Samantha Basile and Marita Keane

Practicum: JB
I. Background:
Working with JB these past few weeks has been an absolute pleasure. his is

because she trul! is a sweet and caring little girl. JB is "# !ears old and is in a self$ contained fourth%fifth grade class at P.S. &".She currentl! functions on a third grade le'el in reading and writing and a fourth grade le'el in math. She continues to make progress each week and embraces positi'e feedback. JB is polite( cooperati'e( and able to sta! focused throughout the da!. She is alwa!s enthusiastic and eager to participate in classroom discussions and acti'ities. Inside and outside of the classroom( JB interacts appropriatel! with her peers. She is alwa!s willing to help out a classmate and continues to follow classroom rules and regulations. She is outgoing( social and is well liked b! others. JB is a 'isual learner. She functions best when material is presented in a 'ariet! of wa!s using a multi$sensor! approach. JB struggles with comprehension skills( which results in difficulties in writing( reading and math. Working in a small group setting is 'er! beneficial for her because she gets assistance that she needs. )'erall( JB is a 'er! hard$working student with a positi'e attitude toward learning.

II.

*oals:

Writing: ". JB will use a graphic organi+er to help organi+e her thoughts in order to compose a writing piece which includes beginning( middle( and end in , of her writing pieces. It will be measured b! formal and informal assessment at least once a month. Reading: ". JB will use e-emplars( graphic organi+ers( and reading strategies to impro'e her inferential comprehension skills when reading ./0 of grade le'el te-t. It will be

measured b! formal and informal assessment( including obser'ations and anecdotal notes. #. When presented with a narrati'e or a piece of informational te-t( the student will be able to answer 1uestions that pertain to the te-t 2e.g. recalling specific details( ke! ideas( or te-t features.3 with .40 accurac!. his will be measured b! formal and informal assessments. Math: ". JB will use charts( diagrams( and manipulati'e to assist her when sol'ing multi$step word problems in all operations with ./0 accurac!. his goal will be measured using formal and informal assessments at least once per month. #. When gi'en an improper fraction( student will be able to con'ert it into a mi-ed number with ./0 accurac! measured b! informal and formal assessment including teacher obser'ation at least two times per month.

III.

5esson Plans
Lesson #1 Adding and Subtracting Decimal Numbers Lesson Plan

!pe of Setting: his lesson will be taught in a self$contained 6th%/th grade classroom. he 6th and /th graders separate during the math lessons( so onl! se'en students will be present for the lesson. ". P78P)S9 his lesson will help the students gain a better understanding of adding and subtracting decimal numbers. 9ssential :uestions$ ;<ow can the strateg! make a table help !ou organi+e and keep track of adding and subtracting decimals=> #. ?)@AB75A8B C K9B 98MS Decimal: he point or dot used to separate the whole number part from the fractional part of a number Place ?alue: the 'alue of where the digit is in the number( such as unit( tens( etc. 9-ample: In the number E./66( the place 'alue of / is tenths. Deposit: When a person puts mone! into the bank E. )BJ9@ I?9 Students will be able to sol'e problems using the strateg! make a table. 6. F9W B)8K S A 9 59A8FIF* S AFDA8DS: MA <9MA I@S$ @@./.FB .. Add( subtract( multipl!( and di'ide decimals to hundredths( using concrete

models or drawings and strategies based on place 'alue( properties of operations( and%or the relationship between addition and subtractionG relate the strateg! to be written method and e-plain the reasoning used. /. P89$ASS9SSM9F : his lesson is being used to help the students de'elop a better understanding when adding and subtracting decimals. he! will build on pre'ious concepts and use the make a table strateg! along the wa!. H. 59SS)F P89S9F A I)F: S9 IFD7@ I)F$ Write the essential 1uestion on the board( ;<ow can the strateg! make a table help !ou organi+e and keep track of adding and subtracting decimals=> @all on a student to read the 1uestion and discuss that b! the completion of this lesson we will be able to answer it. hen( ask the student ;When do we need to add or subtract decimal numbers in e'er!da! life=> 2<opefull! the students will be able to produce answers like making and balancing a checkbook.3 Ask ;<ow the make a table strateg! could help them=> Discuss the importance of balancing a checkbook and e-plain that we will learn how to do it toda!. P8)@9D789$ ". Put the following problem and table on the board. At the end of Ma!( Mrs. Ireeman had an account balance of J66#.E.. Since then( she has written a check for JHE.K# and made a deposit of JE/4.44. Mrs. Ireeman sa!s she has J.#K.6/ in her account. Make a table to determine if Mrs. Ireeman is correct. Mrs. IreemanLs @heckbook Balance @heck Deposit Balance JHE.K# JE/4.44 J66#.E. $JHE.K# JE.&.6/ MJE/4.44 J.#&.6/

