Week 8 Assignment # 3

Candidate’s Name: Kylie Hubbard

Grade Level: 3rd Grade

Title of the lesson: Noun Practice With Poems  

Length of the lesson: 2- 45 minutes sessions

Central focus: Students will practice identifying nouns in a poem. Students will underline noun in the poem, then on top they will write if the noun is a person, place, or thing. Knowledge of students: Students will have an understanding of nouns.

Key questions: Who can remind me what a noun is? Will we also see all types of nouns in a sentence? What type of a noun gets a capital letter at the beginning of it? What is the difference between a noun and a proper noun? When do we use them? Who has heard of Shel Silverstein? Many students have experiences identifying words in and out of school. They should be familiar with the how to identify the types of nouns.

Common Core State Standards Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Fluency: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.3.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Support literacy development through language This lesson will help to reinforce the types of nouns and identifying them in text. Vocabulary ●      Noun: Person, Place, Thing, Proper Noun: Taco Bell, M&M’s, Pokémon.  Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify plurals and similar looking words.

Learning objectives Students will be able to identify the nouns in the poem. Students will be able to use the identified nouns to create a “Silly Sentence” of their own.

Formal and Informal assessment Were students able to identify their nouns in the various poems? Were students able to identify the difference between a noun and proper noun? Were students able to complete a “Silly Sentence” with their identified words?

Instructional procedure: Day 1: The teacher will start the lesson by reviewing the key questions. Students will watch a short animated video of one of Shel Silverstein’s poems being read. Eight Balloons The students will be given a worksheet of the poem to follow along with as the video is watched again. After the students have finished watching it for a second time, the teacher will instruct the students to read through it on their own. They will be instructed to not do anything else. Once the students have finished reading it independently, the teacher will pair the students up to identify the nouns together in the poem. The students will underline the nouns and identifying if their type: person, place, or thing. The teacher will use the Smart Board to project her copy of the poem. As a class, the students will be asked to come to the Smart Board and underline the nouns. They will also be asked to identify which type the nouns are, and write that on the Smart Board as well. After the students have completely identified all nouns from Eight Balloons, the students will work independently to complete the next poem: Recipe for a Hippopotamus Sandwich. Students will have roughly 5-8 minutes to complete this. As a class, we will come back together and identify the nouns in the same format, as we will with Eight Balloons. Day 2: 1.     As a class, we will review the previous days activities. 2.     Students will be instructed to use the nouns that were identified in both poems, to create their own story. They are allowed to use other words to help structure the sentence. 3.     To assist the students, they may use their worksheets for reference. Alternatively, they can reference the word list on the Smart Board. 4.     When the students are finished, they will share their stories with the class.

Materials: ·       Worksheets 1.     Eight Balloons 2.     Recipe for a Hippopotamus ·       Computer ·       Internet ·       http://www.shelsilverstein.com/books/#animations (Eight Balloons) ·       Pencil ·       Paper ·       Smart Board ·       Projector

Reflection Were students able to identify their noun? Were the students able to determine the difference between a proper noun and noun? Were students willing to come to the Smart Board and participate? Were students able to create a story with their noun list?

 Common Nouns                                                                                         Mrs. Hubbard

  

Name: _______________________ Date: __________

What is a noun? Person, Place, OR Thing

Directions: Underline the nouns, and then write if it is a person, place, or thing on top.

Recipe for a Hippopotamus Sandwich, by Shel Silverstein

1.  A hippo sandwich is easy to make.

2.  All you do is simply take

3.  One slice of bread,

4.  One slice of cake,

5.  Some mayonnaise

6.  One onion ring,

7.  One hippopotamus

8.  One piece of string,

9.  A dash of pepper –

10.  That ought to do it.

11.  And now comes the problem…

12.  Biting into it!

 Common Nouns                                                                                         Mrs. Hubbard

Name: _______________________ Date: __________

What is a noun? Person, Place, OR Thing

Directions: Underline the nouns, and then write if it is a person, place, or thing on top.

Eight Balloons, by Shel Silverstein

Eight balloons no one was buyin'

All broke loose one afternoon.

Eight balloons with strings a-flyin',

Free to do what they wanted to.

One flew up to touch the sun - POP!

One thought highways might be fun - POP!

One took a nap in a cactus pile - POP!

One stayed to play with a careless child - POP!

One tried to taste some bacon fryin' - POP!

One fell in love with a porcupine - POP!

One looked close in a crocodile's mouth - POP!

One sat around 'til his air ran out - WHOOSH!

Eight balloons no one was buyin' -

They broke loose and away they flew,

Free to float and free to fly

And free to pop where they wanted to.

Week 7 Assignment # 5

This week I was able to sit with two different 2^nd grade students from the class that I am observing. I was unable to work with just one student because of timing.

