading instruction and works to create a learning
environment that is submerged in literacy. The text states that
the primary ingredient for a childs reading success is a
dynamic teacher. I have witnessed this first hand in the
classrooms I have had the opportunity to serve in. It is crucial
for the teacher to be able to reach all learners, even if they are
on varying levels. When the classroom teacher is firmly
planted on the seven main pillars of effective reading
instruction which are: teacher knowledge, classroom
assessment, evidence-based teaching practices, response to
intervention (RTI), motivation and engagement, technology
and New Literacies, and family and community connections,
the teacher is able to impact his or her students in a way that
creates proficient readers. Along with most aspects of
education, reading instruction is a balance. Students need a
combination of ways to be assessed, learn, and practice their
reading skills. The effective teacher gives his or her students
this opportunity. The teacher that I serve with continually say
that young students need exposure to different learner
experiences in order to grown their schema, and they need
multiple ways of learning and practicing. If teachers use
effective practices to teach their learners, students have an
increased chance of becoming proficient readers. I have

discussed many times with my cooperating teacher on how to

be effective in the classroom. My teacher suggests that
teachers should hold high standards for students, set clear
goals for each student, be persistent in working with students
and looking for opportunities to meet their learning needs. I
believe all of these practices are applicable to the reading
classroom. Students need teachers to confidently lead them in
effective reading practices in order for them to grow and
flourish as readers.

1.

Description of what you did

Classroom diagram that promotes literacy
I specifically choose to create a diagram of a classroom set-up that is
conducive to a literacy rich classroom, in order to gain experience
arranging a class. I included: collaborative tables, a reading corner,
small group table, project-based learning area (student table), multiple
areas for independent reading (sofa and beanbags), a learning rug, and
a technology center in order to endorse a literacy rich classroom
environment through the setup of the class.

What you would do again?

I believe one of the most effective regions of the classroom is the
reading corner that is located in the back right section of the layout. I
appreciate this area because this is where I envision students making
reading and literacy their own. They are access to many books that
would be organized in the three bookshelves. They have several
comfortable places to sit and read on the beanbags and the couch.
This area is set-aside for students to independently discover their love

for reading. When students own their reading education they flourish
as readers and learners.
What you would change?
I have a difficult time deciding what to place on the left hand side of
the classroom. There wasnt enough space to put more storage or
another student table so I ended up just placing some bean bags there
in case students would want to spread out from the reading corner
when reading independently. In reality I would hope to make better use
of this space for the students literacy needs.
How your students responded or performed?
I hope students literacy would be enriched from this class set-up. In
every opportunity I could find I tried to implement an arrangement that
would encourage collaboration, room for reading materials, space to
learn from the teachers instruction, and an area to put that instruction
into practice and own their love for reading!

Chapter Five: Fluency (4)

Chapter Reflection
Reading fluency is when students read in an accurate,
effortless, automatic, expressive, and smooth manner in which
they correctly comprehend the text they are reading. When
students are fluent readers they are proficient in their reading
skills. Reading fluency is crucial to all readers because it
ensures that students will read in such a way that allows them
to focus on the meaning of the text. When students read
laboriously they are often so distracted by the energy they are
dedicating to decoding and sporadic pacing that they are not
able to accurately comprehend the words they are reading. As
I read and learn more about fluency, I realize there is a
magnitude of ways to grow students fluency skills. Readers
theatre, repeated readings, choral reading, read alouds, and
the neurological impress method are just a few of the best
practices to utilize when teaching fluency.
I cant help but think back to my days or learning to read.
I struggled greatly with my comprehension skills from second
to fourth grade. I believe the main reason for this was my lack
of fluency skills. I was not an accurate automatic reader, which

caused me to struggle with my understanding of the words I

was reading. I received intervention for fluency and decoding
skills and by the end of my fourth grade year a soared as a
reader. This experience drove home the fact that fluency
greatly impacts the overall reader. The text states that the
goal of fluency instruction is to create successful readers,
which showcases the vast need for strong fluency instruction
in the classroom.

1.

