Ashley Ostendorf Ms.

Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013

LESSON PLAN OUTLINE

JMU Elementary Education Program

A. Introduction of er, ea, ee, and ear words/Magazine find A Word Study B. CONTEXT OF LESSON PLAN The students have been participating in word study lessons every day this school year. They use the term word study to describe the types of activities they do when working with new words, demonstrating prior knowledge of this type of work. At the beginning of the week, on Mondays, the students are introduced to the words and word patterns. There is a teacher directed sort by sound and then by pattern. This week the word patterns are er, ea, ee, and ear. Because the students have not been introduced to these specific patterns and words yet, a whole class introduction is appropriate at this time. They have previously had practice clarifying and explaining words and ideas orally, following three-step and four-step directions, and using phonetic strategies when reading and spelling. In their other word study activities they have used consonant blends and digraphs to decode and spell words proving that they are ready to learn word patterns and use them to decipher the meanings of the unfamiliar words. Being familiar with language structure will help them to expand their vocabulary and knowledge of prefixes, suffixes, and word patterns. Word study fits in the sequence of the curriculum in that children need to learn these patterns and generally phonemic awareness in order to read and write languages quickly and accurately. As phonemic awareness and phonics is the basis of reading, it is important to remember that they are also components of reading, such as reading fluency, oral reading skills, vocabulary development, and reading comprehension. Word study encourages active exploration and examination of word features that are within a students stage of literacy development. In terms of child development, my students have mastered the emergent and letter name alphabetic stages of orthographic development and are currently in the within word pattern stage. I have seen my students demonstrate universal meaning behind their writing, not just personal meaning. This demonstrates that they understand the concept of word and have an easier time writing as they can provide detail and express ideas in their writing. Because they are in the within word pattern developmental stage, they can spell most single syllable words correctly, along with most initial consonant digraphs and blends, proving that word study is an exceptional way to teach reading and writing skills. Because word study is described as hands on and often times includes comparing and contrasting, the magazine find part of the activity, and defining portion are appropriate.

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 C. LEARNING OBJECTIVES Understand The students will understand that specific vocabulary helps explain and clarify ideas. Know The students will know the meanings of the words herd, perch, clerk, head, deaf, earth, team, streak, cheek, creek, wear, bear, rehearse, converse, and person, their patterns, and relationships. Do The students will be able to discuss and explain the meanings of the words The students will be able to categorize the words by word pattern

The students will understand that context clues can be helpful when determining the meanings of words.

The students will know the definitions of herd, perch, clerk, head, deaf, earth, team, streak, cheek, creek, wear, bear, rehearse, converse, and person by using sentences, pictures, and context clues.

The students will be able to explain the meanings of the words within context of how they are used.

The students will understand the need to apply phonetic strategies to decode and spell words.

The students will know the controlled patterns (ee, ea, er, and ear) as digraphs in each word

The student will apply the knowledge of the patterns and use them to decode and categorize the words by sound and pattern.

D. ASSESSING LEARNING After the teacher directed pocket chart sort by pattern and sound as a class, to make sure that all of the students have achieved the objectives stated, each table will receive fourfive magazines (depending on how many students are sitting at the table), two glue sticks,

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 and a pre-made chart comprised of four columns with ee, ea, er, and ear. They will be asked to take out their scissors from their desk and to work as a team to find words that have these patterns in them anywhere in the magazines. Each student will cut out words and glue them in the correct column on the team chart. They will individually flip through the pages and apply their knowledge of the patterns to categorize new unfamiliar words by pattern and sound. If students do not know the meanings of the words they cut out they can use sentence clues and pictures to talk about the meanings of each word within their group. They can work together to find words and will have one chart completed for their table of four or five students by the end of the activity. Each student has to cut out words to contribute to the group chart and explain them to their group, providing an assessment for each student. This assessment is an informal assessment as I will attentively listen and participate in the magazine find and define in each group. At the end of the activity each student will read one column from every table until all of the columns of every table have been read aloud. For example, student 1A will read the ee column aloud to the class from table 1, then student 2A will read the ee column from table 2, then student 3A will read the ee column from table 3, etc. We will then move on to the ea column, and student 1B will read this column aloud to the class from table 1, 2B will be the next to read the ea column of words that table 2 had found, and etc. Each student will get to share the words aloud and hopefully the students will recognize the repeating sound as the words are read down the column. I expect the students will enjoy the hands on word search and that those who individually are having problems with it will have their team to guide them in the right direction, seeing that this is the first time some of them have worked with these words. E. RELATED VIRGINIA STANDARDS OF LEARNING Oral Language 2.2 The student will continue to expand listening and speaking vocabularies. a. b. c. Reading 2.4 The student will use phonetic strategies when reading and spelling. d. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode words. Use words that reflect a growing range of interests and knowledge. Clarify and explain words and ideas orally. Follow oral directions with three or four steps.

