Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 1/17/17
School: Reagan Elementary Grade Level: 4th & 5th grade
Setting: ELA Resource Subject/Topic: ELA/Read Naturally
Teaching Model: Direct Instruction University Supervisor Initial Here________
Teaching Objective (ABCDE): MODIFICATION
Given an expository text over emperor penguins the students will be S/ACCOMMODA
able to make predictions and answer comprehension questions over the TIONS
story.

IEP Objective(s):
J.R.- The student will be able to correctly answer comprehension
questions

A.S.- The student will be able to correctly answer the comprehension

questions over the Read Naturally curriculum

C.W.- The student will be able to demonstrate improvement in her

reading comprehension by answering inference, context clue, and
vocabulary questions correctly

TEKS:
2.(10). Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and respond
by providing evidence from text to support their understanding. Students
are expected to distinguish between fiction and nonfiction.
3.(13).A & B. Reading/Comprehension of Informational
Text/Expository Text. Students analyze, make inferences and draw
conclusions about expository text and provide evidence from text to
support their understanding. Students are expected to:
(A) identify the details or facts that support the main idea;
(B) draw conclusions from the facts presented in text and support
those assertions with textual evidence

Background Information:
 The students have an idea of the meaning of a prediction and how to
create one for a story
The students have an understanding of how to take key details out of a
story to help with comprehension
The students have an understanding of how to decode new and
unfamiliar words
Students have knowledge of basic sight words

Materials:
Headphones (If available)
Worksheet-Emperor Penguins
Pencils

Equipment: Not Applicable

Classroom Management/Environment:
The students will be sitting at the rectangular table. During the lesson
the students can call out answers to questions since it is such a small
setting with only three students. Students are expected to be respectful
when their peers are talking and when I am talking.

Engagement/Focus:
Good morning girls! I hope you had a fantastic three day weekend.
Today we are going over one of our Read Naturally stories over
Emperor Penguins!! Does anyone know about Emperor Penguins?
Awesome! During our story today we are going to learn more about
emperor penguins and be able to answer comprehension questions about
the story. What is our first step in our Read Naturally Stories?(Make a
prediction) That's right guys we will make a prediction, then we will
read the story and answer the comprehension questions about the
Emperor Penguins.

Student Objective (Today you will be able to___.):

Today you will be able to make predictions and answer comprehension
questions over the expository text about Emperor Penguins.

Purpose of the Lesson (This information is important because___.):

This information is important because when understanding how to
make predictions and answer comprehension questions over our stories
we can have a deeper understanding of what is being discussed in the
text. Plus, by going through the Read Naturally program we are getting
prepared for the STARR exam that is coming up very soon.

Explanation/Procedures (Relate to prior knowledge; describe what you Peripheral Seating

will teach & model, what the students are to do with you, and what they for all three
are to do independently (I do, We do, You do); must include higher students
level questions you will answer):
I DO: Okay guys our first step in Read Naturally is making a C.W.- Opportunity
prediction. Making a prediction means making a guess about what the to repeat and
story means. I know that when trying to make a prediction I always use explain instructions
the title to help me make a guess about what the text may be about. For
example one of the stories we use is about Alligators, I can make a Extra time for oral
prediction that the story may be about what Alligators eat to survive and response
where they originate from. By making a prediction it helps me to look
for clues in the text that might match my prediction. Alright now that we Extra time for
have talked about predictions, I am going to read our story out loud to written response
you guys. During this time I want you guys to just listen to what is being
read. Blank place marker
We Do: Alright lets to make a prediction over the story called The for reading
Amazing Twin Pandas. Let's brainstorm together, what do you think the
story may be about? (Provide wait time for students) Awesome job guys! A.S.- Feedback
Thats right the story might be about how they were the first twin pandas provided frequently
to be born, or that the twin pandas looked exactly alike, etc. Okay guys
we are now going to read the story that we will be reading today Gain attention
together. Make sure that you are following along and thinking about any before giving
key pieces about the Emperor Penguins. We will take turns reading the directions to class
passage. What is one interesting fact about the Emperor penguins that
you learned? What is the main idea of the story? Why is it important for Teacher check for
us to understand about penguins? understanding and
You Do: Okay guys you go ahead and make your own predictions
reteach/reread
about our story today over Emperor Penguins. Alright now that we
materials as
have made our predictions about the story, answer the questions on the
indicated
back about what you have read. Now that you guys are done reading the
story go ahead and answer the questions over the passage about emperor
J.R.- Opportunity to
penguins.
respond orally
Small group, extra
time, and oral
administration of
assessments
 Encouragement to
verbalize steps
needed to complete
assignment/task