Description of what you did

Lead a small group in choral reading to practice fluency
I conducted a choral reading with my morning intervention group with
The Magic School Bus Inside the Earth book. As a group of four readers,
we read aloud together to practice the fourth grades prosody and
expression.
What you would do again?
In order for me to be able to hear my students reading, I began each
paragraph by reading louder and then progressively letting my voice
get softer. I think this was helpful for my students because it gave
them more confidence to start out at a good tone and then gave me a
chance to gage their reading fluency level because I was able to hear
them more clearly.
What you would change?
Next time I would implement an action that students are assigned to
do during the choral reading. I think getting them involved
kinesthetically would have been very engaging for them.
How your students responded or performed?
They did fairly well with the choral reading fluency exercise. I had one
student in my morning intervention pod that was very reluctant to read
along with us. But when she did read along she read very fluently. My
observation is that she may have been disinterested in the book rather
than unable to read it.

2.
Description of what you did
Work with students in the library to select books

I went along with my class to their library time and helped them select
books to bring
What you would do again?
I felt that going with my students to select books to bring home helped
me learn more about their interest and personalities. They conserved
with me about what interested them and what they want to learn more
about. I thought this was a huge benefit of this experience.
What you would change?
I wish that we had more time to explore the library together and look
at more book options. Sadly out time was rushed and limited. I would
have loved to be able to help students look at the different book
sections and learn more about the library.
How your students responded or performed?
The students love library time because it is a special experience for
them to get to pick out books. I think this is very important because
they are starting now to grow their love for reading and literacy.

3.
Description of what you did
Make a collection of readers theatre scripts from online resources
I love how readers theatre adds an element of creativity and variety to
fluency instruction. I wanted to build up a portfolio of readers theatre
scripts to use with students. These scripts can serve as great resources
that get students interacting in class read-alouds and hopefully as a
result make them excited about reading!
What you would do again?
I pulled my scripts from an online resource called thebestclass.org. I
looked around at other websites but I loved how accessible and
relevant the script options were. I definitely would use this resource
time and time again because it is frequently updated and convenient
to use.
What you would change?
When researching different scripts to use for readers theatre, I wish
that more websites were more users friendly to download scripts from.
Many websites require the users to sign up or download specific
programs in order to be able to have access to the scripts. I would like
to see more websites be as user friendly as thebestclass.org.
How your students responded or performed?
Hopefully students would benefit from these readers theatres.
Readers theatre is an excellent strategy to use with students because
it engages them and help them focus on their expression, automaticity,
and prosody.

Angeline Ice Skates

http://www.thebestclass.org/uploads/5/6/2/4/56249715/angelin

a_ice_skates.pdf

Green Eggs and Ham

http://www.thebestclass.org/uploads/5/6/2/4/56249715/green_e
ggs_and_ha1.pdf

Rhymes Ruined
http://www.thebestclass.org/uploads/5/6/2/4/56249715/rhymes
ruined.pdf

If You Take A Mouse To School

http://www.thebestclass.org/uploads/5/6/2/4/56249715/if_you_t
ake_a_mouse_to_school.pdf

One Fish, Two Fish, Red Fish, Blue Fish

http://www.thebestclass.org/uploads/5/6/2/4/56249715/one_fish
_two_fish_red_fish_blue_fish.pdf

A Very Hungry Caterpillar

http://www.thebestclass.org/uploads/5/6/2/4/56249715/veryhun
grycaterpillar.pdf

Is Your Mamma A Llama

Is Your Mama a Llama?

Written by Deborah Guarino

Illustrated by Steven Kellogg

Adapted by Carrie Panzella
Character

Student playing the character

Narrator 1
Lloyd (Llama)
Dave (Bat)
Fred (Swan)
Jane (Cow)
Clyde (Seal)
Rhonda
(Kangaroo)
Llyn (Llama)
Narrator 2
Readers Instructions:
All characters line up in order.
The pictures of each animal should be facing each reader
until Lloyd names what kind of animal it is.
After the animal is revealed, Lloyd moves down the line to
the next character.
Have fun!

Readers Script:
Narrator 1

One day Lloyd wondered

Lloyd

Is your mama a llama?

(Llama 1)

Dave
(Bat)

No she is not. She hangs by her feet, and she

lives in a cave. I do not believe thats how llamas
behave.

Lloyd

Oh. You are right about that. I think that your

mama sounds more like aBat!
(Move to next character)

Fred
(Swan)

Lloyd

Is your mama a llama?

No she is not. She has a long neck and white
feathers and wings. I dont think a llama has all
of those things.
Oh. You dont need to go on. I think that your
mama must be aSwan!
(Move to next character)

Jane
(Cow)

Lloyd

Is your mama a llama?

