PRACTICUM LESSON PLAN

DATE/SESSION: 12/1/16 PSU STUDENT: Logan and Bella

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)

Complete the following lesson plan elements for EACH required item above (except the
Learning Goals and Reviewing Guidelines).

Share Learning Goals AND Review Practicum Behavior Guidelines:

When first sitting down with your students, pull out the Learning Goals and Behavior
Guideline sheets. Review every behavior guideline on the sheet and ensure the new student
understands and agrees to follow them. With the Learning Goals, go through each item that
will be accomplished today. Give the student a brief overview of what they will be expected
to do. Throughout the hour, the student can check off the tasks as they are completed.

GUIDED READING DAY 1:

Objective/Evaluation/Common Core Standard: (Reading Objective, Comprehension Objective
& Letter/Word Work Objective)
TSW read Monster Party with at least 90% accuracy and at least level 1 fluency.
Strand: Foundational Skills
Box Sub Heading: Fluency
Standard: RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
A. Read grade-level text with purpose and understanding.

TSW answer open ended comprehensive questions about Monster Party with understanding
and from memory.
Strand: Literature
Box Sub Heading: Key Ideas and Details
Standard: RL.1.1 Ask and answer questions about key details in a text.
Rl.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Box Sub Heading: Integration of Knowledge and Ideas:
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

TSW sound out new words to the best of their ability using their knowledge of letter sounds
and sound patterns.
Strand: Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
A. Distinguish long from short vowel sounds in spoken single-syllable words
B. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words
Box Sub Heading: Phonics and Word Recognition
Standard: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words

Materials:
2 Monster Party by Lisa Trumbauer books
two marker boards and markers

The Plan:
Book Introduction: (Indicate M, S, V beside each step)
Before handing out the books: hold up the picture and give the children the title, author
and illustrator. Ask the children questions about the cover to get them thinking.
o M-By looking at the cover and the title, what do you think this book will be
about? (monsters throwing a birthday party; monsters at a party; monsters who
love to eat).
o M-By the picture what kind of party is it going to be? (birthday; pizza;
Christmas; Halloween; costume).
Give the children their books but ask them not to open them yet. Turn to page six.
Does the picture and the text help you find out what kind of party it is? (Christmas or
birthday because of presents).
V-Lets do a word walk and see if there are any new words to learn in this book. Turn to
page 3 first. We have pizzas and cupcakes. Cupcakes can be divided into two words cup
and cakes. Page 4 has the word balloons. Page 6 has the word presents. Can you find it
on the page? (student points to it). Turn to page 8. Look at the last word on the page.
Can you sound it out? Lets break it up into each sound. /u/ /m/ /br/ /e/ /ll/ /a/. /um/
/br/ /ell/ /a/. Put sounds together, /um/ /brella/. (student runs finger under each word
sounding them each out correctly)

Text Reading: (Indicate what the student will be doing and what the teacher will be doing)
Today we are reading Monster Party by Lisa Trumbauer. It is a short story about a party
held by monsters. Lets read to see what will happen. You each have your own book and
I want you both to read to yourself silently. This means to whisper. If you need help feel
free to ask but I want you to try your best to read it by yourself. Whyll you are reading I
will be taking notes.

Group Discussion of the Text: (Comprehension questions and expected answers in parenthesis)
I am going to ask you some questions about the story. I dont want you to look these
up, I want to see what you remember, ok.
 o Can you tell me what happened in the book? (monsters had a party with food).
o What different kinds of foods were braught to the party? (pizza and cupcakes).
o What else was brought to the party? (hats and presents and an umbrella)
o Why did the party end? (it rained)
Go ahead and flip through the pictures. How many monsters arrive at the party? (6
monsters)

Teaching Point:
Phoneme addition and deletion.
o Go through the book. Talk with the students about how some words like balloon
has an S at the end but Umbrella doesnt. Ask the students why they think that
is. (its just how it is; the S makes it more than one. The S means it is plural.)
o So if we take the S off balloons, what does that mean? (there would only be
one balloon)
o if we add an S to umbrella, what would that mean? (there would be more than
one umbrella)
o use the marker board to practice it with other words that arent in the story.