Extra time for

written response

Frequent feedback

Encouragement for
classroom
participation

Positive
Reinforcement

Extension (what will you do to go deeper into this topic):

The students will write a summary over the passage they have read.

Elaboration (what else might you need to do/say to teach this

skill/concept):
The students who are needing a little extra help I will do a story map
with these students and they will fill in the chart over the passage.

Closure (objective & purpose are restated; address how are you going to
include the students in this):
Alright guys you did an amazing job today! You guys are now experts
in making predictions and comprehending the story you read. How do
we make predictions? What are some ways that help you guys remember
key facts in the story? Awesome job guys that is exactly right! Alright
tomorrow we will be doing another Read Naturally over Siberian
Tigers!! I hope you all have a great rest of the day and thank you for
working so hard!

Assessment (how will you know when the student knows the All three students
 information or can do the skill youve taught): need oral
administration of
The students will answer the all four comprehension questions correct test and small
getting 4/4 correct. group setting

Resources:

Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 1/18/17
School: Reagan Elementary Grade Level: 4th grade Setting: ELA Resource
Subject/Topic: ELA/ Long e words Teaching Model: Direct Instruction
University Supervisor Initial Here________
Teaching Objective (ABCDE): MODIFICATION
Given a long e book, a t-chart for long e and short e, cards, and S/ACCOMMODA
pictures the student will be able to sort all the words into either long e TIONS
and short e words getting 10 out of 10 correct.

IEP Objective(s):
The student will be able to distinguish between long and short vowel
sounds in spoken one-syllable word getting 10 out of 10 correct.

TEKS:
K.2.B. Reading/Beginning Reading Skills/Phonological Awareness.
Students display phonological awareness. Students are expected to:
(B) distinguish between long- and short-vowel sounds in spoken one-
syllable words (e.g., bit/bite)

Background Information:
The student has a basic understanding of sight words
Understands words with -a sounds and -o sounds
Has a basic understanding of reading

Materials:
Long e book
Long e and short e sort t-chart
Pencil
Note cards with both long e and short e words on it
Pictures that correspond with note cards
Syllable cards
Equipment: Not Applicable

Classroom Management/Environment:
The student will be able to call out answers when asked any questions.
During the lesson the student is expected to be respectful and listen to
the teacher, and pay attention during the lesson activities.

Engagement/Focus:
Good morning! How was your three day weekend? That is awesome I
hope you had a great time with your family! I am so excited for today's
lesson we get to talk about the long e sound!! Do you remember what
we talked about yesterday with the long es friend the short e? Let's do a
quick review (Use the notecards as a quick review over what we
discussed the previous day) Awesome Job!!. Today you will become an
expert on the long e and short e sounds in words, just like you did with
your a sounds and o sounds.

Student Objective (Today you will be able to___.):

Today you will be able to sort long e and short e sounds in words.

Purpose of the Lesson (This information is important because___.):

This information is important because when trying to pronounce new
words we need to understand what sounds our vowels are making in our
new words. This will help us not only be able to pronounce new words,
but become a better reader.