No she is not. She grazes on grass, and she likes
to say, Moo! I dont think that is what a llama
would do.
Oh. I understand, now. I think that your mama
must be aCow!
(Move to next character)

Is your mama a llama?

Clyde
(Seal)

No she is not. Shes got flippers and whiskers

and eats fish all day. I do not think llamas act
quite that way.

Lloyd

Oh. Im beginning to feel that your mama must

really be aSeal!
(Move to next character)

Rhonda
(Kangaroo)

Lloyd

Is your mama a llama?

No she is not. Shes got big hind legs and a
pocket for me, so I dont think a llama is what she
could be.
Oh. That is certainly true. I think that your
mamas aKangaroo!
(Move to next character)

(Said with a
grin)

Is your mama a llama?

Oh Lloyd, dont be silly! My mama has big ears,
long lashes, and fur, and you of all people should
know about her! Our mamas belong to the same
herd, and youknow all about llamas cause you
are one, too!

Lloyd

Yes you are right. My mamas aLlama!

Narrator 2

And this is the end.

Llyn
(Llama 2)

Take a bow!

The Runaway Snowman

http://www.thebestclass.org/uploads/5/6/2/4/56249715/the_runaway_s
nowman.pdf

TV Repair Person

Magic Carpet Ride

4.
Description of what you did
Using non-linguistic representations to teach and communicate
new words to students
I use pictures and objects constantly to help grow my students
vocabulary. I believe this is a very effective way to grow young learners
vocabulary. I am always pointing to pictures and objects during read
alouds and conversations with students. Due to the effectiveness of
using non-linguistic representations with my students I have used
many visuals in each lesson I have taught and many other activities I
have done with my preschool students. I am constantly using pictures
around the classroom, in books, objects, and stuffed animals to
communicate words to my students. Using their vocabulary to describe
something is a very challenging for the preschoolers I serve with so I
have found that using the as many non-linguistic representations as
possible is extremely effective for them. Using visuals is a key to
communicating and teaching pre-reading students. I believe this
technique helps grow their schema because they are able to connect a
picture to a specific word. Pictures are concrete and easy to remember
for students and therefore are an effective way to teach across all
content areas.
What you would do again?
The first lesson I taught I used pictures and flashcards to grow my
students knowledge about words and letters. The next lesson I taught
I used actual objects as a visual for my students and I think that really
helped them comprehend the words better. I think if possible it is a
great experience for children to be able to see the new word they are
learning in real life. I feel that they benefited greatly from being able to
see and touch the objects, and I was able to refer back to them
throughout the lesson.
What you would change?
For the first lesson I taught I wish I used actual objects instead of
pictures as visuals. I think it is important for young learners to have
hands on experiences. I believe that this allows them to understand
the vocabulary words on a deeper level.
How your students responded or performed?
My students respond very well to the visualization technique. I felt that
all of my students benefited from having these picture representations
Pictures and visuals help them communicate and understand. Several
of the students I work with have speech delays, and I feel that this
technique greatly benefits their vocabulary.
Example of the picture flashcards I made for my first lesson

Example from my second lesson

Ball

Watch

Box

Whale

Book

Bat

Chapter Six: Vocabulary (4)

Chapter Reflection
Teaching Children to Read: The Teacher Makes the
Difference states that vocabulary is the glue that holds the
stories, ideas, and content together making comprehension a
reality for children. Vocabulary instruction is vital to literacy
education because even if students can read a word, if they do
not understand its meaning they will be hindered from
comprehending fully. The text points out that vocabulary can
be built through language interactions. Oral language is a
crucial piece to vocabulary instruction. Through my time
working with young children it always becomes very apparent
in the first few minutes speaking with a child, if they have
been able to develop through language and vocabulary
through being exposed to different words and how to use
words correctly in conversation. Many times children are
extremely absorbent of the words they here and are able to
put them into use when guided properly. Children that
conserve with siblings, teachers, parents, and peers are
exposed to so many words, that they are able to add many new
words to their vocabulary. This is a necessary piece to
vocabulary instruction. It is also important to create
experiences for students to be able to connect with the new
words they are learning. I picture these experiences as the
connecting piece between a new term and a students accurate
use of a vocabulary word. It brings students understand
together and helps cement their understanding of words.
There are many ways to instruct students on their
vocabulary, some of the very best practices are using: Frayer
models, semantic mapping, the visualization technique, nonlinguistic representations, and maintaining an up to date word
wall in the classroom.