#. 8ead the 1uestion aloud and ask the student( ;What do I need to find=> E. Allow them some time to think and call on a student to sa! the answer( which should be If Mrs. IreemanLs checkbook is correct. 6. Also ask( NWhat information do I need to find= And how will I use this information= he students should answer that we need to find the starting account balance( the amount of the deposit( and the amount of the check. he! need to make a table and use the information to subtract the amount of the check and add the amount of the deposit to find the final account balance. /. Start doing the problem together and model work on the board. 9-plain to the students that the first part of the problem sa!s that Mrs. Ireeman wrote a check for JHE.K#( meaning that she paid mone! and took it out of her account. Ask the students what operation we would use 2Subtraction3. <a'e the complete this step on their own then

assist them as the! fill it into the chart. he! should fill in JE.&.6/. H. 9-plain that JE.&.6/ is Mrs. IreemanLs new balance( but she does more in the problem. .. Fe-t( e-plain that the problem states that Mrs. Ireeman makes a deposit of JE/4.44( meaning that she put that mone! into the bank. Ask the students what operation the! think we should use 2Addition3. <a'e them add the numbers JE.&.6/ and JE/4.44. he! should get J.#K.6/ as the total balance at the end of the problem. <a'e them fill this into the table. &. Ask them if Mrs. Ireeman was correct 2Bes( it wasO3. K. Distribute ;Problem Sol'ing$Add and Subtract Mone!> worksheet from the *) Math practice book. "4. 8ead the first problem to the class and ha'e the students complete it independentl!. .. @ircle the room to see that students are answering correctl!. &. If the! finish tell them to keep working on the sheet. K. 7nfortunatel! math happens right before lunch. With fi'e minutes remaining instruct the students to finish up that last problem and pack up for lunch. 9-plain that more assistance will be pro'ided when the! come back. @5)S789$ Since the class is particularl! talkati'e( ask them to recall some of the things the! learned toda!. 2Make sure the! sa! how the make a table strateg! helped them to order numbers when adding and subtracting decimals.3 his re'iew will reinforce what the! had Pust learned. .. MA 98IA5S AFD 89S)78@9S: 5arge White Board Dr! 9rase Markers *) Math practice book

&. I)55)W 7P A@ I?I IB: Ior homework( instruct the students to complete selected 1uestions from the worksheet. ell them to put in their best effort to complete them and that I will check them the following da!. K. 9?A57A I)F ASS9SSM9F : o determine whether or not the learners met the obPecti'es( after re'iewing the topic and pro'iding more details( distribute the chapter test to see if the! grasp this concept. "4. DIII989F IA I)F: 8emedial: $e-amples modeled before completing an! indi'iduall!. 9-emplar!: $9-tra 1uestions are included in case the student finishes earlier than the others. Multiple intelligences

