Teaching Overview

Name: __Ellen Spendel________ Grade Level: _______1__________ School: __________Pinecrest__________________________ CT: Kerry McGill

1. Target Areas: Comprehension strategies: Schema, oral re-telling and identifying story
elements using realistic fiction genre

GLCES: R.CM.01.02 Connect personal knowledge & experience to ideas in text

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message. RL.1.3. Describe characters, settings, and major events in a story, using key details.

Process goal SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
o o o

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

Objective # 1 Students will be able to connect personal knowledge and experiences to a realistic fiction book through providing one example and explaining how it relates to the text/helps them understand the text, in a small, group discussion. Objective # 2 Students will be able to retell stories using the storys elements (character, problem, resolution, theme, and setting) of realistic fiction through an individual oral response with the teacher. Objective 3: Students will be able to identify and describe the characters, setting, and major events in a realistic fiction book through filling out a graphic organizer with a partner.

2. Objectives

Lesson Focus/Topic Objective # that is the focus of this lesson

Instructional Format

Ongoing Assessment:

Teaching Notes:

Day 1: Intro duce Schema Objective # 1

Read to-Invisible String Mini lesson: What is schema? Sing Schema Song Students draw picture or the connection they made Partner pair share of connections made (let a couple share out)

Listen to student conversation- can they make connections?

Introduce expectations for whole group (learning community-feel comfortable to share-no one judges, show being a good listener with body to friends) Schema picture worksheet

Day 2: Elements of Realistic Fiction in Invisible String Objective # 3

Review meaning of realistic fiction Mini-lessonelements of realistic fiction Group activity: filling out chartsetting, character, theme, problem, resolution Picture walk Refer to chart with story elements Do an oral re-telling Discuss how elements helped re-

Do students understand idea of genre and what realistic fiction is? Are students able to help fill out the chart? Do they understand the terms and can they identify them in the story? Have students practice re-telling in partners-listendo they provide detail and the elements? Have partners give them a thumbs up if the

Explain why we fill out chart- help us remember and understand Go over what makes a story realistic fiction

Day 3: Oral re-telling using the elements of realistic fiction using Invisible String Objective # 2 and # 3

Remind students the three ways we can read a book (using pictures, reading words, retelling) Make sure students understand value of

tell the story

include all the elements

Day 4: Using Schema to connect with character Objective # 1

Model using schema - use post it notes when make a connection -let students raise hands and share their connections schema/review/sing song Read to: Name Jar Make a T-chart with connections on one side and how they help us learn on the other Read the book again, tell students to use their schema and then they will share their connections with peers

Can students make meaningful connections that help them understand a story?

re-telling and how the elements are important and we need to incorporate them into our re-tell Make the T-chart for connections and how they help us learn (from strategies that work) Model how you can use post notes to make note of connections Let volunteer share out (as many as time allows)make comments on their sharing

Day 5: Using Name Jar story map Objective # 2

Read Name Jar Review realistic fiction definition and elements of realistic fiction Fill out story map of Name Jar (focus on describing not

Students can participate and help fill in story map, students can recall elements in a story map

Make sure to model how to use story-map for re-tell (do think aloud and explicitly tell and model what needs to be in a good re-tell)

just identifying) as group Day 6: Objective # 2 and # 3 Do a picture walk with Name Jar have volunteers tell what happens on each page Give students retelling cards-have them re-tell the story to partners using the cards Let students have post-its on a clipboard so they can write connections Whole group discussion on connections made . Walk around the room with a checklist of elements and listen to students and check off what they include. Model a picture walk, have a volunteer come and show how they re-tell using pictures Tell partners to be good listeners and helpful when their partners struggles or forgets an element Give explicit instructions on how to use post-its and model Give strict guidelines for post its-one warning if playing, second time all done Give explicit instructions on how have a discussion, use a stuffed animal as an aide-model Make sure to have a discussion not a lecture Students can write/draw/explain how to fill out organizer Have students work in desks, review your previous models first, pick partners carefully (low level with higher levelthink about it) Having drawing as an

Day 7: Rainbow Tulip Objective # 1

Students can make meaningful connections and share with class. Students can make links to each other and wait their turns.