1.
Description of what you did
Vocabulary Lesson

I wrote a vocabulary lesson that was geared towards 2nd grade

students. The lesson was focused on context clues and students
learning how to use two main strategies (using pictures provided in the
story and background knowledge) to find discover the meaning of
unknown words.
What you would do again?
I picked this particular standard to write a lesson on because I believe
it is very important for students to be proficient in utilizing context
clues. Using context clues to discover the meaning of unknown words
are a skill that students will use for a lifetime when reading. I was very
glad that I found a book that was the perfect resource for learning
context clues. The book is called Baloney (Henry P) and is about a
young alien student that uses his own alien words throughout the
book. I used the book as a way to model and allow students to practice
using pictures and their prior knowledge to discover the meaning of
the alien vocabulary. I think if this lesson were taught in the classroom
students would be very engaged and interested in working on their
context clues skills because it is a very unusual and interesting book.
What you would change?
For this lesson I had a difficult time finding an assessment to use for
students. I ended up finding an activity to use that used made up
words embedded in a passage to prompt students to use context clues
to find the meaning of the words. I think this assessment was a fair test
of what they learned, but if I had the chance I would possibly revise the
lesson to have a more concrete assessment.
How your students responded or performed?
I did not teach this lesson to students, but if I did I hope that they
would effectively understand how to use pictures and prior knowledge
to find the meaning of unknown words.
Example of the lesson
Design for Learning
Instructor: Ms. Sansom
Grade Level: Second Grade
Estimated Time: 50 minutes
Lesson Title: Henry P Baloney Context Clues
Curriculum Area: Literacy
Standards Connection:
38.) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]
a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]
Learning Objective(s):
When students are given a handout with two passages, students will use context clues to correctly describe
the meaning of the highlighted words.
Learning Objective(s) stated in kid-friendly language:
Boy and girls, today you are going to learn how to find the meaning of words you do not know by looking
at the pictures provided and using knowledge you already have! You will be able to read two passages with
made up words and use context clues to discover the meaning of the words.
Evaluation of Learning Objective(s):

After the teacher has modeled for the students how to accurately use context clues, and allowed students
time to practice. Students will complete a handout with two passages with an embedded unknown word.
Students that are proficient will answer all of the questions with complete accuracy and will be considered
green. Students that complete one out of two questions accurately will be considered yellow. Students that
complete neither of the questions of the correctly will be considered red.
Engagement:
The teacher will engage students by asking prompting questions to active students prior knowledge. Then
the teacher will play a Youtube video (see resources) about context clues. Then the teacher will read the
storybook Baloney (Henry P) by Jon Scieszka and Lane Smith, and model using context clues.
Boys and girls, it is time for us to start literacy time today. I need you all to clean
your desk area and I will be walking around checking to see what table group is
ready to move to the learning carpet. Table Two, you may push in your chairs and
quietly go find your spot on the learning rug. Table One, you may join group Two!
Great listening everyone! Table Three you may push in your chairs and come join our
friends on the learning rug. Today boys and girls, we are going to continue learning
about context clues. Can anyone remind me what we said about context clues
yesterday? What did we say they are most useful for? Student A? You are exactly
right! Student A said that we use context clues to help use understand big words that
we may not know! Context clues are very important to use while we read. Excellent
Student A! We are going to watch a video on the Promethean board that tells us a
little more about why context clues are so important! Teacher plays Context Clues Song
(See Resources). Alright everyone, that was a great video! Student B can you tell me
what the video said the teacher told the student to do when they were stuck on a
word they didnt know? Amazing job, Student B! The teacher told the student that
was stuck on a word to keep on reading the rest of the words. Student C, why would
the teacher tell the student to keep on reading? Why wouldnt the teacher just tell
the student the meaning of the word? Oh, you think the teacher wants her students
to use context clues to figure out the meaning of the word? Hm.. great ideas!
Student D, what do you think? Do you think the teacher told the student to read the
rest of the story so the student would use context clues? Student D agrees! Great
thinking! I agree too! I think the teacher told her student to keep reading because
she knew that the student may understand the word. Awesome thinking friends! We
are now going to practice finding context clues in one of my all time favorite books,
Baloney (Henry P). Teacher holds up the book from the students to see. By just looking at the
cover on this book, what do you INFER this book is about? Student B do you have any
ideas of what this book is about? Great
observation! We are going to use our inferring skill as we read this story. Do you
remember that Ms. Sansom said that inferring is a lot like being a detective? We
make a guess about something based on clues the text gives us. Student B said that
he thinks this book is about Aliens because there is a big green alien on the cover!
Student B, you are right! The alien on the front is Baloney! He uses alien language
and our job is to be word detectives and try to figure out what his alien words mean.
Does anyone have an idea of how we are going to figure out Baloneys alien words?
Student C? Oh, maybe by looking at the pictures in the book! You are correct!
Anymore ideas? Great thinking Student D! We can keep reading the rest of the words
and see if they explain the unknown word! Awesome! Now listen up carefully friends!
I need your eyes looking at me and your listening ears turned up extra loud. I am
going to have Student A pass out a clipboard to each of our friends. Then I am going
to have Student B pass out at pencil to everyone. Then I am going to have student C
pass out one of each of these papers to everyone! The paper with title Baloney Vocab
is the one you need to look at first. We are going to fill out this handout BEFORE we
read the story. The other paper you will be getting has a list of Baloneys silly alien
words, and then a space out to the side where you can write down what you think
the words may be about. You will fill this one out WHILE we read. Students distribute the
materials. Once you have gotten your handout, you may begin reading the passage