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 2.5 The student will use meaning clues and language structure when reading. F. MATERIALS NEEDED o 20 Notecards o Sharpie o Pocket Chart o 17 Magazines o 4 pre-made paper charts o 17 Scissors o 8 Glue sticks I will be responsible for securing each item. G. PROCEDURE a. Preparation of the learning environment I will have the magazines and glue sticks already placed on the four tables, grouped in desks of five or four, prior to the children walking into the classroom. The students will sit at their desks and I will ask them to please not touch the items I have placed on their table. I have previously printed each word (herd, perch, clerk, head, deaf, earth, team, streak, cheek, creek, wear, bear, rehearse, converse, and person) on a separate note card in black sharpie, as well as each word pattern (ee, ea, er, and ear) b. Engage- Introduction of the lesson I will ask the students: what time of the day is it according to our daily schedule? They will answer with: Word study! I will say: Very good! This weeks word patterns are ee, ea, er, and ear. These patterns can be found at the beginning, middle, or end of the words and while we go through your words for the week I would like you to notice where these patterns are in each word. As I am prefacing the lesson I will place each word pattern note card in the top slot of the pocket chart hanging in the front of the room, to make four separate columns. I will ask them if they notice any similarities between the patterns, in which one student would raise his hand and reply they all have the letter e in them. I will say that is correct, we will see the different ways the word e can be used and sounds in different words. I am going to hold up a card with one of your words on it. Raise your hand if you know how to say the word and have any idea about what the word means.

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 c. Implementation of the lesson I will hold up the card with the word herd on it. A student will raise their hand and I will call on them. The student will read the word out loud to the class. I will ask, do you know what that word means? If they do not know what that word means I will use the word in a sentence as a clue. For example: A big herd of buffalo stampeded the plains If the student has trouble using context clues, they are allowed to ask a friend to help them out. They would choose another classmate with their hand up to help out. I will use probing questions and examples to help the students come up with their own definition if nobody knows the answer. I will not directly tell them the definition unless they all cannot figure out the definition After the definition is revealed, I will ask if anybody knows what word pattern category the word should be placed under. It is here the student will use prior knowledge of word patterns and look at the words to determine where they might be placed on the chart. I will do all of the above for all of the following words under the pocket chart is completed: herd, perch, clerk, head, deaf, earth, team, streak, cheek, creek, wear, bear, rehearse, converse, and person For clarification, these are the definitions we are using: o herd: a big group of animals o perch: to sit on something for a period of time o clerk: someone who works with files and money o head: the part of the body attached to the kneck o deaf: someone who cannot hear o earth: the place in which we live o team: a group of people trying to accomplish a common goal o streak: a line or mark o cheek: part of your body between your chin and your eyes o creek: a small stream of water o wear: an object you put on your body o bear: a big mammal, who typically is brown and is covered in fur, that lives in the woods o rehearse: to go over something over and over again o converse: to talk to someone o person: YOU! Word study pattern chart should be split up into this: o Under the ee column- cheek, creek o Under the er column- herd, perch, clerk, converse, person o Under the ea column- head, deaf, team, streak o Under the ear column- earth, wear, bear, rehearse

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 After the pocket chart sort is the completed, I will assess the students understanding with the magazine find portion of the lesson I will say: Now, we are going to work together to complete a word pattern chart. Listen carefully. You will need to, as a team, at your table, look through the magazines put in the middle to find words that have ee, ea, er, and ear in them. If you find a word, cut that word out with your scissors and glue them onto the chart that I made with your glue stick. If you notice, I have written out the word patterns at the top of the four folded columns on your paper. Make sure that the word you find matches the pattern at the top of the column. I will ask for any questions about the simple three-four step instructions. I expect the students will have no questions. If they do not I will say If anybody has trouble you can use your group members to help you or raise your hand and I will come and help! It is now where I will engage myself into the activity with the students to begin my assessment. I will walk around, listen carefully, and ask questions such as: what words did you find?, what pattern does that word have?, I see a word on that page! See if you can find it!, etc. This activity will take about eight to ten minutes d. Closure I will give them a two minute warning before they need to stop finding words. Next I will say Now we are going to share our words with the class! I will ask one student from table 1 to read the words they found under their er column out loud. After they are finished I will say good. Next I will choose another student from table 2 to read their er words. I will ask another student from table 3 to read their er words aloud, and then I will do the same for table 4. The person at their table to their right will read the ea column, in order of table 1-4. The person to the right of the student that just spoke aloud will read the ee column, and then finally the ear column will be read by the fourth person at the table. This closure gives the students a chance to talk out loud, hear the sounds, and say the patterns, as a class and individually. e. Clean-up I will ask one student from each group to collect the glue sticks, one person to collect the trash and scraps on the table, one student to check the floor and area around them, and the fourth student to gather the magazines and bring them to me. Each person gets a job and the classroom will be clean in about two minutes. After they have cleaned up their table, they are instructed to take a book out and read quietly until everyone else has finished and Ms. Shuey explains their next activity. I will collect the charts as assessment data