Connect to how it can help us remember important events in story

Day 8: partner graphic organizer with Rainbow tulip Objective # 3

Re-read Rainbow Tulip (tell students to pay attention to story elements) Have students work in partners to fill out their own graphic organizer

Day 9: Objective # 1,2,3

Have volunteers retell using their graphic organizer Review--How do schema and literary elements help us understand the theme and retell the story? Model--- give a retell and then ask students to tell you what the story is about then read the storydid the get the theme, character rand main ideas? Model how your connections helped you remember. Separate class into two groups (by counting) have MT read a story to one group and me read a story to another group, tell students to play close attention to literary elements because they will use those to re-tell the story to classmate that HAS NOT read the other story Have students practice re-telling

option

Students can participate and recognize key qualities in a good re-tell Walk around roomlisten to re-tellhave a checklist on a clipboard-check off what elements students include in their re-tell Garfield assessment: Did I retell my story well? Did my partner understand my story>

Think a louds Use short book

to each other Have volunteers come up and share

Day 10: Pumpkin Blanket Objective # 1,2,3

Read Pumpkin Blanket, explain to students they need to pay close attention to story elements Students write/draw a re-tell (in worksheets with beginning, middle and end) Pull students one on one and ask for oral re-tell

-Have story elements -Have key aspects of a good retell (beg, middle, end, plot, characters) When pull students have a checklist with elements and check off which elements students include in their retell -Expectations of amount of writing various on students level of writing

Record student responses Give oral feedback

Assessment Plan I plan to informally assess students in various ways. In addition, I will have a clip board with all students names during my lessons. I will take notes on who is participating, volunteering and write down what I observe during partner pair shares. If I have difficulty doing this, I will record some of my lessons to retrieve data. I will also write down how well students do filling out their graphic organizers in pairs. In addition, I will have students informally assess their own oral re-tells to their partners using the Garfield assessment. For my end of unit summative assessment I plan on recording my discussion of

Rainbow Tulip and seeing how well students are able to make connections and discuss them. I will listen to see if students can link to one another, stay on topic and make connections that relate to the book and help them understand the story. I will also have reading conferences with students, where I will ask them to retell me a story that I read whole group. I will be evaluating students based on whether or not they include the elements realistic fiction in their retell: problem, character, setting, resolution and theme. While I am having reading conferences, I will have students write/draw a retell for me. I will have different expectations for the writers that are developing, emerging and experimental.

Outline for a Daily Lesson Plan

Teacher: Ellen Spendel Grade: 1 Date: November 9th 2011 Objective(s) for todays lesson: Objective 3: Students will be able to identify and describe characters, setting, and major events in a realistic fiction book through filling out a graphic organizer with a partner. Rationale: Knowing the storys elements help students understand (and indicates if they comprehended the story) the story and also help them tell a re-tell with the necessary elements. Graphic organizers help students see relationships and help them begin analyzing stories. Materials & supplies needed: Construction paper, markers, re-tell Procedures and approximate time allocated for each event Introduction to the lesson Can anyone remember what are the important details we need in a re-tell? (Main character, setting, problem in story, middle, how problem resolved). Lets look over the story map we made for the Invisible String. Remember how it helped us re-tell the story-listen I will re-tell the story using the story map, making sure I include all the elements in this story map. After making this story map, I was able to focus on the important elements of Academic, Social and Linguistic Support during each event

Separate students who have trouble making good choices seating together If students have difficulty focusing on so many elements, tell students to

the Invisible String, and really think deeply about it. I realized how the main characters realized that they never were really alone and always connected to their mother. Now, we are going to re-read the Name Jarthink about what information we need for the story map, does anyone remember what elements we need? Thats right: problem, character, resolution, theme and setting. Once you learn an element, put your thumb up for a second and try to remember it for when we fill out our story map. (5 minutes)

pick on element and look for it and remember it. Move students who have trouble at the carpet/have trouble seeing to the front Write in bold and big writing when recording

