PRACTICUM LESSON PLAN

DATE/SESSION: December 1st 2016

PSU STUDENT: Clarissa Davis

This plan should include the following items:

Share the Learning Goals with your students AND Review Practicum Behavior
Guidelines,
Guided Reading Day 1
Shared Reading
o Day 3 Text Innovation (modeling & independent practice)
Develop a lesson of your choice based on assessment analysis (can use
previous lesson not implemented yet or create a new lesson)

Share Learning Goals AND Review Practicum Behavior Guidelines:

Review group behavior rules
Review detailed learning goals for the day

GUIDED READING DAY 1:

Objective/Evaluation/Common Core Standard: (Reading Objective,
Comprehension Objective & Letter/Word Work Objective)
TSW read I Like with at least a 90% accuracy and at least level 1 fluency
Strand: Reading Fluency
Standard: CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.

TSW answer questions about I Like - 3 surface and 1 deeper level question
Strand: Reading Literature
Standard: CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.

TSW write about I like at least 1 sentence pertaining to what they read
about
Strand: Reading Foundational Skills
Standard: CCSS.ELA-Literacy.RF.1.1
Demonstrate understanding of the organization and basic features of print.

Materials:
Book I Like
White board with lines
Marker

The Plan:
Book Introduction:
M - Introduce the book I Like and review the cover while pointing out the
title
M/V address the picture and ask what do you think he likes?
V Do a picture walk thru the book and see if the student can predict what it
is the boy likes
S Point to the words in the text to see if they look like they might match the
visual predicted

Text Reading:
- Student will start with the cover of the book I Like and read each page
aloud
- As student reads the book, Teacher will be making note of how the
student is reading, and any issues they may have, or specific details they
notice the child doing to assist them in reading. (Finger pointing, visual
reference, etc.)

Group Discussion of the Text:

- Surface level question - What did the boy like to do? (wake up, eat, read,
write, ride a bike, hug, sleep, as well as play with his dog, play with his
toys from the pictures)
- Deeper level question who else was in the book besides the boy? (his
dad, his dog)
- Deeper level questions - What do you think the dog liked? (his ball, to
play, his people, to watch, to run)

Teaching Point:
What letter/sound does the word Like start with. (This is one of the letters
we struggle with)
Go to page 8 can you find another letter L on this page? Does it make the
same sound as in Like?

Letter/Word Work Lesson:

Using a white board with lines, we are going to copy the word like and Sleep
2 times each (doing this 2 times each because this is a reward to her, so its
an embedded learning opportunity and a reward to write words on the white
board)

SHARED READING: Text Innovation with poem

Objective/Evaluation/Common Core Standard:
TSW create their own version of the colors poem by coming up with 2 new
innovations.
Strand: writing
Standard: CCSS.ELA-Literacy.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

Materials:
Poem
Students print out of the poem
Colored Word strips for modeling
Pencil

The Plan:
Anticipatory Set:
Using the poem The color song connecting it to previous lesson with it of
following the directions by identifying what color are you wearing. Re-read
the poem together a couple times in different forms.

Introduce the Lesson:

By asking what colors are you wearing today, we are going to verbally list
them and see if there are any not listed in the song? We are going to use this
list to re write the song using different colors than listed and find actions that
rhyme with that color.

Instruction:
Teaching the Lesson: Read the colors listed like Red and Head, then give
an example of how you can change it using one of the colors listed from what
you were wearing. An example of this would be change red to Purple and
rhyme it with Circle.

Check for Understanding: Can the student come up with rhyming words
for the other colors they listed other than the ones not in the song?

Guided Practice and/or Independent Practice: Let the student Change

the colors to items such as shoe, shirt, etc. and try new adjectives for
description on the typed out version of the poem for independently creating
own version of it
Give them space to illustrate the new version of the poem at the bottom of
the page

Closure: share the poem after they created it

Assessment/Evaluation:
The number of innovations the student created for their new poem

LESSON OF YOUR CHOICE:

Objective/Evaluation/Common Core Standard:
TSW write the base to words from the book I Like such as /ike/ and /eep/,
and form 3 new words with each base
Strand: Writing
Standard: CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Materials:
White board with lines
Marker
Book I Like

The Plan:
Anticipatory Set:
Using the book I Like review the words the boy likes and talk about what
other words sound like that word.
Introduce the Lesson:
Review how the words from the poem rhymed like red and head, then start
talking about other words that rhyme using the book I Like to provide
examples

Instruction:
Teaching the Lesson:
Using the white board, use the word Like and show how the base of the word
can stay the same, but the first letters change to make new words

Check for Understanding:

The student will provide at least 3 new words from the base of a word
selected from the book.

Guided Practice and/or Independent Practice:

Let the student pick the words they want to change and then try different
starting letters to make the new words

Closure:
Read the words to see if they sound alike and make sense

Assessment/Evaluation:
The number of words the student created from the original base word
 The Color Song
If youre wearing any
___________,
any __________________,
If youre wearing any
___________,
any __________________,
If youre wearing any
____________
Put your ________________
On your ______________________,
If youre wearing any
___________,
any __________________.
What are we doing today
o Read Me A Story
Read the book I Like
o Shared Reading of
The Color Song
o Rhyming Words and
White Board
oA Big Surprise