?isual: $ able is used to help the students add and subtract decimals. $Modeled in front of the room Auditor!: $:uestions are read aloud $Students are asked 1uestions throughout the lesson Leson #2: English Language Arts Lesson Plan on Authors Purpose !pe of Setting: his lesson will be taught in a self$contained 6th%/th grade classroom. he 6th and /th graders separate during the language arts lessons. he 6th graders focused on The Other Side b! Jac1ueline Woodson and the fifth graders focused on An Apple For Harriet Tubman b! *lennette ille! urner. ". P78P)S9 his lesson will help the students de'elop their knowledge of the authorLs message through a reading acti'it! and class discussion. #. ?)@AB75A8B AFD K9B 98MS AuthorLs message Q the message the author is tr!ing to portra! Ireedom Q the act of li'ing freel! without obsessi'e control( brutal punishment or fear )'erseer Q a white owner who 'iews the sla'es as the! work Sla'er! Q a time period where blacks were under the control of whites and had to work in poor conditions with no pa!ment Plantation Q an area where the sla'es worked on the fields Safe <ouse Q a place where the sla'es would find safe keeping when escaping to the Forth E. SKI55S he students will be able to identif! the authorLs message in the stor!. 6. )BJ9@ I?9 As a result of this lesson students will be able to recogni+e the authorLs message of the stor!( demonstrate their understanding of the authorLs message b! adding to the class t$ chart and completing a specific worksheet. /. F9W B)8K @I B 59A8FIF* S AFDA8DS: Social Studies: <istor! of the 7nited States( @anada( and 5atin America @ontent 7nderstanding: 2@hange3 Ke! turning points and e'ents in the histories of @anada( 5atin America and the 7nited States can be organi+ed into different historical time periods. Ior e-ample( ke! turning points might include: "&th$centur! e-ploration and encounter. "Kth centur!

westward migration and e-pansion. #4th centur! population mo'ement from rural to suburban areas @ontent 7nderstanding: 2Identit!3 Important historic figures and groups ha'e made significant contributions to the de'elopment of @anada( 5atin America( and the 7nited States. @raft and Structure: Describe how a narratorLs or speakerLs point of 'iew influences how e'ents are described. 8eading Standard ": Students will read( write( listen( and speak for information and understanding. R 7nderstand written directions and procedures R Identif! a main idea and supporting details in informational te-ts R Identif! a conclusion that summari+es the main idea R Make inferences and draw conclusions on the basis of information from the te-t( with assistance Standard #: Students will read( write( listen( and speak for literar! response and e-pression. R Make predictions( draw conclusions( and make inferences about e'ents and characters R Identif! cultural influences in te-ts and performances R 7se specific e'idence from stories to identif! themesG describe characters( their actions( and their moti'ationsG relate a se1uence of e'ents R 7se knowledge of stor! structure( stor! elements( and ke! 'ocabular! to interpret stories Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R Anal!+e ideas and information on the basis of prior knowledge and personal e-perience R 8ecogni+e how language and illustrations are used to persuade in printed and filmed ad'ertisements and in te-ts( such as letters to the editor R 7se opinions and reactions of teachers and classmates to e'aluate personal interpretation of ideas( information( and e-perience R 9'aluate information( ideas( opinions( and themes in te-ts b! identif!ing( with assistance( - a central idea and supporting details Writing Standard ": Students will read( write( listen( and speak for information and understanding. R State a main idea and support it with details R Produce clear( well$organi+ed( and well$de'eloped e-planations( reports( accounts( and directions that demonstrate understanding of a topic R Support interpretations and e-planations with e'idence from te-t Standard #: Students will read( write( listen( and speak for literar! response and e-pression.

R Produce clear( well$organi+ed responses to stories read or listened to( supporting the understanding of characters and e'ents with details from the stor! R Draw a conclusion about the work( with assistance Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R State a main idea( theme( or opinion and pro'ide supporting details R 7se rele'ant e-amples( reasons( and e-planations to support ideas R 9-press opinions and make Pudgments that demonstrate a personal point of 'iew R 7se details from stories or informational te-ts to predict( e-plain( or show relationships between information and e'ents Speaking Standard ": Students will read( write( listen( and speak for information and understanding. R Ask clarif!ing 1uestions R 9-plain a line of reasoning R Speak loudl! enough to be heard b! the audience R 7se complete sentences( using age$ and content$appropriate 'ocabular! Standard #: Students will read( write( listen( and speak for literar! response and e-pression. R Make inferences and draw conclusions R Ask 1uestions to clarif! and interpret literar! te-ts and performances and respond to the 1uestions of classmates R 7se complete sentences( correct 'erb tense( age$appropriate 'ocabular!( and logical order in oral presentation Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R Speak with appropriate rate and 'olume for the audience R ake turns speaking in a group Standard 6: Students will read( write( listen( and speak for social interaction. R 7se the rules of con'ersation( such as a'oid interrupting and respond respectfull! 8eading Standard ": Students will read( write( listen( and speak for information and understanding. R 7nderstand written directions and procedures R Identif! a main idea and supporting details in informational te-ts R Identif! a conclusion that summari+es the main idea R Make inferences and draw conclusions on the basis of information from the te-t( with assistance Standard #: Students will read( write( listen( and speak for literar! response and e-pression. R Make predictions( draw conclusions( and make inferences about e'ents and characters

