web viewwe all know that when we have a consonant vowel consonant word the vowel usually has a short...

Running head: LITERACY PROJECT 1

Literacy Project: Spring 2012

Brennah Hansen

Missouri Southern State University

LITERACY PROJECT 2

Minilesson

Name: Brennah Hansen

Grade Level: First

Content: Communication Arts

Lesson: CVCe pattern

Objectives:

After teacher modeling and guided practice, students will be able to identify the CVCe pattern and demonstrate by sorting words according to the identified pattern.

GLE:

R1C02

Develop and apply decoding strategies to “problem-solve” unknown words when reading grade level instructional text

Modifications:

Basic beginner: Locate a word from a written list by recognizing the letter that represents the initial sound. Activity: Given the words cat, dog and hat, point to or gesture to the word “dog” based on the fact that the letter “d” represents the /d/ phoneme with picture support and teacher modeling.

High beginner: Identify a letter that goes with a spoken sound. Activity: Write a letter that goes with an instructor’s spoken sound with a partner.

Low intermediate: State and use sound symbol associations to create new words. Activity: Construct new words by applying decoding strategies to familiar one-or-two syllable words.

High intermediate: Apply the same strategy to a new word found in isolation in a small group. Demonstrate the use of word families to problem solve unknown words. Activity:

Make new words (using word tiles or alphabet bean bags) applying decoding strategies to familiar and unfamiliar one-or-two syllable words to demonstrate comprehension with a partner.

Materials/Media/Resources:

Rathmann, P. (1995). Officer Buckle and Gloria. New York, NY: G.P. Putnam’s Sons.

Word cards created from the long vowel words selected from the text.

Glue sticks

LITERACY PROJECT 3

Clothespins

Large chart paper/tablet

Chart for spelling patterns

Anticipatory Set:

We have spent a lot of time working on consonant vowel consonant words. Today we are going to learn a new pattern, CVCe. This pattern has a magic letter “e”. When we learn this new pattern we are going to know how to read even more words!

Instructional Input:

We all know that when we have a consonant vowel consonant word the vowel usually has a short sound. What happens if there is an “e” on the end of the word? I have made a new chart that we can look at if we get stuck. See how on the left side it says CVC? That is the same thing we have been working on, but on the other side it says CVCe the magic “e” usually makes the vowel have a long sound.

Modeling/Demonstrating:

Okay, so I want you to read the word on this card. Sound it out if necessary.

The word is tap.

The word tap is a CVC word, so the “a” has a short vowel sound. Now let’s try something new. I am going to put this clothes pin on the end of the word. Notice there is an “e” on the clothes pin. This changes the word. When we add the “e” to the end of the word it makes the “a” a long vowel. Now let’s add both words to our chart. On the CVC side we are going to write “tap”. On the CVCe side we are going to write our new word “tape”.

Add this to the chart on large chart paper.

Let’s try this with another word. Who can tell me what this card says?

Pause for feedback.

Good! It does say “can”. Now what happens when I add my magic “e” clothespin? That’s right. The “e” makes the “a” a long vowel and it says its name now. So the word is cane. I’m going to add this to our chart as well.

Add it to the chart.

Guided Practice:

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Alright, I want you to work with your shoulder partner at your table. I am going to pass out a stack of cards. Each of the cards contains a word. To start with everyone only needs one card each. Each word on the card has a short vowel sound. You each will be getting a clothespin with a magic “e” on it as well. I want you to work with your shoulder partner and sound out the word on the card. Once you have done this I want you to use the clothespin and add the magic “e” to each word. Make sure that you tell your partner what your new word is. After you have successfully read your new word, move on to a different word.

Checking for Understanding:

I will watch closely as students sound out the CVC words and make sure those are correct. I will also be listening to make sure they are applying the CVCe pattern correctly as well. Once the students have done their words and seem to be getting the hang of the new pattern we will move on.

Independent Practice:

I need everyone to pull out their copy of Officer Buckle and Gloria. I want each of you to write down all the words you can find that have the magic “e” rule. To show me that you understand, I want you to write the words in the boxes on the paper I passed out to you. Remember the magic “e” usually makes the word have a long vowel sound. So read the sentence before you select the word to make sure it makes sense. If you come to a word that doesn’t follow this pattern put a sticky note on the word and we will talk about it later.

