PRACTICUM LESSON PLAN

DATE/SESSION: 10/20/2016 Session 3 PSU STUDENT: Skylar Lowe

Share Learning Goals AND Review Practicum Behavior Guidelines:

Talk about what has happened since you last met. How have you been since the last
time we talked? Have you done anything cool or fun since then?
Then start talking about your learning goals. Remember how we had these last time?
Well we have a new one. So, this time we are going to be then read them.
Now remember how we went over our rules and guidelines that we are going to follow
while we are together? Well lets go over them one more time so we know what we are
supposed to do while we are together.
 Reading Assessment
Objective/Evaluation/Common Core Standard:
o TSW read a Benchmark Reading Assessment book with appropriate accuracy (90-
94%), fluency (at least level 1), comprehension (at least a score of 5/satisfactory),
and written response (at least a score of 2) on a level D book level or higher.
Strand: Reading Foundational Skills
Box Sub Heading: Fluency
Standard: RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Strand: Reading Literature
Box Sub Heading: Key ideas and details
Standard: RL.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:
Book
Bench mark assessment Procedures
Bench mark recording form
Calculation sheet
Coding and scoring Errors At-a-glance
2 pencils
Lined paper with written response at the top
Phone to record them

The Plan:
o Anticipatory Set:
Do you remember how you read to me last week?
Do you remember what the book was about?
Last time I took some notes while you read so that I could pick out a new
book for us to read together.
o Introduce the Lesson:
You will be reading another book to me, then I am going to have you talk
about it just like you did last time and then you will write and draw a
picture showing me that you know what the book was about.
o Instruction:
Teaching the Lesson:
Hand Kaden the Book Socks
Grab a pencil and the recording form for yourself.
Use the Benchmark Assessment procedures page to help guide
you.
Begin by reading the Title of the book Socks and the short
description located on the recoding form under Introduction:
 socks the cat was sleeping in lots of different places, and the girl
wanted her to wake up. Read to find out what makes Socks wake
up.
Have Kaden start orally reading while you code the reading
behaviors on the benchmark recording form.
Score the students fluency (fluency is not scored on levels A or B)
Give the comprehension prompt. Talk about what happened in
this story Have a conversation with the student about the text.
Use prompts as needed and record as much as possible of what
the student discussed.
Give the student the Writing About Reading prompt. Write about
three places that Socks liked to sleep. You can draw a picture to
go with your writing. Allow the student time to complete the
prompt. (about 5-10 mins)
Closure
o So what did you think of that book?
o Was it too hard or too easy?
o What was your favorite part of the book?

Assessment/Evaluation:
o The student achieved an accuracy rate of __________
o Fluency rate of __________
o Comprehension score of __________
o Writing about reading score of__________
o Use the Benchmark assessment finding Easy, Instruction, and hard text level
handout to determine if text is independent, Instructional, or frustration level.
 Phonological Tests
Objective/Evaluation/Common Core Standard:
o Initial sounds:
TSW identify and orally produce initial sounds in words getting at least
12/16 (75%) correct
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). RF.1.2 c Isolate and pronounce initial, medial
vowel and final sounds (phonemes) in spoken single-syllable words.

o Blending Word Test

TSW orally produce words by blending sounds achieving at least 8/10
(80%) accuracy.
RF1.2. b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends

o Segmenting
TSW segment words into their individual phonemes in the correct
sequence achieving at least 8/10 (80%) accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes.) RD.1.2. d segment spoken single-syllable words
into their complete sequence of individual sounds (phoneme)

o Rhyming Test:
TSW match pictures that rhyme achieving at least 8/10 (80%) accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes.)

Materials:
Phonological awareness assessment- Individual Record
Initial sounds test
Blending sounds test
Segmenting words test
Rhyming test
Rhyming cards sheets 1,2,3
Initial sounds picture cards
2 pencils
 The Plan:
o Anticipatory Set:
What are some things you do to help you figure out a word you do not
know?
Do you practice what sounds letters make with Ms. Kitchen or with one
of your other teachers?
Do you know some rhyming words? (if yes ask him to tell you. If no tell
him Cat and Hat are rhyming words because they sound similar)

o Introduce the Lesson:

Today we are going to do some things that will help me for the next time
that we meet. Dont worry this wont be counted for a grade. I just want
you to try your very best!

o Instruction:
Teaching the Lesson:
Test 1= Initial sounds test- hold up a picture and have student
point to a picture that starts with the same sound. Follow the
directions on the Phonological Awareness: Initial Sounds Test.
Test 2= Segmenting words-you will say a word and they will break
it down and say the sound of every letter in that word. Follow the
directions on the Phonological Awareness: Segmenting Words
Test
Test 3=Rhyming Test- matching pictures that rhyme. Follow the
directions on the Phonological Awareness: Rhyming Test
Test 4= Blending Sounds Test- you say the sounds of the letters in
a word and then they say the whole word. Follow the directions
on the Phonological Awareness: Blending Sounds Test

o Closure (one big general closure)

What did you think about all of those?
Which one was your favorite or the easiest one for you to do?
Have you worked on rhyming in your classroom?
Do you think you will use any of these in your normal classroom?

o Assessment/Evaluation:
By having the student complete these assessments, we will have
knowledge of where the childs phonological development lies.
 All About Me
Objective/Evaluation/Common Core Standard:
o TSW create an All About Me booklet that includes their name and picture, a
picture and label for 5 favorite items, a picture and label for 3 favorite books, a
sentence and a picture to match that answer 3 different questions.
o Strand: Writing
o Box Sub Heading: Production and Distribution of Writing
o Standard: W1.5 With guidance and support form adults, focus on a topic,
respond to questions and suggestions from peers, and add details to strengthen
writing as needed.