and filling in the words you think go in the blanks. There are no right or wrong
answers, so just try your best! You may begin! Great job friends! Now I want you to
find the handout with the long list of words from the story. As I read I want you to jot
down some ideas of what these words could mean. Alright I want you to hold your
pencil in the air nice and high! Write your name in the sky! Put your pencil to your paper
and get ready to listen listen listen! Teacher reads the story and student record their ideas
about the made up words. Great job listening students! Now I want you to pair with
your carpet partner and tell them the guesses of the meaning of the words for three
of the words from the story. Ready! 1-2-3 pair and share! Teacher allows students to discuss
for two minutes. Alright friends, face the front and put and bubble in your mouth! Can I
have a few people share out on some of the ideas they had about one of Baloneys
silly words? Student A said that he thought the word zimulis means pencil? Great
thinking, how did you come up with that inference Student B? You looked at the
picture in the book and saw an pencil on Henry P Baloneys desk? What else made
you think a zimulis is a pencil? Oh... you think because you use a pencil so much at
school Henry P needed one too!? That is an AMAZING inference Student B! We are
revisit some of these silly words in just a bit, but first we are going to switch gears
and learn about the 2 main ways to use context clues to find the meaning of a word.
(Teacher transitions to teaching...)
Learning Design:
I. Teaching:
Teacher will teach students 2 of the 6 main strategies to use context clues to find the meaning of a word
(pictures, what you already know, examples, definitions, punctuation, synonyms and antonyms). For this
lesson the teacher will just focus on students using pictures and prior knowledge to find the meaning of
unknown words. The teacher will use an anchor chart to organize these strategies.
Boys and girls I want you to set you clipboard and pencil in front on you on the carpet
so we dont get distracted by them. We are going to come back to those words in just
a little bit. It is very important that you pay very close attention to what we are about
to learn. We all use context clues, even grown-ups use context clues, so it is very
important that we learn how to use context clues correctly. Thumbs up if you are
ready to learn more about context clues? Awesome friends! Right here I have a chart
for use that have six different ways that we figure out what words we dont know
mean. Lets read them together ready repeat after me... We use context clues
(students repeat) by looking at... (students repeat) the pictures in the book
(students repeat) using what you already know (students repeat). Great job second
graders! Lets think back to what Student B said about the word zilulus from the
book. Student B said that he look at the pictures in the book and saw that their was a
picture of an pencil, and Student B also said that he knew that he uses a pencil at
school. Student B used the pictures and prior knowledge as context
clues to figure out the meaning of the word zimulis. We are going to go back
through the book and work together to use pictures and things we already know as
context clues to figure out some of these words. Teacher turns on the document camera and
pulls down the projection screen. We are going to read the book again as a class be good
detectives and try to use pictures and what we know to figure out these words. You
may now pick up your clipboards are pencils. Lets look at the first page. We have
already discussed the word zililus so lets put a check mark by that one on our
handout! Lets look at the word deski. Baloney says I misplaced my trusty zilmus
but then... um... I found it on my deski. Lets use the pictures to figure out the word
deski. Student A, what do we see Baloneys pencil sitting on? Yes, Baloneys pencil
is sitting on a funny looking desk! Great observation! If the text readsI misplaced
my trusty ziumlis but then... um... I found it on my deski. We can infer that the
deski is a what... a desk! Great thinking! (Teacher transitions to practice...)
II. Opportunity for Practice:
Students will work in pairs using context clues to discover the meanings of three unknown words from
Baloney (Henry P).

