LEARNING UNIT

(CRITICAL ASSIGNMENT 3)
EEX4940 STUDENT TEACHING/ INTERNSHIP & SEMINAR
(FEAP 1: Instructional Design and Lesson Planning; FEAP 2: The Learning
Environment; FEAP 3: Instructional Delivery and Facilitation; FEAP 4:
Assessment; FEAP 5: Continuous Improvement, Responsibility and Ethics;
FEAP 6: Professional Responsibility and Ethical Conduct).
IRSCFall 2014

Mandi Stocks

Mandi Stocks

C
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Learning Unit

IRSC-Fall 2014

Section I: Planning
1. Purpose
2. Pretest
3. Posttest
4. Lesson Plan

Section II: Implementation

1. Instructional Adjustments
2. Implementation
3. Daily Reflections

Section III: Summary

1. Pretest and Lesson Result Summaries
2. Pre- and Post-Test Data
3. Data Observations
4. Error Analysis
5. Impact on Student Learning

Section IV: Implications

Section V: Future Applications

Mandi Stocks

Learning Unit

IRSC-Fall 2014

PLANNING
1. PURPOSE
In compliance with the standards, and in coordination with the 3rd grade teachers and SFA
(Success For All) Reading program, I will be teaching two story-cycles focused on clarifying
informational text with a sub focus on evidence (A Tree is Growing) or structure (The
Albertosaurus Mystery).
LAFS.3.RI.1.1: Students will be able to ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for answers.
LAFS.3.RI.2.5: Students will be able to use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
2. PRETEST
The pretest will be the Word Power skill questions and building meaning questions from the
teacher edition. This will be given on Day 1. Students will have to apply the focus skill for the
week by either chunking words or determining the correct use of a homograph from multiple
sentences, then use the story cycle vocabulary to write sentences, fill-in-the-blank or chose the
correct meaning of a word.
3. POSTTEST
The posttest given on Day 4 and will be a repeat of the Day 1 pretest with story cycle
comprehension questions added. Students will have to answer questions with explanations to
demonstrate skill and comprehension levels.
4. LESSON PLANS
A Tree is Growing story cycle
The Albertosaurus Mystery: Philip Curries Hunt in the Badlands story cycle

Mandi Stocks

Learning Unit

IRSC-Fall 2014

IMPLEMENTATION
1. INSTRUCTIONAL ADJUSTMENTS and IMPLEMENTATION
A Tree is Growing
Day One revealed that the majority of the class was unfamiliar with the target vocabulary words
and the foundational skill of drawing conclusions. I was scheduled to be out for Day Two and
Three, but conferenced with my co-operating teacher in regards to what would need to be done
in my absence. My adjustments included a postponement of the thinking map activity, a focus on
vocabulary and drawing conclusions, and an introduction to the word power skill, homographs.
Another adjustment is during the Partner Reading procedure. Step 5 is to Read On. I feel,
especially with informational text, the students should reread what they just read rather than
continue on in the text. This text especially has a lot of information and text features.
In preparation for the story test, I adjusted how in-depth of a review we went through before
administering the test. I used a tactile review strategy involving fact finding. The students wrote
a fact on a leaf and we taped them to the white board while a slide was projected with the trunk
of a tree.
The test has a passage which I read and Ms. Mazzullo guided the students through a classifying
map. I also made sure to give a lot of clarification during the test preview. Students were allowed
to use their targeted treasure hunt book and classifying map during the test, as well as ask
questions.
Day Four Adventures in Writing (AiW) was a descriptive paragraph about a favorite tree from
the story. I had to adjust to allow for a few students to finish yesterdays test. This change
revealed a positive implication for future lessons: gathering students closer during listening
comprehension.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

I gave everyone a chance to pick a tree, then I introduced, modeled, gave examples, and had
them practice identifying similes. Then I modeled filling in a thinking map in preparation for
writing. We ran out of time after completion of thinking maps.
The following Monday we continued with the AiW with the intent of completion this day. Half
the students were able to complete the paragraph successfully, the other half were unsuccessful
and would need another draft before completing.
Thinking AiW was complete, we started day 1 of the next half of the clarifying unit. During
planning I realized that we would need more time for AiW. I planned to have one half of the
class sit on one side of classroom with Ms. Mazzullo and complete a final draft on a paper with a
tree design. The other half sat with me and had an intense review of expectations and intensely
supported rewrite. This took the entire class time but in the end I had 13 AiWs I could proudly
display in the classroom (a photo of the display is included).
The Albertosaurus Mystery: Philip Curries Hunt in the Badlands
I revisited Day One on Wednesday of this week since we had only just introduced it on Monday.
I thought I could just review what we had done on Monday, but that did not work out and it was
more of a re-teach. The day led us into more of a lesson on self-control since I could not get
through the listening comprehension story without multiple interruptions.
Day Two was split into two days when I realized we had to really focus on text structure:
recognizing the structure of the text and the authors intent. When they completed the team talk
questions on the second day of Day Two, they still struggled with text structure so I modeled my
answer (using the teacher edition example) on the white board. Most of class time today was
spent on this.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