Materials:
Your All About Me Presentation.
Their template
Pencil
Crayons
Markers
Colored pencils
Plain white paper

The Plan:
o Anticipatory Set:
Remember how last week we were working on your All about Me
book?
Do you remember what page you were working on? (Friends page)
o Introduce the Lesson:
Well we are going to work on your book some more today and hopefully
we can finish it up, okay?
o Instruction:
Teaching the Lesson:
Start on to the (all smiles) page read the prompt to Kaden I feel
happy when____. So what makes you happy? Write it here. If
you would like you can also draw a picture of it as well.
Move on to the next page (Memorable Moments) Now on this
page you need to write about a special time you have had with
your family. It says- A special time Ive had with my family was
when____ When you are finished draw a picture of that time at
the bottom under the lines.
Check for Understanding:
Ask Kaden Do you have any questions about any of these?
Closure
Ask Kaden to tell you about his book and what he wrote and
drew.
Assessment/Evaluation:
did he complete the all about be template, following the
instructions for each page?
 Extra Activity: Read Aloud OR Your Choice (plan for your choice is
below)
Materials:
Do Not Open This Book! By Michala Muntean
Paper
Pencils

Book Introduction:
o Do you know what the title of this book is? (The title is Do Not Open This Book.)
o Can you tell me who the Author is? (The Author is Michaela Muntean.)
o What about the Illustrator? (The Illustrator is Pascal Lemaitre.)
o Why do you think this pig doesnt want us to open this book?
o Look at the cover and back cover, what do you think this book is about based on what
you see?

Purpose for Reading:

o Lets Read to find out why Pig doesnt want us to open this book.
o Make sure to point out the words on the boxes in the illustrations.

Comprehension Questions:
o Who do you think the main character was in our book? (Pig)
o What kind of stories did Pig think he wrote about in this book (scary and bed time)
o Why did the pig not want us to turn the page at the beginning? (There were no words
on the pages yet because he was not done writing.)
o Do you think the author wrote this book to be scary, funny, or sad? Why do you think
that? (this answer varies. As long as they can tell you why they think so.)

Response Activity:
o If you could write your own story like Pig did what would you write about and why?
o Now I am going to give you some time to write down a short summary of your story
and when you are finished you can draw a picture to go along with it.
 Extension activity:
Objective/Evaluation/Common Core Standard:
TSW choose 4 words from the pictures in the book and write them down then they will
then tell you what they think that word means.
Strand: Language
Box Sub Heading: Vocabulary Acquisition and Use
Standard: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 1 reading and content, choosing flexibly from an array
of strategies.
Materials:
Do Not Open This Book! by Michaela Muntean
Colored markers
Crayons
Colored pencils
index cards
The Plan:
o Anticipatory Set:
Are there words that you saw that you didnt know?
o Introduce the Lesson:
How about I help you with a few of those words that you didnt know.
o Instruction:
Teaching the Lesson:
Have Kaden go through the book and choose words from the
illustrations that you have not seen before. Then using a crayon or
marker or colored pencil write them on the index card.
Can you say that word? Tell him what the word is then have him
repeat it back to you. If you can give definitions, then do so.
Otherwise talk about how you could use that word in a sentence
that would make sense to him.
If time allows you can have him pick a few more words out and do
the same thing as above, then have him sort the words like they
would be in the boxes in the book. Are they nouns, scary words,
etc. Talk about why they are those types of words.
Check for Understanding:
Have Kaden repeat the words he chose and tell what they mean.
Hopefully he gets all of them but if not try for at least 2
Closure
Ask him could you have used any clues in the book to help you
figure out what that word meant. Why or why not? Was it hard
not having any pictures or context clues?

o Assessment/Evaluation:
Did Kaden learn any new words and/or their meaning (Was he able to
repeat any of the words)
Was he able to choose words that were harder not easy words that he
already knew.
 Materials:
1. Share Learning Goals AND Review Practicum Behavior Guidelines:
a. Copy of learning goals for this week
b. Copy of community guidelines
2. Reading assessment:
a. Book
b. Bench mark assessment Procedures
c. Bench mark recording form
d. Calculation sheet
e. Coding and scoring Errors At-a-glance
f. 2 pencils
g. Lined paper with written response at the top
h. Phone to record them
3. Phonological Tests:
a. Phonological awareness assessment- Individual Record
b. Initial sounds test
c. Blending sounds test
d. Segmenting words test
e. Rhyming test
f. Rhyming cards sheets 1,2,3
g. Initial sounds picture cards
h. 2 pencils
4. All about me:
a. Your All About Me Presentation.
b. Their template
c. Pencil
d. Crayons
e. Markers
f. Colored pencils
5. Extra Activity: Read Aloud:
a. Do Not Open This Book! By Michala Muntean
b. Paper
c. Pencils
6. Extension activity:
a. Do Not Open This Book! by Michaela Muntean
b. Colored markers
c. Crayons
d. Colored pencils
e. index cards