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013

H. DIFFERENTIATION I have planned to meet the needs of all the students in my classroom. We have three SPED students in our classroom who go to see a reading specialist during word study, as they are given the same set of words, which I have typed up and printed for their SPED teacher. I will place these words in their folders in the morning as they walk in so they have the words for their private word study session. No student can finish early, as they will not find all of the ee, ea, er, and ear words in all of the magazines. That is virtually impossible to do in the allotted 8-10 minutes. The students who get off task will be re-directed by myself and their teammates. There are no ELL students in my class, so English magazines will be the only ones provided. If a student has difficulty with reading, they can use their group members and me to help them to locate patterned words. They may not be able to read the word but they can locate the pattern by simply looking at the word structure. As I am walking around during the magazine find, I will be able to ask students about the meanings of the words they cut out, which will facilitate higher thinking than just pattern sorting. Students who are struggling with my learning objectives will be given extra attention and guidance. I do not anticipate any problems with the materials they are given as I have seen them cut and glue things in many activities prior with ease. I. I am hoping that my directions are clear and easy, avoiding any embarrassing situations and issues. However, I have learned to expect the unexpected. I have previously screened the magazines for inappropriate content but if I missed one, this could potentially become a problem. If a student comes across a seductive advertisement or phrase, I would take that page out of the magazine, and explain that those kinds of words are not appropriate for a school setting. This will most likely not happen as the magazines that I have are teacher magazines and home magazines. An accident with scissors is always a possibility, even though I expect second graders to be responsible with them. In an emergency, I would send them to the nurse but if I see anybody being irresponsible with their scissors, I would remind them what good responsible second graders should act like. I could potentially leave my materials at home in which I would ask the cooperating teacher to help provide me with any materials that she could. To prevent this however, I will make sure to leave myself notes in the morning to double check my materials and put them in the car the night before the lesson.

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013

Lesson Implementation Reflection

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. A change to the lesson was made when I handed in my original copy for my cooperating teacher. She liked my activity and lesson but she changed the allotted time for the word find to 8 minutes because word study is only a portion of the reading time. During the lesson, it ended up being about ten minutes total, including the clean up. I wanted to have a little bit more time to let the students find and glue but they understood the directions and objectives perfectly. The word order in which I went over the note cards at the beginning of the lesson (with the pocket chart activity) was different, as I decided to shuffle the cards up so that their patterns were mixed up and not directly in order. I did this so that the students would not just guess the pattern because of where it was in comparison to the other words before and after it. Some of the definitions varied in the way that I explained them. For example, I did not explain clerk as clearly as I wrote it out in the lesson plan. I added the word bank teller, as a clue, to describe the word, which could be misleading. During the lesson, when describing the words head and cheek, I had the students find and point to these places instead of having to talk about the definition over all (since they knew what these were already). Surprisingly, at least one student was familiar with every word, and did not need much probing or questioning. Two students had problems defining the words converse and rehearse, but they chose another classmate to help them, and understood the definition right away. The word sort by sound and pattern with the pocket chart went extremely smooth, as they have been doing this every Monday this year. I did have side chatter after we talked about the words bear, head, and deaf. The students all wanted to talk about their experience or non-experience with a bear, as this animal is one they are familiar with and can relate to. I explained that I loved their stories but that we needed to move on to other words on our list. When the word deaf was explained, I had all of the students plug their ears and I mouthed the words can you hear me (did not actually say the sentence out loud). I explained that this was how it felt to be deaf, and all of the kids really enjoyed that little trick. One student even said Hey! You tricked us. Other than the time with the magazine find, I added more magazines to each table, given to me by my cooperating teacher. The students seemed to enjoy having more materials to look through than just one magazine per student. II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? Based on the charts that I collected and the completed pocket chart, the students were able to categorize the words by word pattern. Not one single word was in the wrong column on the word charts that they created, which shows that they understood the directions and can find word

