ECED 429: Lesson Plan 2 Shared Reading

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Teacher Candidate: Gabrielle Gregorie Subject/Grade: ELA: Shared Reading - Grade 1

Lesson #: 2 Date and Time of Lesson: October 22, 2013 (time not definite. Will add to lesson plan after it is taught on Thursday 24th)

Learning Objective: After a shared reading of The Cooking Pot by Joy Cowley, students will understand how making predictions about a story can help them to understand the story. Alignment with Standards: Common Core Reading Standards for Literature Grade 1: Key Ideas and Details1. Ask and answer questions about key details in a text. 3. Describe characters, settings, and major events in a story, using key details. Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its characters, settings, or events. SC ELA Standards Grade 1: 1 1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion. 1 1.2 Use pictures and words to make and revise predictions about a given literary text. Cross-curricular connections: Common Core Speaking and Listening Standards Grade 1: Comprehension and Collaboration1. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Assessment(s) of the Objectives: Lesson Objective - After a shared reading of The Cooking Pot by Joy Cowley, students will understand how making predictions about a story can help them to understand the story. Assessment of the Objective
Pre- Before reading the book, students will make predictions based off the cover of the book alone. Students will be participating in partner Turnand-Talks, and discussion on responses and experiences. Together the class will form predictions of The Cooking Pot. Anecdotal notes and observations will be taken to provide evidence of students knowledge on predictions and story details prior to the shared reading lesson. During- Throughout the

Use of Formative Assessment

- The data taken from the pre, during, and post assessments will be used to inform future instruction. Observations and anecdotal notes of the students engagement and understanding of the content in the lesson can help in planning future shared readings. It can allow you to determine: if the text was to easy/difficult, students engagement, interest, and gained knowledge from

ECED 429: Lesson Plan 2 Shared Reading reading, discoveries will be made to confirm the predictions that students made about the story. Students will participate in discussion about the text, and reflect upon predictions. During the reading students are also thinking about the listening target: How can making predictions about a story help me to understand the story? Anecdotal notes and observations will be taken to provide evidence of students participation and discussion about the story during the shared reading lesson. Post- After reading The Cooking Pot, students will participate in class discussion about their predictions throughout the reading. Were they correct? How could making predictions about a story help you to understand the story? Guided discussion about this objective will help students construct an overall understanding. Anecdotal notes and observations will be taken to provide evidence of students understanding of predictions and how they can help a reader understand the story after the shared reading lesson. the lesson, if content needs to be reviewed before moving on, if certain students need further independent instruction on the content, etc. Overall, the data collected of the students assessments before, during, and after the lesson can be beneficial in planning future lessons.

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Accommodations: Accommodations for instruction will be adapted for varying rates of learning, learning styles, and any relevant diversity issues. Students will read text together out loud, allowing less confident readers and advanced readers to participate at the same level and pace. The text and thinking points will be carefully chosen prior to the lesson to ensure no issues with diversity or inappropriate content is associated with the text. All students special needs, individual learning styles, and accommodations will be addressed in the preplanning of the lesson. The Cooking Pot is a text that allows all students (ESOL, special needs, higher level, average, and lower level students) to participate in a beneficial shared reading lesson focusing on the importance of making predictions and observations to help understand the text. Materials: Text: Big book - The Cooking Pot by Joy Cowley Pre, during, and post assessment chart (*pen and clipboard)