Now I want you to work with your carpet buddy to figure out the word torakku. The
text says But... someone had put my deski in the torakku, then the torakku drove
me right to szkola. Turn and talk to your partner about what you think a torakku is.
Make sure you are looking at the pictures and thinking about what you already know
about getting to school. 1-2-3 pair and share! Teacher lets students discuss for one minute. Let
me hear some of your ideas. Student A and B said that they torakku looked like it
was moving in the picture which made them infer that it was a school bus. Great
thinking! Anyone else? Student D and C said that they knew that a lot of their friends
ride on a school bus to school which made them think that the torakku is a bus!
Great thinking friends! You are using the pictures in the book to help you figure out
what the silly alien words mean, and you are using what you already know! We are
going to practice two more words! Work with your partner to use context clues to
figure out szkola and razzo. The text reads The torakku drove me right to
szkola, but then it drove right past. I grabbed my zimulis and jumped out... but I
jumped right in the middle of the razzo launch pad. Turn and talk with your partners
about what you think the words szkola and razzo mean! 1-2-3 pair and share. Teacher
lets student discuss for two minutes. I need your attention class! I heard a lot of good ideas
going on. Could I pair share what you inferred szkola and razzo means? Student
A and B? Oh... great ideas! They think that a szkola means school and razzo
means rocket. I think those are great inferences. Can you give me some evidence to
back up your inference? Great job! Student A and B said the pictures helped them
make their inference. I love the way you all have been working together to use
context clues using the pictures and what you already know to figure out the alien
words. Now I am going to give you the opportunity to use context clues all on your
own! (Teacher transitions to assessment...)
III. Assessment
The teacher will give the students the context clues assessment where they have to use context clues
(illustrations and prior knowledge) to figure out the words blepice and margle. The teacher will have
two illustrations projected on the SMARTboard. (Rubric Attached)
Students it is now your turn to use the illustrations and things you already know to
figure out the words blepice and margle. I am passing out a handout to each of
you where you will have the read the passage at least two times and then use the
information you already have and the pictures I have projected on the SMARTboard
to figure out the two terms. The directions ask you to decide what you think the
words are by using your two context clues strategies and then explain why you think
so. I want each of you to work
very hard on your explanations and are making sure that you are giving me evidence
of your thinking. Please use complete sentences! Can someone raise your hand and
tell me in your own words what we are about to do? Great Student C! He said that
you are reading each paragraph two times, and using what you know and the
pictures to figure out the funny words. Great job! What do we call this? Thats right
class we are using context clues! You may begin working! (Teacher transitions to
closure...)
IV. Closure:
Teacher will have students complete an exit slip to close the lesson.
Student A, could you collect everyones worksheets and place them in the To Be
Graded bin on my desk? Thank you! Alright friends, can everyone make their way to
the learning carpet and we are going to review what we learned today! Student C,
could you please tell me what silly book we read today? Baloney! Great job! Student
A, what are the two context clues strategies that we learned how to use today? Yes,
using pictures and what we know! Tomorrow we are going to add to our context clues
strategies list and learn how to use examples and definitions to find the meaning of
unknown words. Teacher adds the strategies to the anchor chart. Great work today class in
literacy time!
Materials and Resources:

Context Clues Song https://www.youtube.com/watch?v=xMw0KcEZljE

Clipboards
Context Clues Strategies Anchor Chart (teaching)
Baloney (Henry P) the book
Pre-Reading activity

Baloney Vocab (Context Clues)