Print Awareness:

I followed along with the assignment that was posted on the ReadingRockets website, with a few minor adjustments, particularly the vocabulary, because of the time constraints. We used a book that was suggested by the classroom teacher. North Country Night, by Daniel San Souci

Student 1 was able to:

1.     Tell me what an author and illustrator does

2.     She knew how to read the story; start with cover, left to right, ending with the back of the book

3.     She was able to identify all aspects of the book; but struggled to remember that the name of the book was called the title.

4.     We took turned reading the book. After each page we would discuss what had happened, what the images represented, and discussed words that she had not seen before. We used contextual clues to help decipher them. 

5.     She was able to retell the story, but was unable to describe the meaning of the story.

From this observation I was able to determine that this student is well versed in print awareness.

Phonological Awareness:

With student 1, we used the same book, North Country Night, by Daniel San Souci. We counted sentences on each page, noticing that each page had between 2-5 sentences. We then moved to counting words in each sentence, which were between 5-15 words. Finally, we focused on just 2 pages to count the syllables in each word. Student 1 had no trouble counting syllables with familiar words, however when we came to unfamiliar words (words that we defined together during the Print Awareness section), the student began to struggle and we stopped.

For additional help the student could visit the following site to practice their syllables. http://more2.starfall.com/m/level-k/word-machines-demo/load.htm?n=machine&y=1

Phonics:

I worked with student 2 for this section. I used flashcards provided by the classroom teacher to review words that the student was struggling with. The student was struggling with their sh, ch, th, and wh. For additional help the student can visit the following site to practice: https://www.education.com/game/digraphs-matching/

Fluency:

With student 2, I preformed a running record, using a book suggested by the classroom teacher. It took the student 3 minutes and 17 seconds to complete the running record, which included 234 words of the book. The student was able to read 71WPM according the running record scoring sheet provided. Also according the to provided scoring sheet, this student would receive a score of 3 for fluency: Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive interpretation and pausing guided author’s meaning and punctuation; appropriate stress and rate with only a few slowdowns. The running record was provided by Fountas & Pinnell.

The fluency site that I found offers a verity of different ways to practice skills.

https://www.ixl.com/ela/

Week 6 Phonic Awareness

Below is the link to my mini lesson. Please pardon my voice as I am sick.

Mini Lesson

Candidate’s Name: Kylie Hubbard

Grade Level: 4td Grade

Title of the lesson: Verb Tenses

Length of the lesson: 5 15 Minute mini lessons

Central focus: Students will practice identifying words or phrases they are struggling with while reading short stories. Students will familiarize him or herself with tenses by utilizing ABCYA.com, Verb Viper and Word Cloud. Students who need more exposure to verb tenses will utilize the above games on a more frequent timetable. Knowledge of students: Student will use word from their word list to create their Word Cloud.

Key questions: What words do you find hard to remember? What words do you find hard to identify their meanings? What is a verb tense? When do we use them? Many students have experiences identifying words in and out of school. They should be familiar with the how to identify verb and word tenses.

Common Core State Standards Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency: CCSS.ELA-LITERACY.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.4.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.4.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.RF.4.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language This lesson will help to clarify when and how to verb tenses. Vocabulary ●     Words students were struggling with: thought, though, afraid, breathe, breath, brain, put, paired, pair, heard, head, hear, (this will be a growing list) Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify plurals and similar looking words.

Learning objectives Students will be able to identify when to use verb tenses. Students will be able to use the vocabulary words in complete sentences. Students will be able to, by the 5th class, complete all stages of Verb Viper within 90% accuracy.

Formal and Informal assessment Were students to achieve the 90% accuracy in Verb Viper? (Provided via the website) Were students able to remove words from their Word Cloud, because they became familiar with them? Were students able to move past their current Level of Word Identification? Were students able to properly create sentences using their struggling words?

Instructional procedure: Review the meaning of a verb tense. Students will be instructed to log into their ABCYA accounts, which were set up in a previous lesson. They are access Verb Viper. Together, we will read the instructions. Students are to complete each level and wait for the teacher to check their accuracy level. The teacher will then print the screen to record as an assessment. The student will be directed to write sentences, on a piece of paper, using the phrases that were marked incorrect in the Verb Viper assessment. The student then can more onto the next level. Through Word Cloud, students will enter the words that they are struggling with. On a piece of paper, students will write sentences using the words from Word Cloud, which they have been struggling with. Struggling students will be instructed to continue with this practice, while other students take their word lists and create short stories.

Materials: ·       Level words ·       Computer ·       Internet ·       ABCYA.com ·       Pencil ·       Paper

Reflection Were students able to create complete sentences using the appropriate verb tense? Were students able to complete the task on time? Are students more comfortable with verb tenses? Were students able to navigate ABCYA- Verb Viper and Word Cloud?