We went into the word power skill: Chunking. On the spot I realized I could relate this to
something familiar to themNinja Fruit, a video game. So we had a lot of fun ninja chopping
words into syllable chunks! I had everyone really engaged and active in the process by writing
the slash on the board while everyone else high-ya out loud. It was great. I had responses from
the class with thumbs up, side, or down whether they agree with the chunking. I had an
opportunity to have a student come up and show their way of doing it when they thought the
ninja was wrong. It was a fully engaged and successful activity. It was one of those unplanned
moments that really worked.
2. DAILY REFLECTIONS (LOCATED AT THE END OF EACH LESSON PLAN)
The reflections located at the end of each lesson plan gives an account of what happened along
with my thoughts and feelings about the implemented lessons written immediately following the
lesson.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

SFA Reading Weekly Lesson Plan

Student Teacher: Mandi
Stocks
Cooperating Teacher: D.
Mazzullo
Observer:

Day 1

PLOP: 3.2 Low

School: Rivers Edge Elementary

Day 2

Day 3

Students:
Students:
Students:
K.A.; J.S.; K.M.;
K.A.; J.S.; K.M.;
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.A.; A.C.;
J.A.; A.C.;
J.J.*; A.B.;
J.J.*; A.B.;
J.J.*; A.B.;
C.S.*; A.H.;
C.S.*; A.H.;
C.S.*; A.H.;
E.V.*; B.N.*;
E.V.*; B.N.*;
E.V.*; B.N.*;
C.K.; J.K.*;
C.K.; J.K.*;
C.K.; J.K.*;
Lesson:
Lesson:
Lesson:
Story: A Tree is
Story: A Tree is
Story: A Tree is
Growing
Growing
Growing
Author:
Author:
Author:
Arthur Dorros
Arthur Dorros
Arthur Dorros
Page #s: 73-94
Page #s: 73-94
Page #s: 73-94
Day 1: 74-85
Day 2: 86-94
Day 3: 74-94
Listening
Listening
Listening
Comprehension
Comprehension
Comprehension
Text:
Text:
Text:
PompeiiBuried
PompeiiBuried
PompeiiBuried
Alive by Edith
Alive by Edith
Alive by Edith
Kunhardt
Kunhardt
Kunhardt
Mastery of Learning Scale (Instructional Objective):

Subject: SFA
Unit: A Tree is Growing 5day Expository
Week of: 10/6

Day 4
Students:
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.J.*; A.B.;
C.S.*; A.H.;
E.V.*; B.N.*;
C.K.; J.K.*;
Lesson:
Story: A Tree is
Growing
Author:
Arthur Dorros
Page #s: 73-94
Day 4: Story Test

Day 5
Students:
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.J.*; A.B.;
C.S.*; A.H.;
E.V.*; B.N.*;
C.K.; J.K.*;
Lesson:
Story: A Tree is
Growing
Author:
Arthur Dorros
Page #s: 73-94
Day 5: Adventures
in Writing

SWBAT ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers (3RD).
SWBAT refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text (4th).
SWBAT quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text (5th).
SWBAT read with sufficient accuracy and fluency to support comprehension. [a. Read on-level text with
purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings. c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.]
SWBAT draw conclusions about the information in the text and use details from the text to support their
conclusions (SFA).
SWBAT recognize homographs and identify their meanings based on context (SFA).

Mandi Stocks

Learning Unit

IRSC-Fall 2014

SWBAT write a paragraph explaining how a tree survives (SFA).

SWBAT produce simple, compound, and complex sentences.
Standard:
Reading 3.0/LAFS: 5.RI.1.1; 4.RI.1.1; 3.RI.1.1
Foundational:
3.RF.4.4

ELA:
3.L.1.1j

Learning Targets:
Reading Target: Clarifying and Drawing Conclusions,
Word Power Target:
Read on-level text with sufficient accuracy and fluency to support comprehension.
Writing Target:
Use spelling patterns in writing words.
Formative
Formative
Formative
Formative
Assessment:
Assessment:
Assessment:
Assessment:
Pretest
Thinking Map
Thinking Map
Posttest
Rate the Vocab
Team Talk
Team Talk
Teacher
Team Talk
Questions
Questions
Observation
Questions
Teacher
Teacher
Teacher
Observation
Observation
Observation
Target Vocabulary: Target Vocabulary: Target Vocabulary: Target Vocabulary:
Reading:
Reading:
Reading:
Reading:
describe, explain,
describe, explain,
describe, explain,
describe, explain,
character, story,
character, story,
character, story,
character, story,
trait, motivation,
trait, motivation,
trait, motivation,
trait, motivation,
sequence of events sequence of events sequence of events sequence of events

Formative
Assessment:
Rate the Vocab Exit
slip
Writing Sample
Thinking Map

Target Vocabulary:
Reading:
describe, explain,
character, story,
trait, motivation,
sequence of events