Closure:

Today we talked about a new pattern for words. This pattern makes short vowels long vowels. Most of the time adding a magic “e” to the end of the word does just that, it makes the vowel long. Our old word becomes a new word. This new pattern is going to make it easier to read new words we come to in books.

Evaluation/Assessment:

Students’ charts will be reviewed and graded to see if they could identify the spelling patterns CVC and CVCe. Students will also be pulled individually to read some of the words using these two rules.

Rubric

Criteria 1 2 3 4

Identify long a words spelled with CVCe and

Identified few words and added to

Identified some words and added to the

Identified most words and added to the

Identified all words and added to the

LITERACY PROJECT 5

added them to the chart.

the chart chart chart chart

Could apply the CVCe pattern to read the word.

Read few words

Read some words

Read most words

Read all words

more time gave nice

make care pile state

nine nose ride note

CVC

The vowel is usually short

VCe

If there is a vowel, consonant, and silent e, the vowel is usually long

tap

can

tape

cane

LITERACY PROJECT 6

Minilesson


Grade Level: First

LITERACY PROJECT 7


Lesson: Vocabulary in Officer Buckle and Gloria

Objectives:

After teacher modeling and guided practice, students will develop a deeper understanding of the vocabulary words used in the text Officer Buckle and Gloria by creating word posters for those words.

GLE:

R1E01

Develop vocabulary by reading, listening to, and discussing unknown words in stories using context clues.

Modifications:

Low beginner: Locate base words in a simple leveled text. Activity: Highlight the base word from a short list of words in a simple leveled text with teacher modeling and assistance. Vocabulary: Highlight, base words

High beginner: Identify familiar base words in a teacher generated text. Activity: Students complete a worksheet with base words and affixes with corresponding pictures with a partner and teacher guidance. Vocabulary: Affixes, picture

Low intermediate: Construct antonyms by adding prefixes and suffixes to leveled text. Activity: Students complete various worksheets to include various base words with prefixes and suffixes with fewer pictures for support in a small group. Examples: Slower, slowest tie, untie, retie.

High intermediate: Create new words from a list of familiar base words using affixes from leveled text. Activity: Make simple new words from a list of known base words and affixes with a partner.



Index cards

Poster paper – 8 ½ x 11

Pencils

Crayons

LITERACY PROJECT 8

Anticipatory Set:

We read Officer Buckle and Gloria yesterday. Officer Buckle and Gloria went to schools and gave speeches. What were those speeches about? I bet there were some words in the safety tips that were new to you. Today we are going to look at those words again and then we will make word posters for those vocabulary words.


Today we are going to locate the vocabulary words in the text. Then look for clues around those words to figure out what they mean. The illustrations in the book may also be helpful. So we will look at those as well. Once we figure out the meaning of the word, we will create a word poster.


I have made word cards with vocabulary words on them. I will show you a vocabulary word on a word card and then we are going to find the word in the text. The first word is “swivel”. Now I am going to read the sentence with “swivel”, whenever you hear the word raise your hand.

I will read from the book and students will raise their hands when they hear the word.

Now that you have heard “swivel”, let’s see what words are around it. The line goes, “NEVER stand on a SWIVEL CHAIR,” said Officer Buckle, but Mrs. Toppel didn’t hear him. This tells us that “swivel” probably has something to do with a chair. If we look at the illustration we get another clue about “swivel”. The chair in the picture has wheels and looks like the seat would move easily. Now I will write “swivel” on my poster paper and then draw a picture of a chair turning. Okay, now that we know what a swivel chair is what might happen if we stand on one?

I then create a word poster for “swivel”.

Guided Practice:

Now everyone is going to create a word poster. I am going to hand out a word card and a piece of poster paper.

I will hand out the materials.

Please raise your hand when you hear the vocabulary word.

I reread the sentence so that the students will be able to hear “thumbtack”.

Now that you have heard the word thumbtack, look at the picture. Why do you think Gloria is so high in the air? Correct…it hurts to sit on a thumbtack. So what does that tell you about them? Right… they are sharp! Now write “thumbtack” on your poster paper, draw a picture of one, and write a sentence that has the word in it. Think about Gloria in the picture and why she is so high in the air.