OUTLINE of key events during the lesson All at carpet: Now we are going to read a book called the Name Jar, and we will fill in a chart just like the one we did for Invisible String-so be thinking about the setting, characters, problem, resolution, theme. I will stop sometimes during the story to allow you to talk to a partner, but otherwise its cris cros apple sauce, and zero voices Read the Name Jar- model schema again and stop while reading and allow students to share with partners connections (text to self) they made (remind EEKK to students, count to ten to bring students back in) Fill in Story Map as group- call on students to help-make sure you explicitly say that you expect hands raised and you will call on quiet students only Ask for volunteers to help do an oral re-tell- remind students to be good listeners to volunteers. Point out when students use elements- if they do not have elements-remind them to look at story map for what missing (ask: who is in the story, where did it take place, what was the problem, what ended the problem). Remind students to use the story map to help and ask afterwards how they used the story map to re-tell the story

Write what students say, repeat it while writing, then point to each word and reread

(_15__ minutes)

Closing summary for the lesson Nice job re-telling first graders! I could tell you used the story map as a tool to help you, that was very smart of you. I liked how ______ used the story map to help them remember _______. Did you notice how we can re-tell the same story in different ways. The way _______ re-told the story was different than I did, but they both included all the elements so they were both successfully re-tells of the story. There are different ways to re-tell we just need to have all the important elements. Lets say them all together (point to story map). I liked how the story map helped us focus on the character, plot and meaning. Why do you think we need the information in the story of character, setting, plot and theme to help us understand? Thats right! So we know who was in it, where, what happened and what we learned from the story. A story map can not only help us retell using the most important information but also helps us think about the story in a deeper/meaningful way. We can make story maps for any story we read. We can write it down or just think about these story elements in our minds. We need to make sure in every re-tell of a story that we tell our parents, friends, teachers, has these elements so whoever you are telling the story to can understand the story almost as if they had read it. (_6-8 minutes)

Transition to next learning activity Assessment Pay attention: can students participate and help fill out story map? Can students re-tell the story. Can students understand why we need these elements to retell a story effectively? Do students understand why these elements are important? If students are not participating-do a thumbs up and thumbs down activity: I am going to re-tell this story-give a thumbs up if it is a

Academic, Social, and Linguistic Support during assessment If only some students are getting it ask students to explain why it is a good/poor re-tell to other students

good re-tell with all the right information-give a thumbs down if I do not include all the elements (re-tell quickly leaving out one element at a time-ask students which one it is and ask why it was important and how without that element it was difficult to understand the story-if enough time re-tell the story correctly

After: If students are not answering thumbs up and down correctly then ask them to re-tell a story to you during daily 5 to check comprehension.

Outline for a Daily Lesson Plan

Teacher: Ellen Spendel grade: 1 Date: November 10th, 2011 Objective(s) for todays lesson: Students will be able to re-tell stories using the stories elements/a picture walk in a partner pair share Rationale: Oral re-telling is a skill students need to learn to summarize effectively, giving a re-tell is a way for the teacher to check for comprehension Materials & supplies needed: Name Jar , story map made for Name Jar during previous lesson

Procedures and approximate time allocated for each event Introduction to the lesson Does anyone remember one of the three ways we can read a story? Thats right, using pictures is one! We can also use pictures to help us re-tell the story too! Do any of you ever want to retell a story you loved to your friends or parents or little brother and sister? Maybe your dad or mom read you the story but you cannot read the words by yourself? Well you could use the pictures to help you re-tell the story all by yourself! (3-5 minutes)

Academic, Social and Linguistic Support during each event

Separate students who have trouble making good choices seating together

Move students who have trouble at the

 Great! So friends, today we are going retell the Name Jar with a partner and we will use the pictures and the things we know stories include like character and setting to help us. Are you ready?