Story Cycle Key Vocabulary Words:

sugary absorb dissolve attracted dangling sprout

Intro:
Attention:
PowerPoint on
Screen.
Vocabulary:
Rate the Vocab;
Pretest;
Set the Stage:
Introduce the story,
author, and Reading
Target and Scale
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Intro:
Attention:
PowerPoint on
Screen.
Two-Minute Edit
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Intro:
Attention:
PowerPoint on
Screen.
Two-Minute Edit
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Intro:
Attention:
PowerPoint on
Screen.
Prior Knowledge:
review target skill
and mastery scale

Intro:
Attention:
PowerPoint on
Screen.
Set the Stage:
Introduce the
Writing Goal
Prior Knowledge:
review target skill
and mastery scale

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:

Activities:
TIGRRS: Review
strategy; model
strategy
Vocabulary:
My Turn/Your
Turn;
Partner Read Vocab
Using the Targeted
Skill: sequencing
Think-Pair-Share

Activities:
TIGRRS: Review
strategy; model
strategy
Vocabulary:
My Turn/Your
Turn;
Partner Read Vocab
Meaningful
Sentences:
TSW write one
sentence in
notebook for 2
vocabulary word.
Strategic Review:
Summarize &
Predict:
Team Huddle;

Activities:
TIGRRS: Review
strategy; model
strategy
Vocabulary:
My Turn/Your
Turn;
Partner Read Vocab
Meaningful
Sentences:
TSW write one
sentence in
notebook for 2
vocabulary word.
Strategic Review:
Summarize &
Predict:
A-B-C Summaries
Random Reporter;
Add to Flow Map
Partner Reading:
Preview Team Talk
Questions and
Partner Read
Procedure;
Read pages

Activities:
Strategic Review:
Think-Pair-Share;
silently review
vocabulary words
Story Test/Word
Power Posttest:
Preview test;
administer

Activities:
Adventures in
Writing:
Write a paragraph
explaining how a
tree survives.
Give example;
Planning: Circle
Map.
Write;

Listening
Comprehension:
Finish up any
unread pages.

Vocabulary:
Rate the Vocab exit
slip

Partner Reading:
Preview Team Talk
Questions and
Partner Read
Procedure;
Read pages
Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #;
Random Reporter
Listening
Comprehension:
Pages: 4-23

Partner Reading:
Preview Team Talk
Questions
TTW Read pages
Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #;
Random Reporter

Word Power:
Introduce skill:
Chunking; give
examples; ThinkPair-Write-Share
Skills practice

Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #;
Random Reporter
Word Power:
Introduce skill:
Chunking; give
examples; ThinkPair-Write-Share
Skills practice

Mandi Stocks

Learning Unit
Listening
Comprehension:
Pages: 28-48

IRSC-Fall 2014

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Listening
Comprehension:
Pages: 4-36
Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class
and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class
and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class
and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class
and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class
and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Materials:
Journeys
textbook
Targeted
Treasure Hunt

Materials:
Journeys
textbook
Targeted
Treasure Hunt

Materials:
Journeys
textbook
Targeted
Treasure Hunt

Materials:
Materials:
Spiral
Journeys
notebooks
textbook
Strategies/Clarif Targeted
ication Cards
Treasure Hunt
Role Cards

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Mandi Stocks

Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)
Targeted
Treasure Hunt
Student Edition
Level 3
Journeys
Textbook
Rate the Vocab
slips
Vocab/Foundati
onal Skill
Pretest

Learning Unit

Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

IRSC-Fall 2014

Student Edition
Level 3
Journeys
Student test
book
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Rate the Vocab
slips

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Reflections:
Monday: Lots of implications from todays lesson to note. First, the pretest was cloze sentences using
the vocabulary. There were 3 students who got them all correct; the majority got 4 out of 6 wrong, So I
documented how often each word was wrong and strongly suggested a review tomorrow (I will be out).
In review of the written team talk question, I also strongly suggested that this skill, drawing
conclusions, be reviewed and modeled. So, rather than work on the classifying map, Ms. Mazzullo is
going to focus on the vocab, the story skill, introduce the word power, and maybe start the tree map. I
also discussed having them reread rather than read on when they get to step 4 of partner reading. This
text especially (Expository/informational) is full of a lot of information that they could definitely use a
second or third opportunity to reread. We also talked about ways to enrich this lesson by actually going
out and look at trees. Another thing we will attempt this week is to revisit last weeks AiW. There were
some really week scores and this was a sample I thought we could display.
For my Learning Unit Im going to compare the pretest scores with the posttest by vocab word (so, if
they got the cloze sentence for absorb wrong, did they get right the test question for absorbwhich
could be m/c or fill-in blank). Ill also have test scores for the story test that I can compare with their
daily team talk write-on question related to drawing conclusions. Ill compare how well they did
through the week and if that is reflected in the final test question(s). I have a plan for this unit and
ideally I would do this every week, but I dont know if I see that happening.
Thursday: I was out Tuesday and Wednesday. Ms. Mazzullo said she was able to get through a lot in
my absence, covering this weeks skills and starting the thinking map.
Today was story test day. As a result of previous story tests, I wanted to have them review the skills
they would need to be successful. I went over the clarifying reading skill and the story skill: drawing
conclusions. I wish I had given some examples of this. We reviewed TIGRRS, but focused on the
How How did we find the topic? How do we know what the authors intent is? Where do we get
the information we put in our graphic organizer? Then to summarize what we read, I had each student
write a fact they learned from the text, with the page number to demonstrate the clarifying skill, and we
hung them on a tree.(See pics below). Ms. Mazzullo really liked this activity. I liked getting them
up, getting in that kinesthetic learning. I definitely want to do more activities like this. I then introduced
the test passage, which was on bird migration. I read the passage. Then, Ms. Mazzullo guided them
through a classifying map to use on the test. We then previewed the test questions, giving lots of
clarification.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