LITERACY PROJECT 9


I will walk around and check students’ posters to make sure they are following directions and their illustration of a “thumbtack” is suitable. I will also be checking to make sure students are writing a sentence that has the word in it as well. When students are finished they will raise their hands and I will collect their posters and give them new word cards/poster paper.


Okay, I am going to give each of you a new vocabulary word. The words are mixed up so the people at your table won’t have the same words. Take out the copy of Officer Buckle and Gloria that you have in your group basket. You will use the copy of the book to create a word poster for your new word. Make sure that you look at the words around the new word and the illustrations that go with the words. Once you have done this start on the poster for your word. We have talked about how important spelling is so make sure it is spelled correctly. The posters should be colored nicely and don’t forget to write a sentence using your new word. Some of the words may be difficult in your sentences, do the best you can to sound the words out. The finished posters will be hung around the room, so we can learn from one another.

Closure:

Today we learned a new way to figure out the meaning of new vocabulary words. By looking for clues in the text around the word and looking closely at the pictures we can often figure out the meaning of new words. When you are reading by yourself this is something that will help you figure out what unfamiliar words mean.


Students’ posters will be reviewed and graded to see if the illustrations are appropriate. The sentence the students wrote will also be graded, to make sure the vocabulary word was used correctly. Spelling the vocabulary word correctly will also be assessed, because they were provided with a word card and had copies of the book.

Rubric

Criteria 3 2 1

Vocabulary word is appropriately depicted by illustration and colored.

Appropriate illustration for vocabulary word and is colored.

Appropriate illustration, but not colored or not colored completely.

Illustration is not appropriate.

LITERACY PROJECT 10

Vocabulary word is used correctly in a sentence.

The vocabulary word is used correctly in the sentence.

The vocabulary word is used incorrectly in the sentence.

The vocabulary word is not in the sentence.

Vocabulary word is spelled correctly on word poster.

The vocabulary word is spelled correctly every time.

The vocabulary word is spelled correctly part of the time.

Vocabulary word is misspelled every time.

The girl swivels as she dances.

swivel Thumbtack

Safety Enormous

college Applause Surprised Bowed

Minilesson


Grade Level: First


http://nickaltschuller.files.wordpress.com/2010/04/stick-figure-thumb-300x400-83194.jpg

LITERACY PROJECT 11

Lesson: Text-to-self connection

Objectives:

After teacher modeling and guided practice, students will learn how making connections is helpful to comprehend the book Officer Buckle and Gloria by completing a Text-to-Self connections organizer.

GLE:

R1I01

Identify connections between text to self (text ideas and own experiences).

Modifications:

Low beginner: Use a simple familiar leveled text to relate to personal experiences. Activity: Read a visually supported, leveled text about a personal, universal experience and draw a picture about how the text is related to student’s life with teacher modeling and assistance. Vocabulary: Text ideas, own experiences, picture, draw

High beginner: Illustrate personal experiences after reading a simple familiar leveled text

Activity: Create a picture showing how the text is related to his/her life and label the picture after having listened to a visually supported level text with a partner.

Low intermediate: Design a picture to make connections between leveled text ideas and self, and then discuss.

Activity: Sketch a picture relating text-to-self connections and describing it using short phrases with a partner.

High intermediate: Create a Venn diagram to describe text-to-self connections using simple sentences with a leveled text. Activity: Complete a Venn diagram comparing personal experiences and a story character in a leveled text in a small group.



Text-to-Self connections organizer

Pencils

Anticipatory Set:

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In class yesterday we read Officer Buckle and Gloria. Gloria and Officer Buckle went to schools and gave safety tips to the students. I am going to read the book again today. While I read I am going to share how the text helps me make connections. The connections I make will help me better understand the story. The connections are similar experiences that I have had to those that are in the book.


When I am reading a book and something makes me think of a something in my life, I am making a Text-to-Self connection. By making this type of connections the book becomes more important to me and I remember it better. People who are good readers make these types of connections because it helps them to understand what they are reading. Today when I read aloud I am going to show you some Text-to-Self connections I have made. I make these connections when I think of the things I have experienced in my own life.


