Sabrina Spataro

Target Grade Level: 1st Grade

Complete Teaching Episode

Curriculum Topic: ELA Print Concepts

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: CCSS.ELA Literacy.RF 1.1. Demonstrate understanding of the organization and basic features of print. 1a. Recognize the distinguishing features of a sentence (e.g., rst word, capitalization, ending punctuation).

Understandings: Students will understand the directionality of a book. The will know when to use capital letters, at the beginning of sentences, they will be introduced to punctuation and have an understanding of the structure of a sentence.

Essential Question(s): When you begin reading a book, where do you start? Where does the period (question mark, etc.) go? When do you use a capital letter? How does a sentence begin? What goes at the end of a sentence?

Students will know. How to: Read left to right; Top to bottom;

Students will be able to Recognize sentence structure in print. Construct their own sentences using proper capitalization, and spacing. They will also use punctuation, such as a period, question mark, exclamation point, and commas appropriately. Decode words to form sentence structure. Gain confidence from learning more about the English language visually and orally.

There are spaces between words; Have a basic understanding of ending and beginning punctuation.

Stage 2: Assessment Evidence

Performance Tasks: While sitting with their reading groups, students will individually complete the sentence worksheet. Since time is limited the students will not be differentiated considering there is no time to set up the other centers. The students will have 10 boxes with one syllable, high frequency words in them. They will cut the words out of the box and form two sentences using five words each including a capital letter and a punctuation mark at the end. They will then Other Evidence:

rewrite the sentence using proper spacing, punctuation, and capitalization in their notebook.

Stage 3: Learning Plan

Learning Activities: The students will be called by table to join me on the rug. I will write the sentence Calves are baby elephants. The students are familiar with this because they have been working with the book Elephants and Their Calves for the past week. I will point to the C and ask if anyone knows what this is called. I am looking for the answer: capital letter. I will then write the phrase capital letter and ask the class if they know how to write any other capital letters and invite them up to the board individually. I will then point to the period. I will ask if anyone knows what that is called and write the word period. I will explain that a period is an example of a punctuation mark and there are many other punctuation marks. I will ask for volunteers who know other examples to come up to the board and write them. I will then point to the space between the words Their and Calves. The students are already familiar with the two finger spacing technique so I will be looking for them to mention something about using two fingers to create a space between words. We will then reread the book Elephants and Their Calves. I will show them the front and explain that this is called the cover of a book. I will explain that Elephants and Their Calves is called the title and that Margaret Hall is the author. The students have prior knowledge of reading from left to right so I will ask a student to point to which side of the page we start from. As we begin reading the book I will point out capital letters, spacing and end punctuation. When the book is over I will have a grand conversation and ask the students the essential questions.

Resources
Itemized Attachments:

On Grade Level Students:

called brown

elephants Baby calves. are Elephants birth. are at

Citations:

http://www.corestandards.org/ www.eslprintables.com www.jumpstart.com

Observation Partners Report written by Ali Antonelli Throughout Sabrinas lesson plan she used very effective strategies along with some strategies that may not have been geared toward this individual classroom of learners. Sabrina communicated well with the students. She modeled the examples using effective strategies and in a way that the students could easily understand. She had the students repeat the instructions back to her, which I though was very effective because it showed that the students understood what was being asked of them. Sabrina also engaged the students in learning. She used a book that the students were familiar with therefore they were able to focus on the content that she was presenting to them, as opposed to the content of the book. The students were participating and able to answer the questions that were asked. The activity that she chose was also one that engaged the students, and they were excited about it because the used scissors and glue so it felt more fun than educational, while still including the content. During her lesson, Sabrina also had things that she needs to work on. Sabrina needs to relax in front of the students and not be so nervous. The children picked up on the fact that she was nervous so I believe that affected their behavior. She also has to work on classroom management. In the beginning she struggled with calming the children down so the teacher had to step in. Once the teacher calmed the students down there were no more issues. As the lesson went on it seems that Sabrina relaxed more and was comfortable in front of the students so if there were any issues she was able to handle them herself. Sabrina also had a point where she lost the students by asking them a question that was too hard for them to understand. When she asked the students where the illustrators name was located the students were unable to respond to the question because they were unaware of what an illustrator was. She quickly fixed her mistake and rephrased the question using the definition of the word they were struggling

with. Other than these small mistakes I felt that Sabrinas lesson plan was effective and taught the students in a way that they were interested and could understand.