During the test, we had a couple students ask questions that demonstrated they were not paying
attention during the preview. Its very frustrating. I feel we are doing everything we possibly can to set
them up for success, but some of them just do not focus or apply themselves. I am confident this is not a
reflection of my teaching, as some students are just blossoming. Its really great seeing their progress
and improvements.
Tomorrow is AiW. A few students will have to finish their tests, but Im paying close attention to what
they need to successfully write tomorrow and planning accordingly.
Friday:
Today was AiW: descriptive paragraph about a favorite tree from the story.
We started with Listening Comprehension b/c there were 3 students who had not finished the test
yesterday. So took everyone else off to the side and finished our listening comprehension text about
Pompeii. It was funwe were all huddled together. I gave them opportunities to answer questions and
make comments. I enjoyed it and will conduct LC this way again.
When everyone was ready, I introduced the writing prompt. I gave them 60 seconds to choose a favorite
tree and locate it in the book. Then I went over similes b/c they will need to use similes. I had them do a
hunt through the text for similes. I praise them for their effort and used what they found as an
example of as being used for something other than simile.
Then I had them fill in their thinking maps. I modeled the process on the white board. Ms. Mazzullo
modeled on the white board the frame of reference. This was as far as we got so we will finish next
week.
*See Code list attached.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

A Tree is Growing
Pretest
Name: _______________________________________

sugary

absorb

dissolve

attracted

Date: __________________

dangling

sprout

1. We were ___________________________ to the rides at the fair by the fun-sounding

music.
2. Jon used a sponge to ___________________ water he had spilled.
3. Edmund was confident the leaves on his plant would _____________________ again
in the spring.
4. The cake was so ___________________that it made my teeth hurt.
5. Kara watched the walls of her sand castle ___________________ in the rain.
6. Gino was so tall that his legs were __________________ over the edge of his bed.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Facts from the Story, added to an animated tree slide projected on the white board.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Adventures in Writing
Descriptive Paragraph of
their Favorite Tree from
the Text.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Mandi Stocks

Learning Unit

IRSC-Fall 2014

SFA Reading Weekly Lesson Plan

Student Teacher: Mandi Stocks
Cooperating Teacher: D. Mazzullo
Observer:

Day 1

Day 2

PLOP: 3.2 Low

School: Rivers
Edge Elementary

Subject: SFA
Unit: Albertosaurus Mystery 5-day
Expository
Week of: 10/13

Day 3

Students:
Students:
Students:
K.A.; J.S.; K.M.;
K.A.; J.S.; K.M.;
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.A.; A.C.;
J.A.; A.C.;
J.J.*; A.B.;
J.J.*; A.B.;
J.J.*; A.B.;
C.S.*; A.H.;
C.S.*; A.H.;
C.S.*; A.H.;
E.V.*; B.N.*;
E.V.*; B.N.*;
E.V.*; B.N.*;
C.K.; J.K.*;
C.K.; J.K.*;
C.K.; J.K.*;
Lesson:
Lesson:
Lesson:
Story: The
Story: The
Story: The
Albertosaurus
Albertosaurus
Albertosaurus
Mystery: Philip
Mystery: Philip
Mystery: Philip
Curries Hunt in the Curries Hunt in the Curries Hunt in the
Badlands
Badlands
Badlands
Author:
Author:
Author:
T.V. Padma
T.V. Padma
T.V. Padma
Page #s: 43-58
Page #s: 43-58
Page #s: 43-58
Day 1: 44-50
Day 2: 51-58
Day 3: 44-58
Listening
Listening
Listening
Comprehension
Comprehension
Comprehension
Text:
Text:
Text:
Tuts Mummy
Tuts Mummy
Tuts Mummy
Lostand Found
Lostand Found
Lostand Found
By Judy Donnelly
By Judy Donnelly
By Judy Donnelly
Mastery of Learning Scale (Instructional Objective):