Okay listen as I read. “Officer Buckle shared his safety tips with the students at Napville School. Nobody ever listened. Sometimes, there was snoring.” Look at the students. They don’t look very interested. This reminds me of a time when I was in school. I had to listen to a speaker who was not very interesting and that made me want to sleep in my chair too. By making this connection I have a better understanding of the story. I understand how the students feel. Now that I have a connection I am going to add it to my organizer. On the left side under “When I read” I am going to write “Nobody ever listened. Sometimes, there was snoring.” On the right side where it says “it reminded me of” I am going to write “When I had to listen to speakers at school.”

Guided Practice:

I am going to pass out the Text-to-Self connections organizer.

Pass out the organizers.

Now I am going to read some more from the book. When there is a word, picture, or phrase that reminds you of something that has happened in your life, raise your hand. “Afterward, it was business as usual. Mrs. Toppel, the principal, took down the welcome banner. “NEVER stand on a SWIVEL CHAIR,” said Officer Buckle, but Mrs. Toppel didn’t hear him.” Jack do you have a connection? Great job! Now Jack where would you put “my brother never listens to what I tell him”? Right, it does go under “it reminds me of”. Now who can tell me what goes under the other side? Fantastic Amy… he would write “Mrs. Toppel didn’t hear him.” Okay, I want you to work with your shoulder buddy.

Give students a few seconds to get together.

LITERACY PROJECT 13

I want you to talk about other connections that you have made with Officer Buckle and Gloria. Share with your buddy. Make sure and tell each other which side of the organizer each piece of information goes on. You may need to use your copy of the book to refresh your memory.


I will walk around and listen to students making connections. I will listen carefully for students to make correct connections. I will also make sure they are using the connections to better understand and relate to the story. I will make sure that the information is being placed in the correct place on the organizer.


Everyone went to the library earlier this week and got a new picture book. I want you to use that book and fill in your Text-to-Self connections organizer. Remember that the text from the book goes on the left side under “When I read” and the connection you made to your life goes under “it reminds me of”. Make sure that you use complete sentences for your connection. You only need to quote the line, word, or describe the picture that caused the connection. There needs to be a minimum of three connections.

Closure:

Today we learned about making text-to-self connections. We read our books and looked at the illustrations and this helped us think about experiences we have had in our lives. These connections help us to understand books better. Text-to-Self connections are something that you can use when you are reading other books too.


I will grade the connections organizer to ensure Text-to-Self connections were actually made.

Rubric

CRITERIA 2 1 0

Relevant The sentence There is a Incomplete

LITERACY PROJECT 14

makes a relevant self-to-text connection.

sentence, but it isn’t a relevant.

Clearly explained

Sentence clearly explains the text-to-self connection.

There is a sentence, but it doesn’t clearly explain the connection.

Incomplete

3 connections are made.

3 Text-to-Self connections are made.

2 Text-to-Self connections are made.

0-1 Text-to-Self connections are made.

When I read… It reminded me of…

Minilesson


LITERACY PROJECT 15

Grade Level: First


Lesson: Comprehension – Text factors: Story elements

Objectives:

After teacher modeling and guided practice, students will be able to identify the events of the story by creating a flip book.

GLE:

R2C01 Use details from text in independent reading and read-alouds to identify events in logical sequence.

Modifications:

Low beginner: Locate and Sequence 3-5 pictures of events from a familiar leveled text. Activity: Arrange a set of picture cards in logical sequential order from a familiar leveled text with teacher modeling and assistance.

High beginner: Identify the sequence of events in a familiar leveled text. Activity: Draw or use a graphic organizer indicating the (beginning, middle and end) to sequence events in a familiar leveled text with a partner.

Low intermediate: Construct graphic organizer to order events in logical sequence from a leveled text. Activity: Use a sequential graphic organizer to illustrate events in a leveled text in a small group.

High intermediate: Describe 3-5 events from a leveled text, using sequencing words and phrases. Activity: Share 3-5 events in sequential order using sequencing words and phrases in a small group.



Rylant, C. (1985). The relatives came. New York, NY: Alladin Publishing.