R Identif! cultural influences in te-ts and performances R 7se specific e'idence from stories to identif! themesG describe characters( their actions( and their moti'ationsG relate a se1uence of e'ents R 7se knowledge of stor! structure( stor! elements( and ke! 'ocabular! to interpret stories Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R Anal!+e ideas and information on the basis of prior knowledge and personal e-perience R 8ecogni+e how language and illustrations are used to persuade in printed and filmed ad'ertisements and in te-ts( such as letters to the editor R 7se opinions and reactions of teachers and classmates to e'aluate personal interpretation of ideas( information( and e-perience R 9'aluate information( ideas( opinions( and themes in te-ts b! identif!ing( with assistance( - a central idea and supporting details Writing Standard ": Students will read( write( listen( and speak for information and understanding. R State a main idea and support it with details R Produce clear( well$organi+ed( and well$de'eloped e-planations( reports( accounts( and directions that demonstrate understanding of a topic R Support interpretations and e-planations with e'idence from te-t Standard #: Students will read( write( listen( and speak for literar! response and e-pression. R Produce clear( well$organi+ed responses to stories read or listened to( supporting the understanding of characters and e'ents with details from the stor! R Draw a conclusion about the work( with assistance Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R State a main idea( theme( or opinion and pro'ide supporting details R 7se rele'ant e-amples( reasons( and e-planations to support ideas R 9-press opinions and make Pudgments that demonstrate a personal point of 'iew R 7se details from stories or informational te-ts to predict( e-plain( or show relationships between information and e'ents Speaking Standard ": Students will read( write( listen( and speak for information and understanding. R Ask clarif!ing 1uestions R 9-plain a line of reasoning $ speak loudl! enough to be heard b! the audience R 7se complete sentences( using age$ and content$appropriate 'ocabular! Standard #: Students will read( write( listen( and speak for literar! response and e-pression.

R Make inferences and draw conclusions R Ask 1uestions to clarif! and interpret literar! te-ts and performances and respond to the 1uestions of classmates R 7se complete sentences( correct 'erb tense( age$appropriate 'ocabular!( and logical order in oral presentation Standard E: Students will read( write( listen( and speak for critical anal!sis and e'aluation. R Speak with appropriate rate and 'olume for the audience R ake turns speaking in a group Standard 6: Students will read( write( listen( and speak for social interaction. R 7se the rules of con'ersation( such as a'oid interrupting and respond respectfull! H. P89$ASS9SSM9F : his lesson is being used to re'iew the concept of authorLs message. he students ha'e been e-posed to this reading strateg! earlier in the week. his lesson will help them to reinforce the concept. .. 59SS)F P89S9F A I)F: S9 IFD7@ I)F$ Ior the past couple of weeks this special education class has been finding the authors message in the books we ha'e been reading together. his lesson builds on that and gi'es them a chance to find the authors message in groups with assistance from the student teachers and the classroom teacher. P8)@9D789$ ". he teacher will ask the students to come to the rug. #. he teacher will acti'ate the classL prior knowledge b! asking the students what an authorLs message is. E. he teacher will e-plain that the class will be reading two separate books and will be discussing the authorLs message for each. 6. he teacher will gi'e the students more background information on the books The Other Side and An Apple for Harriet Tubman. /. he teacher will ask them rele'ant 1uestions that relate to the books the! will be discussing in groups. H. he teacher will gi'e a brief definition and e-planation of sla'er! and freedom and how the aftermath of sla'er! affected both whites and blacks and how this ma! be portra!ed in each book through the authorLs message. .. )nce the class discussion is o'er the teacher will gi'e the class directions to go back to their seats. &. he fourth and fifth graders will be spilt up: he fourth graders will be reading( discussing and completing a worksheet on The Other Side and the fifth graders will be reading( discussing and completing a worksheet on An Apple For Harriet Tubman. he teacher%student teacher will super'ise both groups. @5)S789$

o close the lesson the teacher%student teacher will make a t$chart on chart paper of the authorLs message of each stor!. &. MA 98IA5S An Apple for <arriet ubman he )ther Side 9asel @hart paper Markers