carpet/have trouble seeing to the front

OUTLINE of key events during the lesson Picture walk-call on students to re-tell what happens on each page (tell students to raise hand if want participate, only call on those raising hand and quiet) Tell students you made re-telling cards with the pictures from the book to help them re-tell the story using pictures. Make sure to remind them of the elements they need to have in their re-tell and have a blank story map on easel for them to reference. Have students sit knee to knee, eye to eye and tell them to re-tell the story using the pictures. Hand out re-telling cards that you made to partners. Bring out story map-ask students- thumbs updid your retell have all of these elements- remember 1st graders, all narrative stories have these elements in their story. We need all these elements so whoever we re-tell the story to will understand it!
If students are blurting out or not giving accurate re-tell of the illustrationsreread the story and then model a couple of pages. If students get upset because they all want to participate let them partner pair share for some of the pages. Review realistic fiction definition and also setting, plot, character and theme definitions if students having trouble Help students/pick students partners if they are having trouble working well together If time, tell students to re-tell the story using the partners re-tell-could you do it? Did it fit with the story? Why or why not?

(15-20 minutes)

Closing summary for the lesson How did the illustrations help us retell? No matter what we use to help us re-tell we need the same elements for it to be a good re-tell. What are the elements we need?Thats right (character, setting, plot, theme). Give me thumbs up if you like to share stories to friends and family? Well remember, you can use pictures to help- but include the important elements-say them with me: theme, character, setting, plot (point to story map as say the words) (_3__ minutes)

Assessment Watch and listen: Can students retell a story with all the elements? Can students recall the story? Can they identify the key elements? Can the partners re-tell the stories and can their partner understand the gist of the story? Have students self-assess with a Garfield assessment-could I give a good re-tell? If students cannot participate/work with partners: model re-tell, review realistic fiction terms. Work one on one with students during daily 5 that are struggling.

Academic, Social, and Linguistic Support during assessment If students are not volunteering, call on them or listen in on their partner pair shares. As students work in pairs, walk around-work with students having difficulty

Daily Lesson Plan Name: Ellen Spendel grade 1: Date: November 11th, 2011 Objective(s) for todays lesson: Students will be able to connect personal knowledge and experience to the Rainbow Tulip through providing at least one example to how they connect to the book accompanied by an explanation of how it helps them understand and relates to the book in a group discussion. Rationale If students are able to apply what they already know and make connections they will understand a book better and apply the theme/moral/ideas to their own lives Materials & supplies needed: The Rainbow tulip, a stuffed animal held for when it is a students turn to talk, post it notes with the letter C Procedures and approximate time allocated for each event Introduction to the lesson Alright students, we are going to read a new book today called the Rainbow Tulip, and I want to us to use our schemas to understand the story as best we can, who can remember what schema means? Thats right schema is applying what we know and our own experiences to a book. We can make connections just from reading the title, while we read and after we read. Making connections helps us understand the story, relate to the story and add to our own knowledge. Can anyone remember connections they made with The Invisible String or Name Jar? (Follow up question-How did that help you learn from the story) Great, I hope we all can make just as good connections to Rain Tulip to help use understand the story. (5-8_ minutes) Go over difficult words in book (i.e. Maypole, to build background

If students cannot remember past connections-then model for them. If they cannot explain how connections helped them understand the story, then model for them.

Model making connections

OUTLINE of key events during the lesson Read aloud-instruct students to listen to the storyinstruct students to make sure they are understanding the story-paying close attention to pictures and the words I say, and that I will ask a for a volunteer to retell me the story after I read Second re-aloud- instruct students that they will be given post it notes and clipboards. It is a choice to use this and a previalge-if they are playing or doodling on them they get one warning and then they are all done. Students will get to write connections they have (model how to write one work for the connection) to remember so they can discuss it during the discussion.