Sendak, M. (1963). Where the wild things are. New York, NY: Harper & Row

Prepared flip books

Crayons

LITERACY PROJECT 16

Pencils

Anticipatory Set:

I want you to carefully listen to me tell you a story; it is one you might have heard of. Humpty Dumpty couldn’t be put back together again. Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. Okay, does this story make sense? How come? Correct, stories are usually told in a certain order.


We read Where the Wild Things Are in class yesterday. Today we are going to create flip books about that book. In order to make flip books we have to decide what happens in the beginning, middle, and end of the story. When we are able to decide these parts of the story it makes the book easier to remember. Later you will make a flip book for the story Officer Buckle and Gloria. When we read a fiction book they usually have a beginning, middle, and an end. These are story elements. Deciding what these are help us to better understand the story. A beginning is what happens at the very first of a story. In the beginning we are introduced to the characters and we find out the setting. In the middle of the story is usually when a lot of things happen. The characters are usually very busy in the middle of the story. The end tells the reader what happens. Today I will demonstrate how to show story elements in a flip book.


Remember when we read Where the Wild Things Are in class yesterday? Well today we are going to make a flip book. In our flip books we are going to decide what the beginning, middle, and end are of that story. The flip book is divided into three sections. The “B” is for beginning, “M” is for middle (notice it is the middle section), and “E” is for the end. Okay, now remember back to our reading yesterday. Who can tell me what happened in the beginning of the story?

Wait for student response.

Great answer! So in the beginning Max sailed off to the land of the wild things. So I am going to draw a picture of a boy in a boat under the flap of “B”. Now after I draw a picture I have to write a sentence. So I am going to write “Max sailed to the wild things”. The beginning is done now. Who can tell me what happened in the middle of the book?


Yes that’s right! Max did become the king of the wild things. I am going to draw a boy with a crown on now to represent this. This picture and sentence will go under the flap that is marked “M”, because it is the middle of the story. My sentence is going to say “Max became the king of the wild things.” We are ready to move on to the end now. What happened at the end of the book?

LITERACY PROJECT 17


Okay, so Max was back in his room and his mom has brought his dinner in. I am going to draw a picture of a boy on his bed then. I will write “Max went home.” Now this picture and sentence will go under my “E”.

Guided Practice:

Now we are going to make a flip book together. Who can tell me what other book we read yesterday? Right, we read The Relatives Came. I am going to hand out flip books for each of you.

Pause to hand out flip books.

As a class we are going to decide what the beginning, middle, and end are in The Relatives Came. Think back to when we read this book. In the very beginning what happened in this book?

Wait for a response.

Good, the relatives came and everyone hugged. Now everyone remember that we are going to be working under the flap that says “B”, because this is our beginning. So our sentence can be “Relatives came and everyone hugged.” What should the picture be? I like that. I picture of two people hugging is a great idea. Now we are moving to our “M”, and what does this mean? Good. Okay who can tell me what happened in the middle of our story? Yes that is right. The relatives all ate, slept, and played. So our sentence could be “They ate, played, and slept.” What about a picture? That’s a good point; the pictures don’t have to be just alike. We could draw people eating, sleeping, or playing. Those are all fantastic ideas. We have one more flap left, the “E”. Who can tell me what happened in the end of the book? Alright! So the relatives went home. Our sentence is “The relatives went home.” Now what could be our picture? A car driving down the road is a good idea.


While the students are working on their flip books, I will walk around and make sure the students are on task. I will also make sure that the students are grasping the concepts of beginning, middle, and end. The pictures and sentences should reflect this. As the students finish this activity I will distribute each student another flip book. This flip book will be for Officer Buckle and Gloria.


I need everyone to pull out their copy of Officer Buckle and Gloria. We have read this book several times in class. You will have your copy of the book to refresh your memory if you need it. I want you each to create a flip book for Officer Buckle and Gloria. Make sure that you write a

LITERACY PROJECT 18

sentence and draw a picture for each section. Remember the “B” is for beginning, “M” is for middle, and “E” is for end. The pictures all need to be colored.

Closure:

Today we learned about the story elements beginning, middle, and end. Being able to decide what each of these are in stories will help us understand them better. Fiction books all have these three parts. Finding these elements will help you understand what you are reading better.