I misplaced my trusty ____________________. Then I...um...found it on my
____________________. But someone had put my ____________________ in a
____________________. The ____________________ drove me right here to
____________________. But then it drove right past. I grabbed my
____________________ and jumped out. But I jumped smack in the middle of a
____________________ launch pad. I used my ____________________ to pop open
the escape ____________________. But it turned out to be a ____________________
into the next ____________________ blasting off. I jammed the
____________________ controls with my ____________________ so I could land
behind ____________________ and still be on time. But I jammed the wrong
____________________, and ended up on the planet ____________________. I
entertained the ____________________ guys with my very funny
____________________. They decided my ____________________ and I would be
entertaining to eat. I changed their minds with ____________________ and
____________________ so fantastic they crowned me ____________________ of the
whole planet. But I forgot the ____________________ word for Thank You and
accidentally used the word for doofbrain. I foiled their plan to disintegrate
me by plugging their ____________________ with my ____________________. But
they made a new plan to send me back in a ____________________
___________________ to ____________________ our ____________________. I erased
the ____________________ ____________________ ____________________instructions.
But I also erased the ___________________ ____________________
____________________ lock and fell out. I dropped like a ____________________. I
was only three seconds away from ____________________ all over the
____________________. Not even my trusty ____________________ could save me.
Guided Reading handout for Baloney (Henry P)
Good readers use clues from the text and their prior knowledge to figure out what
unknown words mean. This comprehension strategy is called INFERRING. Listen to
the story Baloney (Henry P.) and see if you can figure out what these words mean.
Word

What I think it
means

aamu
buttuna
deski
kuninga
s
pordo
razzo
szkola
torakku
zimulis
Document Camera
SMARTboard
Context Clue Assessment

Name: ________________________"""""Date: __________________" Context Clues

The following stories have make-believe words. Use the clues in the sentence to see
if you can figure out the meaning of the make-believe word. Circle the words and
phrases that help you determine the meaning.
My grandmother gave me my blepice when I was a baby. Everyone in my family has
their own blepice. We each hang ours by our stairs at Christmas because we dont
have a fireplace. My blepice is a long, red, skinny sock. My sisters is green and short.
What do you think a blepice is?
______________________________________" "
Explain why you think that is what it is?
_____________________________________________________" "
_____________________________________________________"
When you play in the snow, you should wear gloves, a hat, and a margle. You need
the margle to keep your neck warm. I am lucky because my grandma knitted me a
margle for my birthday. It has stripes on it and it is so warm!
What do you think a margle is?
______________________________________" "
Explain why you think that is what it is?
_____________________________________________________" "
_____________________________________________________"
2012 Teaching and Tapas www.teachingandtapas.com Page 2
Rubric for assessment
Green: Student uses both strategies to find the meaning of the terms, and give a through explanation of how
they
Yellow: Students showed understanding of the two strategies and gave an explanation but it is
underdeveloped. There are
Red: The students do not provide an explanation nor show evidence of using the strategies. There are many
grammatical errors.
Differentiation Strategies (including plans for individual learners):
Will occur during literacy center time. Students will be grouped according to how they scored on the
assessment so the teacher can target their needs.
Green:
The teacher will give students a more advanced passage to read and use context clues to find the meaning
to specific words.
Yellow
Students will continue finding the meaning of the rest of the terms in Baloney. The teacher can model
how to use context clues, and allow students to practice.
Red
The teacher read another story on a lower reading level, the teacher will model how to use context clues
and allow students to practice.

2.
Description of what you did
Synonym & Antonym Practice
I gave my morning intervention group a short minilesson on synonyms
and antonyms and then gave them an assessment.
What you would do again?
I think it was helpful for the students to start this activity with a fairly
quick review. The two students I was working with was familiar on what
a synonym and antonym was but they were a bit unsure of what the
terms meant. I brought along flash cards with me that had the
definition of both terms and examples. After I talked through the
definition with the student I allowed them to guess if the examples was

a synonym or antonym. Then I allowed the students to come up with

their own examples. I think this helped refresh their memory and gain
a little practice before the assessment.
What you would change?
I wish we could have done a longer more involved lesson on synonyms
and antonyms. The students seemed to need some additional help
with this concept. If I had some additional time with these students I
would have tried to create a more indepth and comprehensive lesson.
How your students responded or performed?
Overall, they did fairly well on the assessment. The areas that the
students were most stumped were on number four with the word
squabble. It was a good opportunity to introduce a new word to the
students, and helped further their understanding of synonyms.
Example of the assessment

Example of the review

3.
Description of what you did
Vocabulary Game:
Vocabulary Word Hunt

What you would do again?