Explanation/Procedures (Relate to prior knowledge; describe what you Extra time for
will teach & model, what the students are to do with you, and what they completing
are to do independently (I do, We do, You do); must include higher assignments
level questions you will answer):
Provide correctly
I do: Alright we have worked really hard our -a and -o sounds, so let's complete examples
go over our -e sounds. For example: I know that a long e sound would
be like sweet! Our vowel is being held out for a long time, plus the Wait time
pattern ee shows me that it will be a long e sound. If I had the word
sweat, like I dont like to sweat because it makes me feel gross, I know Visual aids
that e sound is short. (Do one or two more examples depending upon
time) Using my clues that we discussed yesterday can help us to figure Instructional aids
out what words are long e or short e sounds.
Extra time for oral
We Do: Okay let's look at our book for today. On the front of the book
response
we have pictures. For each picture say what it is and have her repeat
showing her the long e sound. While reading the first four pages say the Extra time for
word both by itself and in a sentence, having her repeat it. For the last 4 written response
pages have her read the sentences by herself. Once that is done do a
quick review over the long e sounds using the note cards, and then with Directions given in
both the short e and long e sounds mixed together. a variety of
ways/simplified
You Do: Alright we have practiced a lot for our long e and short e vocabulary
sounds. Now you will use the note cards and pictures to sort the words
into either long e or short e sounds. AT device IPad
with Proloquo

Extension (what will you do to go deeper into this topic):

Go over multisyllabic words looking for long e and short e sounds.

Elaboration (what else might you need to do/say to teach this

skill/concept):
Break down the words into chunks and show patterns in words to help
with long e and short e sounds. Provide vocal examples of the
differences in the sounds of the words if the wrong e sound was given.

Closure (objective & purpose are restated; address how are you going to Write the words on
include the students in this): a white board and
Great job today! You worked so hard on your long e and short e provide a visual
sounds. This is so important for you to understand because now you can
learn new words and understand how to to pronounce them. Let's do a
quick review over what we learned today. Is the word bee a long e or
short e sound? Great job! What about the word leg? Is that a short e or
long e sound? Very good!! Wow you have mastered long e sound!
Tomorrow we will be going over the long and short u sounds. Have a
great rest of the day and see you in just a few.

Assessment (how will you know when the student knows the Oral
information or can do the skill youve taught): Administration of
The student will sort the pictures into either long e or short e sounds assessments
getting 10 out of 10 correct
 Visual Aids

Repetition

Resources:

Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 1/19/17
School: Reagan Elementary Grade Level: 4th grade Setting: Math Resource
Subject/Topic: Math/Decimals Teaching Model: Direct Instruction
University Supervisor Initial Here________
Teaching Objective (ABCDE): MODIFICATION
Given a whiteboard, expo marker, and score cards the students will be S/ACCOMMODA
able to find the decimal of both a fraction and picture getting 5 out of 5 TIONS
correct.

IEP Objective(s):
C.W.- The student will be able to advocate for help when her
understanding breaks down or she doesnt understand the directions

J.B.- The student will be able to access and use mathematical charts and
tools, independently, to help solve math problems

TEKS:
4.(2).F &G. Number and operations. The student applies
mathematical process standards to represent, compare, and order whole
numbers and decimals and understand relationships related to place
value. The student is expected to:
(F) compare and order decimals using concrete and visual models to
the hundredths;
(G) relate decimals to fractions that name tenths and hundredths; and
1.(2).E. Number and operations. The student applies mathematical
process standards to represent and compare whole numbers, the relative
position and magnitude of whole numbers, and relationships within the
numeration system related to place value. The student is expected to:
(E) use place value to compare whole numbers up to 120 using
comparative language
 Background Information:
Basic understanding of fractions
Basic understanding of decimals
Basic understanding of place values
Have an understanding of fractions in picture forms

Materials:
Decimals stations
Whiteboards
Expo markers
Place value chart
Extra sheet of paper

Equipment: Not Applicable

Classroom Management/Environment:
The students will be seating at the rectangular table. They are able to
call out answers and any questions they may have. The expectations is
that they are respectful to their peers and teachers when talking.

Engagement/Focus:
Alright guys today we are going to be going over decimals. We have
been talking a lot about place value this past week and how it helps us in
determining what our decimal is worth. For today we are going to dive a
little deeper into decimals and get more practice. What are the place
values that are important for us to remember for decimals? (tenths,
hundredths) Very good! Why are these place values different than the
ones we are familiar with? ( They are not whole numbers!) Great job
guys! Well today we are going to have some fun drawing, using
fractions, and making our own decimals!

Student Objective (Today you will be able to___.):

Today you will be able to correctly identify the place value of a
decimal, write a decimal in fraction form, and draw a representation of
that decimal.

