Artifact Reflection

Title: Ice Cream Reading Lesson

Date: March 2014
Artifact Description:
The following artifact is a lesson plan I wrote for my first grade pre-student teaching placement
in Mrs. Susan Kelms classroom in Mineral Point, Wisconsin. It was prepared for a small group
of high-level readers and used advanced materials that supplemented concepts being covered
in the classroom textbook that week. The lesson plan begins with the general context and
learning needs of the students involved. It continues with information about the lesson as well
as how it should be implemented. Concluding the lesson plan is a list of suggested assessment
strategies, both formative and summative.
ALIGNMENT
Wisconsin Teacher Standard Alignment:
This experience best aligns with standard three of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt instruction to meet
the diverse needs of pupils, including those with disabilities and exceptionalities. This
experience aligns with standard three because it allowed me to identify and design instruction
appropriate to students stages of development, learning styles, strengths and needs. Through
implementation of this lesson plan, I was able to create a learning community in which individual
differences were respected. This is important because students must be able to interact,
understand and respect their peers in order to engage in the most successful learning
environment. Creating this lesson plan allowed me to understand how my students differ in their
approach to learning, which let me create instructional opportunities that were adapted to their
diverse learning styles. This is important because good teachers understand that not all
students learn the same way and teaching should be adjusted accordingly to make the greatest
impact on learning.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This experience best aligns with KSD3.c of the UW-P School of Education Knowledge, Skill and
Disposition statements which says: The candidate has the ability to engage students in the
learning process by linking appropriate content, based upon suitable instructional materials and
resources, to students knowledge and experience, being certain that all students are cognitively
engaged in the activities/assignments and that the students actively contribute to the content
design. Instruction is highly coherent and appropriately paced for all students and allows for
reflection and closure as appropriate. This experience aligns with this standard because I was
able to prepare for a group of students who were actively participating in a lesson that met their
individual learning needs. This lesson included appropriate content based upon suitable
instructional materials and resources related to the classroom textbook content. It is important to
note that the materials used were from a source other than the classroom textbook, because it
shows the importance of differentiation of content for leveled learners and the ability to find
resources that align with the classroom textbook students at other levels are working with.
Secondary Alignment:
KSD3.e Demonstrates Flexibility and Responsiveness
KSD2.c Manages Classroom Procedures
KSD3.b Uses Questioning and Discussion Techniques

REFLECTION
What I learned about teaching/learning:
This lesson plan allowed me to understand firsthand the differentiation that takes place within a
classroom. I was able to see how my cooperating teacher grouped her students by their reading
level to create the most impactful reading groups for each individual learner. Because I was
working with the highest level of learners, my preparation allowed me to explore reading
materials that went beyond what lower level learners were covering in the classroom textbook.
By seeing how an outside source could fit cohesively into the curriculum covered by a textbook,
I was able to understand more fully the differentiation of curriculum sources and its association
and purpose to the differentiation of content for students. Such differentiation and diversity
opportunities for students within a classroom gives them a chance for success that would
otherwise be limited by only utilizing one instructional strategy or approach. Teachers must be
flexible and adjust their instruction to meet their students where they are in their education and
ensure the optimal learning environment is sought after.
What I learned about myself as a prospective educator:
Preparing this lesson plan was a great way for me to practice my differentiation skills. By
working through materials in addition to the classroom textbook series, I was able to make
decisions regarding best practice for the learning styles of my students. I was able to see the
similarities and differences of multiple resources, and I was given the opportunity to choose
what would be most impactful for my targeted learning styles and student needs. Differentiation
has always been a concept I have understood and something I have strived to do while working
with children. Preparing and implementing this lesson plan have given me an even stronger
sense of the importance of understanding students and learning how to educate them in a way
that can be most impactful for them as individuals. As a teacher, I will continually strive to
understand my students and actively seek out best practice methods that will be tailored to their
individual learning needs. The goal of a good teacher should be to advance their students from
point A to point B. Improvement is key to success and differentiation is crucial for the completion
of this goal.

UW-Platteville SoE Lesson Planning Template

Name: Carrie Scherer
Lesson Title: How to Make Ice Cream
Grade level(s)/Course: First Grade - Reading
Date taught: March 10-13, 2014
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: How to Make Ice Cream
Publisher: Learning A-Z
Date of Publication: n/a
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
How quickly the students work within the given timeframe will greatly impact how much is completed
each day and what is left to finish in the days to follow. Adjustments to the lesson plan will be made as
needed.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
Twenty-five minutes each day during Daily Five rotations
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
Students have been placed into this reading group based on their reading level. Therefore, the learning
gap between these students should be minimal when compared to the students in the other leveled groups.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
All students are engaging in many different jobs throughout the classroom during this time. Focus could
be an issue for the group being instructed if their attention and interest is not kept.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students____4____
Males____2_____
Females____2_____
Students with Special
Number of
Accommodations and/or pertinent IEP Objectives
Needs: Category
Students
Students with IEPs
English Language
Learners
Gifted
504
Students with autism
or other special needs
Students with
Behavioral Disorders