Day 4

Day 5

Students:
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.J.*; A.B.;
C.S.*; A.H.;
E.V.*; B.N.*;
C.K.; J.K.*;
Lesson:
Story: The
Albertosaurus
Mystery: Philip
Curries Hunt in the
Badlands
Author:
T.V. Padma
Page #s: 43-58
Day 4: Story Test

Students:
K.A.; J.S.; K.M.;
J.A.; A.C.;
J.J.*; A.B.;
C.S.*; A.H.;
E.V.*; B.N.*;
C.K.; J.K.*;
Lesson:
Story: The
Albertosaurus
Mystery: Philip
Curries Hunt in the
Badlands
Author:
T.V. Padma
Page #s: 43-58
Day 5: Adventures
in Writing

SWBAT use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently (3rd).
SWBAT describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
SWBAT compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts (5 th).
SWBAT Know and apply grade-level phonics and word analysis skills in decoding words.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

[a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode
words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly
spelled words.]
SWBAT (SFA).
SWBAT (SFA).
SWBAT (SFA).
SWBAT produce simple, compound, and complex sentences.
Standard:
ELA:
Reading 3.0/LAFS: 3.RI.2.5
3.L.1.1j
Foundational:
3.RF.3.3
Learning Targets:
Reading Target:
Characterization & Sequencing
Word Power Target:
Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive ratings; and use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Writing Target:
Use spelling patterns in writing words.
Formative
Formative
Formative
Formative
Formative
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Pretest
Thinking Map
Thinking Map
Posttest
Rate the Vocab Exit
Rate the Vocab
Team Talk
Team Talk
Teacher
slip
Team Talk
Questions
Questions
Observation
Writing Sample
Questions
Teacher
Teacher
Thinking Map
Teacher
Observation
Observation
Observation
Target Vocabulary: Target Vocabulary: Target Vocabulary: Target Vocabulary: Target Vocabulary:
Reading:
Reading:
Reading:
Reading:
Reading:
describe, explain,
describe, explain,
describe, explain,
describe, explain,
describe, explain,
character, story,
character, story,
character, story,
character, story,
character, story,
trait, motivation,
trait, motivation,
trait, motivation,
trait, motivation,
trait, motivation,
sequence of events sequence of events sequence of events sequence of events sequence of events
Story Cycle Key Vocabulary Words:

famous terrible unusual storage fierce prove

Intro:

Intro:

Intro:

Intro:

Intro:

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Attention:
PowerPoint on
Screen.
Vocabulary:
Rate the Vocab;
Pretest;
Set the Stage:
Introduce the story,
author, and Reading
Target and Scale
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Attention:
PowerPoint on
Screen.
Two-Minute Edit
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Attention:
PowerPoint on
Screen.
Two-Minute Edit
Prior Knowledge:
Introduce/review
target skill and
mastery scale

Attention:
PowerPoint on
Screen.
Prior Knowledge:
review target skill
and mastery scale

Attention:
PowerPoint on
Screen.
Set the Stage:
Introduce the
Writing Goal
Prior Knowledge:
review target skill
and mastery scale

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:
Homework:
Read and Respond

Practice &
Feedback:

Activities:
TIGRRS: Review
strategy; model
strategy

Activities:
TIGRRS: Review
strategy; model
strategy

Activities:
TIGRRS: Review
strategy; model
strategy

Activities:
Strategic Review:
Think-Pair-Share;
silently review
vocabulary words

Vocabulary:
My Turn/Your
Turn;
Partner Read Vocab

Vocabulary:
My Turn/Your
Turn;
Partner Read Vocab

Meaningful
Sentences:
TSW write one
sentence in
notebook for 2
vocabulary word.

Meaningful
Sentences:
TSW write one
sentence in
notebook for 2
vocabulary word.

Vocabulary:
My Turn/Your
Story Test/Word
Turn;
Power Posttest:
Partner Read Vocab Preview test; Circle
Map; administer
Meaningful
Sentences:
Listening
TSW write one
Comprehension:
sentence in
Finish up any
notebook for 2
unread pages.
vocabulary word.

Activities:
Adventures in
Writing:
Write Word
Problems based on
the information in
the text (might
change); Graphic
Organizer; Give
example; Planning:
Write;

Using the Targeted

Skill: sequencing
Think-Pair-Share

Strategic Review:
Summarize &
Predict:
Team Huddle;

Partner Reading:
Preview Team Talk
Questions and
Partner Read
Procedure;

Partner Reading:
Preview Team Talk
Questions

Strategic Review:
Summarize &
Predict:
A-B-C Summaries
Random Reporter;
Partner Reading:
Preview Team Talk
Questions and

Vocabulary:
Rate the Vocab exit
slip

Mandi Stocks
Read pages 44-50
Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #3
Random Reporter
Listening
Comprehension:
Pages 5-25

Learning Unit
TTW Read pages
51-58
Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #2
Random Reporter