Ed-TPA 1. My lesson was on print concepts in literature. It was for a first grade classroom. There was only on student with an IEP and it was for behavioral issues. 2. Throughout my lesson there were points where I asked a question and the students didnt know the answers, so I took this as a sign that maybe I was asking it in a way that they were unable to understand. Taking this into consideration thrI rephrased a few questions along the way. For example, when I was explaining the cover of a book, I ask the students where the illustrators name was written? They looked at me with some confusion so I rephrased the questions and said The person who draws the pictures for a book is called an illustrator, do you know where the illustrators name is on the cover?. 3. My lesson was based on core literature skills that the students will need to know throughout their life. I taught the students when to use capital letters and I demonstrated, and used examples of adding a period at the end of a sentence. When I asked the class what a capital letter was almost the entire class was aware of it and I invited students to show me examples on the board. This was an assessment of their prior knowledge. However when I asked when a capital letter was used only about three of them raised their hands. I was able to work with the book, and show the students examples of capital letters and period use. 4. At one point in my lesson I was explaining that periods go at the end of sentences , and a student raised his hand and asked if he could draw something on the board that hes seen

at the end of some sentences. He drew an exclamation point, and this allowed me to explain that this is used to show that your are excited. Then I also explained a question mark and the students seemed very interested because these are things that they see everyday so they were able to either make connections or contribute to the lesson. 5. Looking back at my lesson I would certainly add things to it. I would add the use of exclamation points and question marks because it grabbed the students attention and they were interested in it. It is also something that they should know by this age. I would also add the definition of illustrator without being prompted to because I confused a lot of children when I said that word making the assumption that they would know it. I have learned not to assume things about students, and to just add everything because if a struggling student doesnt know it, they may be afraid to ask the question. This way I can over teach as opposed to under teach. Self- Reflection 1. I believe that my objectives to the students were clear, and that they understood the task. I laid the material out in a way that all the students were able to comprehend. I know this from walking around the room as the students completed the informal assessment task. 2. The students seemed interested in the lesson because I used a book that they were familiar with. I did this so that they would be more focused on the concept that I was presenting rather than the story line of the book. 3. I think looking back that I could have had better classroom management. I noticed the cooperating teacher chiming in to gather the students attention occasionally. I feel that this happened because I was not really that comfortable reprimanding the students as a visitor. This is something that I need to work on.

4. The only issue that was reoccurring was one of the students continued to call out, and redirect the students attention. He is known to call out and speak what is on his mind; he also has an IEP for behavioral issues. He has a Para and she kept focusing him to the task. 5. I think that my manner with the children was a little nervous at first and I think that the children knew that. In the beginning they felt that they had free range but then, the cooperating teacher and I, brought the class back together and after that everything was okay. I believe that I came off as welcoming to the children from then on though because they felt comfortable answering questions. 6. Yes the students felt comfortable answering my questions. 7. If they knew the answer to my questions they would respond, and they also felt comfortable asking questions of their own if there was something they did not understand.

Identification of my Learning I learned a lot from doing this lesson, not only about myself but also my teaching style. I think that for me it is harder to present a lesson to a group of my peers rather than a classroom of students. I think that a respect factor comes to play where in a classroom you are in charge. However with my peers I feel as though I am an equal and it is harder to get my point across. I also feel that with my peers I am pretending but I find it much easier to be genuine in a classroom setting. Knowing your students is an important part of teaching and planning. You have to know your students to know how they learn best and adapt your lesson to fit their needs. You have to

plan ahead if you know that some students take longer to grasp a concept and you have to make sure that you have the reinforcement tools that are needed to reach those children. Knowing the curriculum is very important because you have to know what youre teaching to your children. You have to be masters of the topic so that you are able to teach the students by including not only that topic but also going cross curriculum and integrating other skills such as writing or math. This experience has shown me that I do have what it takes to become a good teacher but I have a lot of things that I need to work on before I get there. I have to become sterner with my students when necessary and I have to learn to be comfortable in front of the students because I am aware now that they can sense when you are scared or unsure. I can also take away from this the fact that even while you are teaching a lesson you are still tweaking it in some ways to better fit the needs of your students. I learned that there is never enough time in an elementary school to do everything that you wanted to you may have to cut things sometimes. This happened to me, I had to cut out my differentiation because there was not enough time to set all the materials up, so the entire class complete the task set aside for the on task students, and thankfully no students struggled with it.