K. I)5)W 7P A@ I?I B: Students will be asked to complete a worksheet based on their grade le'el and book. After their worksheet is complete( the! will discuss it with their groups. he! will be instructed to look for the authorLs message in these books. he teacher will hand out the reading folders and post$its so the students can write down the authorLs message and post it in their ;post$it parking lot.> he students will discuss what the authorLs message is and write it on their post$its and stick it in their reading folder. "4. 9?A57A I)F%ASS9SSM9F : he teacher will assess the comprehension of the students during the read aloud while the students discuss the possible authorLs message. Iurther assessment will take place as the students read with the teacher and student teachers. All students will be assessed b! their post$it parking lot in their reading workshop folders as well as from the worksheet the! complete. Ior homework students will need to find the authorLs message in one of their independent reading books and fill out their worksheets with e'idence as to how the! found the authorLs message. "". DIII989F IA I)F Auditory and Intrapersonal learners will benefit from the open class discussions that the lesson is based on. All the students as a whole will benefit from the read aloud in their groups based on their need for visual stimulation. English Language Learners will benefit from the repetiti'e nature of both books. Struggling readers will benefit from the shared and choral reading groups and the small group instruction. Struggling readers will also benefit from their worksheet in their reading folder that has reminders on how to find the authorLs message. Gifted/Accelerated learners will benefit from the higher$le'el auditor! book reading because it pushes them to think more anal!ticall!.

I?. 8ecommendations
JB is a great student and eas! to work with. <owe'er( she does struggle in some academic areas. Because of this we ha'e made some specific suggestions for her to impro'e in writing( reading and mathematics. When working with JB in writing we reali+ed that she has a hard time in organi+ing her thoughts and sometimes forgets to include a beginning( middle and end in her writing pieces. We suggest that she uses a graphic organi+er when she writes so that she can further organi+e her thoughts. JB reall! enPo!s writing( because of this using a web would be helpful for her so that she can get her ideas down on paper in an organi+ed fashion. In reading( JB has a 'er! difficult time with comprehension. When a te-t is read to her aloud she can understand it( howe'er when she reads on her own she has trouble finding the meaning. )ne reading strateg! that would be effecti'e for JB would be putting her in a small group during the literac! block. Another effecti'e strateg! that we think would be beneficial for JB is for the teacher to prompt her as she is reading and ask her 1uestions during the stor! that will guide her as she reads. Since she is a 'isual learning( it would help if the teacher modeled using e-emplars graphic organi+er and other reading strategies. his wa! she can see how to do it and appl! her knowledge as sheLs reading on her own. She should be encouraged to use all three of these methods whene'er she is reading b! herself. 5ike in reading( math poses a problem for JB because of the necessar! comprehension that is in'ol'ed. She works 'er! hard in math( but struggles in understanding whatLs being asked in the 1uestion. We suggest that she underlines important ke! words in the each 1uestion to help her focus in what she needs to find out.

We ha'e been working on this skill with her and although she has impro'ed she still continues to make some slight mistakes. We think this is because she rushes through problems in efforts to get them done 1uickl!. )ften times she guesses which operation should be used in a problem without internali+ing the 1uestion first. She needs to take time to think through each problem and break it down into steps. Since she is a 'isual learner and benefits from small group work( we also think the same strategies used in reading would be helpful for her in math as well. Working with JB was a great e-perience for us. She presented a wonderful attitude in the classroom and alwa!s tried her best. Although she struggles with comprehension we think that continual use of the recommended strategies would benefit her greatl!. We know JB will continue to impro'e and we wish her the best as she continues to grow academicall!.