IRSC-Fall 2014

Partner Read
Procedure;
Read pages 44-58
Team Talk
Questions
Review Team Talk
Procedure; Discuss
questions; write
answer to #1
Random Reporter

Word Power:
Introduce skill:
Chunking; give
examples; ThinkPair-Write-Share
Skills practice

Word Power:
Introduce skill:
Chunking; give
examples; ThinkPair-Write-Share
Skills practice

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Listening
Comprehension:
Pages 26-48
Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Listening
Comprehension:
Pages 5-48
Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

Accommodations*
:
ESE:
DI
RCS
VE
DUI
RA
RAP
CL
RB
SG
UA

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

ESOL Strategies:
N/A

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class

Learning Styles:
Visual
PowerPoint on
screen: written
directions;
examples;
animations
AuditoryTSW
hear oral directions;
TTW model with
"My turn, your
turn"; TSW
participate in class

Mandi Stocks

Learning Unit

IRSC-Fall 2014

and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

and team
discussions
KinestheticTSW
have own copy of
text, role cards,
clarifying strategy
card; TSW have
opportunities for
movement during
lesson
Other

Materials:
Spiral
notebooks
Strategies/Clarif
ication Cards
Role Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)
Targeted
Treasure Hunt
Student Edition
Level 3
Journeys
Textbook
Rate the Vocab
slips
Vocab/Foundati
onal Skill
Pretest

Materials:
Journeys
textbook
Targeted
Treasure Hunt
Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

Materials:
Journeys
textbook
Targeted
Treasure Hunt
Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

Materials:
Journeys
textbook
Targeted
Treasure Hunt
Student Edition
Level 3
Journeys
Student test
book
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Read/Respond
instructions and
sheets
(homework)

Materials:
Journeys
textbook
Targeted
Treasure Hunt
Student Edition
Level 3
Spiral
notebooks
Strategies/Clarif
ication Cards
Pencils
Highlighters
Team Folders
Sticky Notes
Colored Pencils
SFA Teacher
Edition
Doc
Cam/Projector
Rate the Vocab
slips

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Reflections:
Monday: We took time this morning to complete the AiW from last Friday. Half the class got excellent
grades; half the class needs to try again. I am pretty shocked that it was almost straight down the middle. It
really was a situation where they either got it or they didnt, not a lot of in-between. Im really curious as to
what this means.
Tomorrow, the students whose papers I could actually grade will write their final draft on a sheet that has a
tree on it. The other 7 students will write their second draft with more guidance. They will not be able to earn
higher than a C on that draft. I would be more lenient if more students needed a second draft, but with this
split, I want those that earned a B or A to have earned it fairly.
We were able to start the new story cycle. I introduced the vocabulary and the text. They were able to partner
read. There was a behavior issue, so one partnership was broken. Tomorrow, after the AiW rewrites, well
pick up with a reread by me of todays text and then they will discuss the team talk questions, writing the
write-on question. No more getting through it, I want to see some quality answers, students following
procedures, and move on when it is appropriate.
Tuesday: Today I split the class in two. One half of the room was completing their final draft of their AiW;
the other half was rewriting their first draft. It was interesting. Those on the rewrite side needed a lot of
intervention to give me what I needed and I had to really push them, even doing a lot of writing myself. By
the end of the period we had 13 completed drafts and illustrations. I put these on the wall. Ill include a photo
below.
Wednesday: Day 1 finally. I spent time trying to go over what we learned Monday when I started this lesson
without just re-teaching the whole first day of the lesson, but it didnt really work out that way. We managed
to do the A-B-C summaries using dinosaur bones to display. It went well. Instead of having them partner read
the first half of the story again, I read it aloud. We also started our listening comprehension book. I had
everyone huddled together to the side of the room. I modeled TIGRRS and thinking, having them think rather
than answer. I feel these kids need to learn to think without having to always say what they think. Self-control
is a skill every child should at least begin to have by the time they leave elementary. These kids, most of
them, do not have this even a little bit. SO thats really the underlying skill I felt lead to teach.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Thursday: Today was actually Day 2. I saw that the write on team talk question for day 2 is about text
structure. I didnt really get to focus on this with them day 1, so I really broke it down, active instruction, then
guided practice. They had a chance for some independent practice when they were partner reading, but they
will actually get to the team talk questions tomorrow. The 5-day SFA lessons are taking more than 5 days
because I am really trying to usher every student toward success and mastery. Im not settling for less than
their best. I am keeping in mind that their best isnt going to be everyones best. I like the way things are
going.
Tomorrow we will finish day 2there is plenty more to do in day 2!
Friday: Today we finished up Day 2 Team Talk questions and introduced Word Power skill for the unit. The
Write-On question was very difficult for the students to understand. Unfortunately, this will be the same
question asked in the next team talk questions as well. I tried explaining what was expected from them; then I
modeled my answer (using teacher edition example) on the board. I had them write it or at least add what they
didnt already have. This took the first hour of class.
Next, I introduced Chunking. It occurred to me that I could incorporate something familiar/real world to
them: Ninja Fruit game. Suddenly I had everyones attention and everyone wanted to participate! I started
by showing examples, saying high-ya! when adding the slash to chunk. Then I had them independently
practice in their notebook. I had them stand as they finished. I kept them standing as I chose ninjas to slice
our words into chunks on the white board. I really played it up, calling them ninjas, handing them the Expo
marker dramatically, calling it a samurai sword. The whole class would High-YA! as the ninja sliced the
word. Then I had everyone respond with a thumbs up (its right), thumbs to the side (not sure if right or
wrong), and thumbs down (I can do it better). After the 4 easy, two-syllable words from skill practice, I used
a story word (Albertosaur) for a challenge. If the first ninja missed it, I called a card for another ninja to take
a stab at it. Then we did another hard word (expectation) and repeated the two ninja cycle again. They were
really engaged. It was AWESOME! Ms. Mazzullo loved it. I hadnt really planned this, but in the moment it
felt right, so I rolled with it and was met with success!
Day 3 & 4
I was at a training at IRSC main campus with other student teachers. This day, Ms. Mazzullo led the students
through the day 3 activities as well as the day 4 test. We also chose to not work on the AiW for this unit
because we spent extra time working on the previous AiW.
*See Code list attached.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