INFORMATION ABOUT THE LESSON

Standards
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long
vowel sounds.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex
for grade 1.
Enduring Understanding and/or Essential Question
How do you make ice cream?
Objective(s)
DOK
Students will use the reading strategy of visualizing 1
to understand text.
Students will sequence events in the text.
1
Students will identify and read long /e/ vowel
1
digraph.
Academic Language related to the lesson
Creation, ingredients, mixture, remember, sealable, toppings, vanilla
Prior Learning/Prior Thinking
Learners have been exposed to similar reading stories in their previous reading group lessons and have
been exposed to visualizing, sequencing and long /e/ before.
LESSON IMPLEMENTATION
Procedures:
1. Anticipatory Set/Elicit Prior Knowledge
What do you know about ice cream? Do you have a favorite flavor? How would you describe it?
What do you think its made of?
2. Focus/Purpose Statement
Today we will read about how to make ice cream. Make sure to pay close attention and visualize
each step as you read!
3. Before reading have students take a picture walk through the book. (Begin by reading the title and
asking whether it is fiction or nonfiction and why. Also discuss the function of the table of
contents.)
4. Define and identify the vocabulary words in the glossary by having students read the words aloud
together and talk about what each means.
5. Explain that good readers often visualize, or make pictures in their mind, as they read. Readers
often use what they already know about a topic to make the pictures in their mind. This is
especially important when the text is giving them directions to follow.
6. Read page 4 aloud to student. Model how to visualize:

Think-aloud: When I read a book, I pause after a few pages or after reading a description of something to create a
picture in my mind of the information Ive just read. This helps me understand and enjoy reading the information in the
book. For example, when I read about the ice cream truck, its music, and the sweet taste of ice cream on a hot summer
day, I pictured myself standing at the truck and holding my delicious ice cream. I can almost taste it!

7. As students whisper read to themselves, remind them to look for words that describe the steps of
making ice cream. Also remind them to stop every few pages to visualize what is happening.
8. During reading answer any questions and monitor students to ensure they are visualizing and
focusing on their sequencing skills.
9. After reading introduce the visualize/sequence events worksheet. Read directions to students and
guide them through it using the book for help. Provide assistance as needed.
10. Ask students what they visualized best as they read and if it helped them to remember.
Think-aloud example: When I read Step 4, I could imagine myself holding that bag and shaking it all around,
perhaps even standing and dancing around a little. I could feel my arms getting tired and my hands getting cold!

11. Share enduring understanding with students:

In this book, you read about how to make ice cream at home. You completed a worksheet with all the important steps.
Knowing this information, do you think it is always necessary to follow a recipe exactly as it is written, or are there times
when a cook can make changes to a recipe?

12. Build phonics skills by discussing and completing long /e/ worksheet. Remind students that
sometimes letters combine and make one sound. Talk about ee and ea making the long /e/ sound.
13. Time permitting, have students also complete synonyms worksheet.
14. Time permitting, use discussion cards to review and discuss the story as a class.
Closure:
Read the 11 Quick Check questions as a class and have students answer individually.
After they finish, pose questions such as: How do you make a PB&J? Your favorite snack? Make sure to
use order words like first, next, then and last.
Differentiation
This group has already been differentiated because of reading abilities. I will be able to administer further
differentiation by assisting students as they encounter and review concepts and skills.
Materials and Resources
How to Make Ice Cream by Steven Accardi (a copy for each student)
Visualize/sequence, long /e/ vowel digraph, and synonyms worksheets (available online)
Discussion cards (available online)
Reading A-Z website: www.readinga-z.com
Classroom Management/Democratic Practices
Students will be respectful when the teacher or their peers are reading or sharing ideas about the text.
They will participate in discussion politely by letting each person speak and only talk when it is their turn.
Students will raise their hands to ask a question or be called on specifically by the teacher as to promote
fairness or manage poor behavior choices.

ASSESSMENT
Formative
Before the lesson

During the lesson

After the lesson

Summative

Teacher will review new words

with students to promote
comprehension and fluency and
asses their background
knowledge on visualizing and
sequencing.
Teacher will monitor students
reading by asking questions
throughout the text and promote
visualization by assisting in
sequencing-recall strategies.
Students will also complete the
sequence and long /e/ worksheets
to associate the ea and ee letter
combinations with long /e/ vowel
sound.
Students will complete an eleven
question book quiz assessing
students sequencing and recall
abilities.