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 patterns successfully. I do not know if the SPED students learned their word study words in the same way, but I am confident that the group of students that I taught did. Only one student was not actively engaged in finding word patterns in the magazines. He simply looked through the magazines pictures. In order to redirect his attention to the task at hand, I sat with him for a few minutes and helped him pick out some words in the magazines that he could cut. Some tables had more words than others, proving that they were either more interested in the activity or stayed on task more (tables 1 and 4). It was harder to assess the objectives that had to do with the students discussing and explaining the meanings of words because I had to walk around and listen carefully to the discussions at the table. One word that was glued on the chart was a brand name, that wasnt an actual word, and I did not even know what it meant or how to explain it. In the group discussion/pocket chart sort, it was clear that the students understood the words and their meanings but I was not able to assess at an individual level whether or not each single student understood every definition. This will have to be assessed during the word study test at the end of the week. III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. In order to know about each childs development and learning, I could have asked my cooperating teacher more questions about each students learning and experiences prior to giving the lesson. To know what is individually appropriate I should continually observe their play and interaction with the environment and others to cater to each childs interests and abilities. I could have picked different appropriate magazines that catered to each childs hobbies or interests to keep their attention more. I could have asked Mrs. Shuey about the childrens families and values at home and in the community to make the activity culturally relevant and meaningful. I could have picked words that dealt with farming communities and activities, as these are familiar words with the students that live in this area. I challenge myself in future lesson plans to give specific feedback, rather than general comments such as good. Giving students feedback that is specific, acknowledges their answer and attempts to draw connections and relevancy. As the students already knew most of the words, I could have challenged them a little bit more and given them a bonus word that was tougher. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? If I was the classroom teacher, I would teach the next set of words given in the team plan. Each day, the teachers of second grade are expected to teach the same words. The next set of words follows the same word patterns but have different meanings and spellings. At the end of the week, there is a test on 10 words that they have gone over that week (spelling and definition). I would add the words to the columns on the pocket chart over the course of the week. On Thursday, I would go over all of the words as a class and ask if anybody needs a reminder of any

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 definitions. They could perhaps play an around the world type game that required each student to stand and say a word on the list and its definition until all of the words have been reviewed. V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? Young children I have found need a lot of encouragement and direction. Just hearing directions one time is not enough for them to understand. I also have learned that they enjoy moving around during a lesson (for example, getting up to throw things away or to answer the questions during the pocket chart sort). Relating the lesson and material to things they are familiar with prompt them to converse among each other and promote dialogue in the classroom. They become excited about the subject matter since they have had prior experiences that are relatable. I need to take the culture that they live in and the things that they value as kids and incorporate those things into the lessons that I plan for the future. I also have learned that they can get frustrated easily and enjoy being right. When a student is having problems with a question that is asked, they are more likely to shut off and not answer it. I learned that a lot of my students enjoyed telling impromptu stories mid-lesson. This is okay, as long as the group does not get off task. VI. As a result of planning and teaching this lesson, what have you learned or had reinforced, about teaching? I learned that teaching is harder than it looks. Getting students to respect you and what you say takes time and experience. It is difficult to keep a students attention, as they have an attention span of about five seconds. On the other side of this, so far, I have learned that teaching is also extremely rewarding. When the students got all of their words correct in their word columns I was extremely proud and felt like I did my job correctly. It is extremely important to prepare and come prepared for a lesson, since things even seem to go wrong when you have a thorough plan. I could not imagine all of the problems I would run into if I had come unprepared. A long day of teaching is extremely tiring, so a good nights sleep and preparation is vital. Planning lessons take a lot more time than anyone would think, especially using the template provided. Completing them the night before is not going to work. VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself? As a teacher, the students feed off of your energy 100%. If you have high energy about a certain topic, they become more interested in it. If you are grouchy and act like you do not care, they wont either. As a teacher you also need to have patience and be ready to think on your toes when things do not go as planned. I have learned about myself that I need to think of more creative ideas even though that is something that is hard for me. I learned that I do have patience and also somewhat of a humorous attitude when things do not go as planned. This is a better characteristic than freaking out if something goes wrong. I learned that the students know a lot

Ashley Ostendorf Ms. Shannon Shuey, McSwain Elementary School Taught on February 4, 2013 at 1:15pm January 27, 2013 more than I think they do. I thought they were going to have more problems with defining the words than they did. The activities both seemed to be pretty easy for them, letting me know that I can challenge them. Finally, I learned that I simply could have no other career than becoming a teacher! I loved doing the lesson with the kids and felt a sense of delight being in front of them!