I think this was a helpful exercise for the students because they had to
hear the word, picture in their head how the word is spelled, and then
search for the word. This activity prompted the students combine
several skills and I think this was a beneficial exercise to enhance their
spelling and reading skills.
What you would change?
I would have loved to be able to make a vocabulary hunt with the
students actual vocabulary words that they were studying in class. My
vocabulary word hunt were comprised of words from a common
vocabulary words for fourth graders resource I found.
How your students responded or performed?
The students I worked with really enjoyed this exercise. They enjoyed
the challenge of search for the words that I called out. They also really
liked getting to use my highlighters.
Examples of the game

4.
Description of what you did
Vocabulary word study/graphic organizer
I gave one of my morning intervention students a word study to
complete on a word of her choice from the book Magic School Bus
Inside the Earth. My student selected the word sedimentary so I
guided her through a word study on her selected term.
What you would do again?
I would choose the same book again and the same vocabulary study
worksheet. Both worked very well. I liked that this book was centered
on the content area of science. There were many possible vocabulary
words to choose from and I think my student really enjoyed getting to
have a choice on the word. I also liked the set up of the worksheet and
the fact that there were many different elements of the word that the
worksheet prompted students to study.

What you would change?

It would have been helpful to have a way to illustrate sedimentary rock
for my student. I feel that this particular student is a very visual learner
and that a video, picture, or actually live example of sedimentary rock
would have benefited her exponentially.
Example of vocabulary study

Childrens Literature (3)

1.
Description of what you did
Read for the Record
I participated in read for the record by attending all of the
brainstorming session to formulate a plan on how to organize the
readers theatre, and by making the goldfish bowl backdrop. Read for
the Record is a nation wide initiative to promote literacy. This year the
selected book was Not Norman: A Goldfish Story by Kelly Bennett.
What you would do again?
Originally we have the idea to create a large fish bowl out of paper to
be the backdrop. Thankfully, we ended up projecting a large fish bowl
on the screen. I think that ended up being a great way to do it because
I think the paper backdrop would have been extremely difficult to
hang. If I had to do it again I would definitely have gone the projector
route for the backdrop!
What you would change?
Overall I believe Read for the Record went very smoothly and the
students really enjoyed it. Next time I think it would have been a good
idea to study the space first before making any sort of props or
backdrop so we could be sure what we are making is going to be
conducive to the environment.
How your students responded or performed?
I think the students that got to watch the readers theatre LOVED the
performance. I heard a lot of good feedback about the fishbowl that we
hung up outside of the cafeteria and I think everyone thoroughly
enjoyed the performance! To me that is very exciting because it means
the students are excited about literacy.

2.
Description of what you did
Reading Resource Room
I worked in the reading resource room multiple times; placing lesson
plans in the correct bundle of books and labeling the different sets of
books.
What you would do again?
I think the reading and math team made the right decision in taking on
the reading resource room as a project. This room is filled with many
beneficial resources for the students at Trace Crossings Elementary. I
think it is very important as teachers to be good stewards of the
resources given to us to utilize. Organizing the book room was very
rewarding because we were helping make resources more accessible
for the teachers and students. This is important, because qualityreading resources are key to effective reading instruction.
What you would change?
I would change the labeling system we had. It was at times very
difficult to keep up with which levels had been labeled, and which
books were missing labels. I would have liked to figure out a more
simplified way of labeling the different sets of books to ensure that
they were all accounted for.
How your students responded or performed?
My hope is that as a result of the resource room being organized and
easy to retrieve books from, that teachers will utilize the resources
available in this room. I hope the system will be simple for teachers, so
they view the reading resource room as a helpful and convenient way
to bring quality literature into their classrooms.

3.
Description of what you did
Read a book out loud to your class and reflect on their response
I did several read alouds with my class throughout the semester. My
most memorable one was A Day In The Life Of A Firefighter. I loved
conducting this read aloud because the students had just had their fire
safety days a view days prior and were very excited about all things
fire safety. The had had such a rich experience getting to sit in the fire
truck and try on the fire fighter equipment that they were bursting with
connections and ideas about the book! It is always wonderful to see my
students get excited about literacy and learning.
What you would do again?
While I read the book I ask the students many question to help guide
their comprehension. I think this was very beneficial for them because
this helped them recall their prior knowledge and helped them stay
engaged.
What you would change?
I would have loved to have a toy model of the fire truck to help
me illustrate the different parts of the truck throughout the
read aloud.
How your students responded or performed?
My students did an excellent job participating in class conversation,
sharing ideas, and staying engaged through the read aloud of the book
A Day In The Life Of A Firefighter.