White Board Drawing of

Albertosaurus.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

The Albertosaurus Mystery: Philip Curries Hunt in the Badlands.

Pretest
Name: _______________________________

Date: ______________

famous

terrible

unusual

storage

fierce

prove

1. Denise was _____________________ all around town for her homemade chili.

2. It is _______________________________ to see a farm tractor on a city street.

3. Grace said that she would ________________ that she could swim over a mile.

4. On the way home, there was a ___________________ accident on the highway.

5. We use the third bedroom in our house as a __________________storage room.

Alligators are _________________________ predators and are very dangerous.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

SUMMARY

1. PRETEST AND LESSON RESULT SUMMARIES

A Tree is Growing
Only eleven students were in class for the pretest and posttest. The two missing during the
pretest were present for the posttest; the two missing during the posttest were present for the
pretest. I had data from nine students to compare. That data shows an increase in correct answers
by six students, half of which had an increase of double or more. Two students started with a
perfect 6 out of 6 on the pretest, but had one wrong on the posttest. One student had a steady
100% on both.
The other assessments in this lesson were a story comprehension test and the AiW assignment.
The story test average score was a 73% and the AiW average score was a 78%. This AiW score
was a result of the extra time taken to complete the AiW and was an improvement since the
previous AiW. This average score on the story test is a big improvement from the previous story
cycle.
The Albertosaurus Mystery: Philip Curries Hunt in the Badlands
The results of the pretest were misleading in the students knowledge with the selected
vocabulary words. Ten out of thirteen had perfect scores. Of these ten, only one scored the same
on the posttest; the other nine all went down in number of correct answersmost by one or two
answers, but one student went from 6 out of 6 correct to 2 out of 6 correct.
The other assessment in this story cycle was the comprehension test, which had a separate test
passage and was a test of skill. The average score was an 80%, which was the highest average
since Ive been teaching.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

2. PRE- AND POST- TEST DATA

3. A Tree is Growing

Student

PRETEST

POSTTEST

3
4
3
6
4
2
0
6

6
6

POSTTEST

6
6
6
6
6
6
3
6
4
6
6
3
6

2
5
4
6
4.5
4
2
4
4
4.5
5
4
4

1. JA
2. KA
3. AB
4. AC
5. AH
6. JJ
7. JK
8. CK
9. BM
10. KM
11. CS
12. JS
13. EV

4.5
6
4
5.5
6
3
5
5
3

6
2

Albertosaurus Mystery
PRETEST

A Tree is Growing.
8
6

6
4

6
4.5
3
1.8

5.5

6
5

5
3

0
0

10

12

14

Axis Title
PRETEST

POSTTEST

Albertosaurus Mystery
8
6

6
5

4
2

6
4.5

3
2

6
4.5

6
5

6
4
3

0
0

8
Axis Title

PRETEST

POSTTEST

10

12

14

Mandi Stocks

Learning Unit

IRSC-Fall 2014

Answers Correct
Vocabulary
Word

A Tree is
Growing
Pretest (11)

A Tree is
Growing
Posttest
(11)

sprout
absorb
dangling
dissolve
sugary
attracted
Total:
Average:

6 (55%)
4 (37%)
5 (45%)
7 ((64%)
10 (91%)
6 (55%)
38/66
58%

7 (64%)
7 (64%)
7 (64%)
5 (45%)
8 (72%)
7 (64%)
41/66
62%

Vocabulary
Word

Albertosaurus
Mystery Pretest
(13)

Albertosaurus
Mystery
Posttest
(13)

storage
fierce
prove
unusual
famous
terrible
Total:
Average:

13 (100%)
12 (92%)
12 (92%)
10 (77%)
13 (100%)
10 (77%)
70/78
90%

7 (54%)
6 (46%)
13 (100%)
9 (70%)
13 (100%)
7 (54%)
55/78
71%

A Tree is Growing

7
6

7
4

7
5

3
PRETEST

7
5

4
POSTEST

10
8

7
6

Albertosaurus Mystery
13

12

13
12

13
10
9

10
7

3
PRETEST

4
POSTEST

Mandi Stocks

Learning Unit

IRSC-Fall 2014

4. DATA OBSERVATIONS
A Tree is Growing
The Pretest Data indicates no significant level of prior knowledge of vocabulary words. The
range of correct answers is spread out (6/6 = 3 students; 4/6 = 2 students; 3/6 = 1 student; 2/6 = 3
students; 0/5 = 1 student). Per vocabulary word the data indicates that most of the students know
the meaning of sugary or can at least identify its meaning in context. Less than half the students
used absorb correctly, followed by dangling which was used correctly once more than absorb.
The rest of the words were used correctly by more than half the class.
The averages reveal that 58% of the words were used correctly; the students scored an average of
63% on the test as a whole.
The Posttest Data shows an increase in knowledge gained in more than half the vocabulary
words. There is no significant difference between the six vocabulary words. The averages reveal
that 62% of the words were used correctly (up 4%); the students scored an average of 81%
(up18%).
The Albertosaurus Mystery: Philip Curries Hunt in the Badlands
The Pretest Data indicates a significant level of prior knowledge of the vocabulary words. Ten
students had all six words correct. Of those incorrect, the scores were very low (67% and 50%).
The two words most significantly low were unusual and terrible. The averages reveal that 90%
of the words were used correctly; however, the significantly low grades brought the class
average down to a 59%.
The Posttest Data shows a significant decrease in knowledge maintained. Only one student had a
gain (50% to 67%); two students maintained (one 100%; the other 67%). The averages reveal

Mandi Stocks

Learning Unit

IRSC-Fall 2014

that 71% of the words were used correctly (down 19%); the students scored an average of 72%
(up 13%).
5. ERROR ANALYSIS.
A Tree is Growing
Data is not complete for this Story Cycle. Only 9 students were present for the pretest and the
posttest, and different students missed each test. There were two items on the pretest that were
answered incorrectly by more than half the students. The least correct term was absorb. The fillin the blank sentence was Jon used a sponge to ______________ the water he had spilled. The
other term was dangling. The fill-in the blank sentence was Gino was so tall that his legs were
___________ over the edge of his bed.
The story cycle test average was low due to two students failing grades; if those two grades
were dropped, the average would be 81%, almost 10% higher. One of these low grades is the
result of multiple absences. The other low grade was from a student with an IEP. This indicates
this student needs more accommodation in this classroom setting during a test.
The Albertosaurus Mystery: Philip Curries Hunt in the Badlands
More than half the students missed one question on the Posttest. The vocabulary word used was
fierce. The fill-in the blank sentence was Jeremiah is a _____________ basketball player and
always fouls people. I find this sentence confusing and could see why some students used the
term famous or even terrible. I think many students would see the phrase basketball player and
quickly associate famous.
6. IMPACT ON STUDENT LEARNING.

There were many parts of this unit that had an impact on student learning. The
extended time and attention given to the AiW assignment provided students with a

Mandi Stocks

Learning Unit

IRSC-Fall 2014

more intense writing experience. The end product was a paragraph well-written
and displayed in the classroom. I believe this also helped the students to increase
their trust in the teacher and helped develop a sense of safety that this is a place for
them to grow and learn, and try new things.
The best moment was the ninja chopping for the chunking lesson in the second
part of the unit. This was the first time I had seen them so engaged in an activity.
Through all the activities I tried to implement in this lesson, I saw growth in work
and habits. I saw two students start to participate more in class discussions and
tactile activities.

Mandi Stocks

Learning Unit

IRSC-Fall 2014

IMPLICATIONS FOR FUTURE INSTRUCTION

The struggle with determining implications for future instruction come from the scripted-nature
of this program not allowing for too many alterations. I tried to make it more tailored for these
particular students. I think that the program is great, but it does not align well with the new
standards. The students really struggled with drawing conclusions and I feel this had a lot to do
with the phrasing in the team talk questions. In the new standards, this would look more like
making inferences. In the future, I would focus on this skill from the start, reinforcing with
extra activities.
Changes are also difficult to determine because of this group of students. I think that this group
needs to work more on writing, however, I do not think it should have taken three days to get the
AiW complete. Another group of students with this same material could easily have handled it
better.
I also feel that I gave many in-depth, clear, explicit instructions verbally and visually including
modeling and examples. For this group of students to continue to struggle is not a reflection of
this learning unit.

FUTURE APPLICATION
In general, I feel AiW needs to be given two days minimum with this group of students. I think
they should be broken into two smaller teacher-led groups. This group of students responds well
to technology and this should always be a factor in planning lessons.