Letter/Word Work Lesson:

start off by asking how your students figure out how to say words. Do they sound them
out or section the word off? Write a semi large word on the marker board for them both
to see. Can you read this word? Sound it out for me so I can see how you do it. (child
should sound out to their best ability).
Then show them how you can place your finger under the word and slide to the right,
sounding out each letter. Then doing it again saying the word all together.
o Some words could be: pillow, slippery, danger, cloud, chair, rainbow.

SHARED READING:
Objective/Evaluation/Common Core Standard:
TSW fill in blanks of a poem to make it their own and write 4/6 of the new words themselves on
their individual worksheets.
Strand: Writing
Box Sub Heading: ?

Materials:
I Have A Little Frog poem
Text strips pre-written and blank
Typed out poem with blanks ( 2 copies)[Century Gothic]

The Plan:
Anticipatory Set:
Last week me and L**** read through a poem called I have a Little Frog. Today we are going to
continue using it to do a lesson I like to call text innovation. Its a large word for an activity that I
think is quite fun. Lest read through the poem once together first. (using my finger, read
through the poem slowing as a group and one to one correspondence. Then have the other
child read through it by herself.)

Introduce the Lesson:

Today with the poem we are going to recreate it. I have chosen a few words that we are going
to replace. It can be silly or serious, but we want the poem to still make sense ok.

Instruction:
Teaching the Lesson:
Pull out the large version of the poem and show how you have replaced the specified words.
Read through the poem with your new words you came up with. See how they make sense yet
are unique.

Check for Understanding:

Place new blank text strips over the ones you wrote on. As a group have the students come up
with new ideas to place in the blanks. It can be anything if its appropriate and makes sense.
Describe how the word needs to be a thing. Once they seem to fully understand you can move
on.

Guided Practice and/or Independent Practice

Hand out the printed versions of the poem.
Now you each will be doing the exact same thing we just finished doing with the poem. I want
you to think up new words to put in the blanks. Be sure that they make sense and they are
appropriate. If you need help, feel free to ask for help, but try your best to do it on your own.
Whyll they are working, take anecdotal notes.

Closure
Come together as a small group and have the students share what came up with. Have each
student read the whole poem with their new words in them.

Assessment/Evaluation:
Did each student hand write at least 4/6 of their ideas in the blanks on their worksheet?
LESSON OF YOUR CHOICE: Reading with inotation and prosody
Objective/Evaluation/Common Core Standard:
TSW learn that quotation marks mean a person is talking and that everyone talks and sounds
different. Also a student will come to understand how to make a phrase into a question and
speak with excitement when using exclamation points.

Materials:
The Remarkable Friendship of Mr. Cat and Mr. Rat
Marker Boards
Markers

The Plan:
Anticipatory Set:
Me and Logan have already read this book before but we are going to read it once through
one more time before we start our lesson. Bella, what is the title of this book?(The
Remarkable Friendship of Mr. Cat and Mr. Rat).

Introduce the Lesson:

Now that we have read the book, what types of punctuation did you notice? Go ahead and
open the book if youd like.(period, comma, exclamation point, question mark, these two
lines).

Instruction:
Teaching the Lesson:
The two lines in the air are quotation marks. These surround words that a character is
speaking. So, when you read what is in the quotation marks you can read them like you
are the character talking
Give an example by reading a passage.
If you see the exclamation point at the end of a spoken sentence, what does that mean?
Point to an exclamation point so they can see. (they are excited; they are yelling; they
are mad). Yes it can mean any of those. You can tell by looking at what the character is
saying. Read another passage that has an exclamation point.
How about this mark. This is a question mark. What do you think that means? How
does it change how the person is talking? (the person will be asking a question).
Correct! Can we read it as a question? Read through a passage that holds a question
in quotations.

Check for Understanding/Guided Practice:

Can you find some more parts where a character may be excited or yelling? (student flips
through pages and points at a part)
How about some parts where a character may be asking a question (the student flips through
pages and finds a part)
 Closure
Write out some quoted phrases with different punctuation and have the students read it.

Assessment/Evaluation:
Do the children now more understand the concept of talking with annotation?