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Large Post-it notes: setting, character, and additional post-its for students predictions Small Post-it notes to cover the word Sausages page 8, and like page 14 Listening target visual How can making predictions about a story help me to understand the story? Black marker **Cooking pot and (23) individual packs of jelly beans for student Procedures: 1. Gather students at the carpet for a shared reading lesson. Display the book, The Cooking Pot, on the easel for all students to see. Assign student partnerships that will be used later in the lesson for Turnand- Talks. When all students are settled, begin lesson: Today we are going to read a story called The Cooking Pot by Joy Cowley. Refresh, Who is Joy Cowley? If Joy Cowley is the author, what did she do? -The Cooking Pot by Joy Cowley. How many of you have ever used a cooking pot? Turn-and-Talk to the person sitting next to you, share a time that you have used a cooking pot. Who were you with? What did you cook? Allow students a few moments to discuss with their partner about their experience. Count down- 3,2, 1 to bring students attention back to the lesson. Allow students to check their thinking with yours: I have cooked soup in my cooking pot, and spaghetti. Raise your hand and share, what were some of the things you or your partner cooked in a cooking pot? Allow students to share responses and move on. 2. So, today we are going to read The Cooking Pot, but before we read it I want to think about some things. I want to tell you a listening target for the lesson - this is something to think about while reading How does making predictions about a story help me to understand the story? Show students the visual of the listening target, and place it were it is visible for the remainder of the lesson. Refresh students on the meaning of prediction- a guess about the story, and what you will think is happening. This will help give you an idea of what you are going to be reading about, just by looking at the front cover. 3. First, ask students to make a prediction about the characters in the book. What characters do we know are in the book by looking at the front cover? - (Students answer: woman, lady, etc.) On a large post-it note labeled characters, write students response and place it above the book. Next, ask students to predict where the woman is, the setting of our story where are story is happening, taking place. Guide thinking she is wearing an apron, and is cooking somethingmaybe she is in the kitchen. Write students response on a post-it note labeled setting. Then ask students to make another prediction about what the woman is cooking. Guide thinking it looks red, and hot, and liquidmaybe it is soup. Ask students to predict why she might be cooking. Allow students time to Turn-and-Talk with their partner about why they think she might be cooking. Count down 3,2,1and allow students to share their responses. Write an overall prediction of what we see on the cover on a post-it note * The woman is cooking soup in her cooking pot. Point out that we already know a lot about our story and we havent even read the book yet. (3 post-it notes so far: characters, setting, overall prediction of cover) I am excited to read the story and see if your predictions are correct! 4. Begin Reading: The Cooking Pot by Joy Cowley. After reading first page, stop and address characters. We now know the womans name is Mrs. Spot, and can change woman to Mrs. Spot on characters post-it note. Mention the presence of new characters- 3 children (2 girls and a boy) and a cat. They are also characters in our story, and now the setting is them sitting at the dinner table. How do they look? What does the picture show them doing, feeling? Continue reading story. Stop on page 4 to address

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that the prediction of what she was cooking in the pot was correct- a red, hot, soup. Continue reading book. 5. Stop on page 8 after reading _____! Thanks a lot, Mrs. Spot. (The word Sausages is covered with a small post-it note prior to lesson.) Ask students to look at the picture on the page. Turn-and-Talk to their partner about what they think the picture is of. Count down 3,2,1 Allow students to share responses. If the picture is of sausages, get your mouth ready for the first sound s. Uncover the first letter of the word and show that it matches up, and reveal word. If students gave another answer ex. hot dogs, the first letter s will not match up with h, so its incorrect. Continue reading story. Allow students to stop and make predictions about what they think is in the pot next? Turn-and-Talk or call on students randomly. Continue reading, and learn that corn is next in the pot. 6. When you get to page 14 of the story another word, like, will be previously covered with a small post-it note. Will we ____ it, Mrs. Spot? Ask students to think of a word that could go in the blank. Explain that this is what you can do if you do not know a word when you are reading by yourself. Eventually come to the conclusion that like is the missing word, and remove post-it to show first letter and see if they were correct. Finish reading book to class. 7. After reading, go back and address the post-it notes. Characters- Mrs. Spot, and add 3 children and cat. Setting- correct prediction, kitchen. Other predictions The woman is cooking soup in her pot- correct. After reading, students learn that their predictions were false or correct. Discuss the problem of the story the children were hungry. Discuss the solution of the story the woman, Mrs. Spot, cooked soup, sausages, and corn in her cooking pot. She also had jellybeans in her pot. Discuss the listening target question- ask for students responses. Help them to understand that if we get stuck on words or confused about the text, pictures and making predictions can help us understand what we are reading. After wrap-up discussion, allow students to enjoy a treat of jellybeans brought for them in a cooking pot! (Individually packed jellybeans) Activity Analysis: Making Predictions An activity on making predictions is incorporated during the shared reading lesson. This activity supports the lesson objective by giving them a chance to make predictions about the story and learn if their responses are correct through reading. This helps them to understand how making predictions about a story can help them to understand the story. The activity stems from TWS 1 by allowing children of high, medium, and low range reading levels to participate in the reading of the same grade level text. No technology is used in this activity, but the story could be scanned to Smart Board to provide a technological visual of the text instead of using a big book. Covered up words Covering up certain words in the text prior to the shared reading lesson is another activity used to promote student thinking. This process supports the objective by allowing students to use illustrations and details of the text to help find meaning during. This technique is helpful for independent reading. By using this technique and forming predictions, students gain a better understanding of the text. No technology is used in this activity, but the story could be scanned to Smart Board to provide a technological visual of the text instead of using a big book. References: Cowley, Joy. The Cooking Pot. Wright Group/McGraw Hill. Common Core Standards South Carolina ELA Standards

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Pre, During, & Post Assessment Chart Pre- Lesson Assessment: Predictions:

Observations, notes, and comments:

During Lesson Assessment: Predictions:

Observations, notes, and comments:

Post- Lesson Assessment: Final Predictions, understanding of content, final discussion:

Observations, notes, and comments:

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Listening Target Visual:

Listening Target: How does making predictions about a story help me to understand the story?