Each students flip book will be assessed to see if they could correctly identify the beginning, middle, and end of the story. The students will also be graded on their sentence. It should be relevant to both the story and the picture drawn.

Rubric

Criteria 2 1 0

Picture for “B” The picture identifies the beginning.

There is a picture, but it doesn't identify the beginning.

No picture.

Sentence for “B”

Sentence describes the beginning.

There is a sentence, but it doesn’t describe the beginning.

No sentence.

Picture for “M” Picture identifies the middle.

There is a picture, but it doesn't identify the middle.

No picture.

Sentence for “M”

Sentence describes the middle.

There is a sentence, but it doesn’t describe the middle.

No sentence.

Picture for “E” Picture identifies the end.

There is a picture, but it doesn't identify

No picture.

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the end.

Sentence for “E”

Sentence describes the end.

There is a sentence, but it doesn’t describe the end.

No sentence.

Literacy Project Reflection

B M E

LITERACY PROJECT 20

All through the course of my Language Arts and Developmental Reading classes I have

heard talk of mini-lessons. The more I heard the more convinced I became that they were

valuable. However, I had no idea how much time and work went into creating one. Nor was I

aware of how much of an impact the text the teacher chose to use had on the lesson.

I tried to start this project by creating the Phonics lesson first. To me this was very

confusing. Not because phonics is overly difficult, but because I had absolutely no idea where or

how to start. This led me to go ahead and start writing the vocabulary lesson. Several hours of

research and sitting at the computer pounding things out, only to wear out my backspace key, I

had produced my lesson. My problem seemed to be that I picked out what I wanted to teach

without making sure that my text supported the concept. I was very excited to be getting

something on paper until I reached the modeling/demonstrating portion of the lesson. It was here

that I realized I needed to reread my book and pick out something that could be taught from it.

This was a lesson that I had to repeat multiple times while I was creating the mini-lessons.

One thing that I found while creating these lessons was that there are so many ideas out

there to teach the various concepts. This is something that is going to be very important as a

future classroom teacher. When I get out there I don’t want my students to be stuck doing

worksheets day in and day out. I supposed I just hadn’t thought far enough ahead as to how I was

going to remedy this. Mini-lessons are going to be the key to reinforce ideas and to ensure that

the majority of the material is covered. The activities that can be done with mini-lessons are

abundant. Some of the ideas are elaborate, but they don’t have to be. There were tons of ideas

that used common everyday items in the classroom. What needs to be in the forefront of my

mind is that the lessons are taught in such a way the students will grasp the concepts.

LITERACY PROJECT 21

I thought that one of the challenging things of creating mini-lessons was using authentic

text. Aligning GLE’s and activities with the text sounds simple, but is not always the case. I

found some really fun activities and ideas to teach, but when I tried to incorporate them into my

lesson with my text they didn’t work. As a teacher it is going to be imperative that I am familiar

with my classroom texts. I don’t see many “fly by the seat of your pants” days. If I tried to do

this I’m afraid I would fail miserably. Being prepared and aware of each of the texts potential is

going to be essential to have a successful classroom. Making sure that my classroom library is

stocked with quality books is very important too. Without these books it will be very hard to

create effective mini-lessons.

Differentiation is something that is going to be important in my future classroom as well.

I really liked the ELL site that was provided that addressed this. The multiple levels of learners

will apply to more than just English language learners. The same ideas/concepts can be taught to

struggling readers too. I liked that these modifications were worded in such a manner that

authentic text could be used to carry out the lessons. It will be important to choose something

that is going to interest my readers in order to get them to pay attention. The more engaged they

are because the topic interests them the more success I will have.

My experience with creating mini-lessons was a positive one overall. I had a really hard

time getting something on paper for the first one. However, once I had the first one done they

flowed much more smoothly. I think this is important to note because mini-lessons are going to

be a part of my day in the classroom. The more experience I have creating them the better they

will become. Not only that, but I will also be able to create them more quickly and with

experience, hopefully, they will become more effective. Making sure the text I am using to teach

the lesson works with the concept will also be an important factor. Without quality books the

LITERACY PROJECT 22

lessons are not going to reach the desired outcome. I believe that mini-lessons are a great tool to

use in the classroom. I also think they are a great way to reach the different learners in the

classroom as well.

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