Purpose of the Lesson (This information is important because___.):

This information is important because we see decimals all the time in
our everyday lives. Decimals help us tell the worth of something like a
quarter is $.25 cents. Due to this, it is important for us to understand
what decimals are, so that we can use this knowledge when we want to
buy something from a store.

Explanation/Procedures (Relate to prior knowledge; describe what you J.B.-

will teach & model, what the students are to do with you, and what they Encouragement to
are to do independently (I do, We do, You do); must include higher verbalize steps
level questions you will answer): needed to complete
assignment/task
I Do: Alright guys we are going to do a review over decimals today. I
am going to do a couple of examples and at this time I just want you to Feedback provided
watch how I am solving these problems. If you have any questions frequently
please let me know. Okay I have a decimal .43 and I need to write this in
fraction form. I know that the number after the decimal will always go Opportunity to
on top of my fraction (Write 43 on top of your fraction bar). To find out repeat and explain
the bottom part of the fraction I am going to use my knowledge of place instructions
values to help me. I know that everything in front of the decimal is
whole numbers, and then everything after the decimal is not whole Shortened
numbers. I want to double check and make sure I have no whole instructions
numbers (show them how to do this on the whiteboard). Okay now I
need to label the numbers that are after the decimal. I know that there is Teacher check for
no one's spots but their is tenths! So I know that the 4 is my tenths spot, understanding and
but I cant stop there!! If my four is in the tenths spots then I know that
re-teach materials
my next spot is the hundredths spot and that is where my three is
as indicated
located. Okay so I now know that wherever my last number falls its
place value is what I put under my fraction bar. So I know that there is
Math charts
43/100 (forty-three hundredths). I can also show this in picture form
(demonstrate on whiteboard-Do one more example if time allows).
Extra time to
complete
We do: Lets do an example together! We are now going to a couple of
assignments
examples together. Alright I have the decimal .60, what is my first step
to do? Right I need to write the place values of the numbers! Great!
C.W.- Extra time
What is our place value? (Six tenths) Awesome job guys that is right!
for oral response
Now what is our next step? (We need to put it in a fraction form!) That
is right! J.B. can you come up and put our decimal in fraction form?
Extra time for
Awesome thank you so much! That is right we have 6 at the top because
written response
there are only 6 tens and then 10 on the bottom because that is our place
value! Great job! Okay C.W. can you come put our fraction in picture
Math problem-
form? That is right! We have 6 ten sticks out of our 10 colored in! Great
solving read orally
job guys! Lets do two more before we go onto our stations. (Repeat
process for the decimals .43, and .09). to student
 Math charts,
You Do: Okay guys you have worked so hard practicing how to show manipulatives base
different decimals in picture, fraction, and decimal format! Now we are 10 blocks, clock ,
going to use our knowledge of decimals in the five stations I have fractions pieces,
prepared. On a separate sheet of paper I am going to have each of you counters
right down your answers to the different stations. Once you have
completed all the stations come to me and I will check to make sure you
got them all right!

Extension (what will you do to go deeper into this topic):

Alright guys! Let's do some examples where they have whole numbers
and decimals together. Go through our steps that we did with our first
problems, but now we need to pay attention to the numbers in front of
the decimal.

Elaboration (what else might you need to do/say to teach this J.B. & C.W.- Visual
skill/concept): Aids, Math Charts,
Have the students use base 10 blocks to represent the decimals in a manipulatives base
more tangible form for the students. For each place value have the 10 blocks
students make the number using the base 10 blocks. After this have them
put the base ten blocks in a picture form.

Closure (objective & purpose are restated; address how are you going to Provide wait time
include the students in this):
You guys did so great today! You worked really hard finding the Extra time for
decimals for each question. What is the first step to solving for answering
decimals? How can you use pictures to help you find the decimals?
What does the place value of the decimal do for a fraction? Great job
guys you are doing so good! Tomorrow we will be reviewing a new
topic over division.

Assessment (how will you know when the student knows the Oral
information or can do the skill youve taught): Administration of
After they have completed the stations have them turn in their sheet of each station's
paper with the answers they found for each station. The students should questions will be
have 5 out of 5 completed and correct. given

Resources: