IPTE 5001

Elementary Literacy Teaching and Assessment Lab

Section 001
Stevie Townsend

John Bunker

2/23/07
Classroom Context

The writing lesson I taught was with a group of 18 third graders. These students

were all between the ages of eight and nine, very average for the typical third grader, and

consisted of ten boys and eight girls. Three of these students are English language

learners with Spanish as their native language. Three of the students present for this

lesson are on Individualized Literacy Plans and currently receive a “double dose” of

literacy instruction each day with the assistance of the school’s literacy specialist.

This lesson was taught January 24th in my internship’s regular third grade

classroom. I have been extremely fortunate with my internship placement as my Clinical

Teacher specializes in writing instruction and often leads the staff continuing education

sessions in the subject. As I entered into the classroom in January, I knew these students

had received excellent writing instruction, and it was clearly evident in the daily writing

workshops. While we both wanted to keep with the writing workshop format, I

suggested the idea of working on different genres of writing.

Initial Lesson

Due to the upcoming CSAP tests, my Clinical Teacher suggested I teach the entire

class a lesson regarding prompt writing. The objective of my lesson would be for

students to be able to read a prompt and respond completely to it. My clinical teacher

mentioned that the students are frequently only answering parts of the question prompt,

often leaving out important parts. She gave me a copy of some lessons from Teaching

Qualities of Writing by Ralph Fletcher and JoAnn Portalupi, and I looked through these

for ways to adapt them to some specific CSAP writing prompts.

 Keeping with the writing workshop routine, I would begin with a mini-lesson

taking place in a group meeting at the front of the room at the blackboard. I really

wanted to provide an intimate setting for the entire class to gather and discuss the lesson

with the goal of building class unity for future writing workshops and really exemplifying

that everyone in the class was there to support each other. When the mini-lesson was

completed, the students would be able to move their desks around the room to find a

personal space in which to practice their writing.

I found a lesson Fletcher and Portalupi developed using the mnemonic “RUPR”

for students to use when writing to a prompt. The mnemonic stands for the following:

R – Read the prompt once

U – Underline the FAT –P (another mnemonic standing for Format, Audience,

Topic, and Purpose) in the prompt

P – Plan your answer

R – Reread and revise

I thought this was a great way for the students to help the students answer prompts in

their entirety, my objective, and I would make some adaptations to meet the specific

needs of the students in my classroom.

As I mentioned previously, I started with the students in a small group sitting on

the floor at the front of the room. I wrote “RUPR” on the board, and talked to the

students about using mnemonics to remember things that we have to do in writing. I

went on to explain what each letter represented, and I spent extra time explaining the

“FAT-P” part of underlining. I then wrote a prompt on the board, and I demonstrated
how I would read, underline, and plan for writing for that specific prompt. When that

was completed, I wrote another one, and we reviewed it as a class.

As I felt the students had a clear understanding of the process, I had them return

to their seat with an option of moving into their writing places. While the students settled

into their seats, I wrote the following prompt on the board:

“Tell me about a trip you especially enjoyed taking or imagine taking.

Where did you go? How did you get there? What was one interesting

thing that happened during your trip?”

I hoped that by having the questions spelled out very specifically, it would help scaffold

the students in their responses. The students began to respond to the writing prompt, and

turned their papers in at the end of the period. My plan was to build future lessons from

this piece of writing, returning the papers to work on editing and other parts of the

writing process.

Prior to this lesson, the students have been working on “voice” within their

writing workshops. They have shown outstanding progress in this area, and I believe

they now need to work on making their voice pertinent to their audience. I really enjoy

the writing they have completed using the voice writing craft, but sometimes, the students

seem to over do it a bit. Looking back at this lesson, I think I could have stressed the

point of paying attention to who the audience is more.

Question and Critical Friends Group

The question I posed to my critical friends group was, “How can I work with this

student to modify the voice for different audiences without discouraging his unique

style?” This particular student uses fantastic voice in his writing, but I do not feel that it
fits all genres of writing and all audiences. My main concern stems from the

standardized testing where his unique use of language may not be considered appropriate.

On the other hand, I do not want to discourage him from his writing style as it really

expresses his passion for writing and interjects his own personality into his stories.

I had a great deal of trouble deciding on this question for my critical friends

group, as I had yet to see a group conducted. While I was sitting, listening to the

directions for conducting the “Tuning Protocol” for the critical friends group, I had a

growing feeling that I had not selected the best piece of work to evaluate for this

assignment. The student I had selected actually demonstrates some excellent writing

skills but just needs a little more support in a few areas. The first being the discovery of

different genres of writing which was the question I posed. Secondly, I believe he needs

the most work on his basic conventions.

When I presented my question to the group, they were fast to point out the high

quality of his writing and commented on how they believed his usage of voice was in fact

a great asset to his writing. The conversation amongst my peer group shifted to talk

mostly about his use of conventions in his writing. The consensus seemed to be to let

him write in with his unique personality, but to focus of improving his punctuation,

capitalization, spelling, and comparative and superlative adjective usage. Other

comments made included the need to improve his handwriting, paragraphing, and thought

organization. I agreed with all of the comments made by my critical friends group, but

the discussion of voice was given up a bit too quickly in my personal opinion. Reflecting

now upon the process, I wish I had put more thought into the question in order to have

made it more clear for the others, and it was probably my own fault that the subject
changed so quickly to other issues within my student’s writing. In the future for “Tuning

Protocols” for critical friends groups, I will be sure that I am completely prepared with a

more specific challenge faced by my students in his or her writing.

For the issues my critical friends group discussed more fully, several excellent

ideas were generated for lessons which this student could greatly benefit from. The ideas

discussed included a “Five Fingers of Conventions” lesson where the students would

learn the five fingers of on their hand could help them remember to include the following

five major points: Topic sentence, spelling, capitalization, punctuation, and ending

sentence. Peer group editing was also mentioned as beneficial way for the students to

learn and practice their editing skills. Other ideas such as homophone lessons, thought

organization lessons, and paragraphing were also discussed. While I think these are all

outstanding ideas, and I believe all of my students could benefit from them, I really

wanted more ideas on how to have the student write more specifically to his audience.

For this assignment, I have decided to combine both some lessons which will

cover the editing aspect of the student’s writing as the critical friends group suggested

and a lesson on writing to a specific target audience.

 Punctuation Lesson

Colorado Model Reading and Writing Standards Addressed:

Standard 3: Students write and speak using conventional grammar, usage, sentence
structure, punctuation, capitalization, and spelling.

Learning Objectives: (Observable and measurable description of student learning linked

to standards addressed)
When given a piece of writing, students will be able to locate and correct errors of
punctuation within the piece.

Setting: (Describe the situation in which the lesson will be taught and the number of
children included)
This lesson will be taught to the entire class of 18 students in the regular classroom with
the mini-lesson portion taught to the group sitting on the floor in the group meeting area.

Prior to this lesson, the students have learned the fundamentals of punctuation including
commas, periods, question marks, exclamation points, and ellipses.

Materials: (Identify the resources needed)

“Freak Night” writing sample from Ralph Fletcher and JoAnn Portalupi written without
punctuation on flip chart.

Freak Night
We were alone in the old house. At first, we just watched TV in the
downstairs den. Then we got a big thunderstorm. It was sort of fun
until we lost electricity. The freakiest thing was that we could hear
music playing upstairs, even with no electricity! We had to go
investigate. Since I was the oldest, my sister made me go first.
Slowly we walked up the stairs…down the hallway…toward the
bedroom where the music seemed to be coming from. I grabbed the
doorknob . . . turned slowly . . . pushed . . . . The room was
completely dark.

Post it notes with different punctuation marks written on them.

Rough draft writing from previous lesson.

Colored highlighters for students to mark rough drafts.

Activity procedure: (Describe how the lesson/activity will be presented—exactly what

you and the children will do)
As a group, we will discuss the importance of correct punctuation in writing. We will
talk about how it affects the way the piece is read and some meaning behind the story.

I will then model where a period goes at the end of the first sentence.
Students will be asked to take turns putting up other punctuation marks on the chart as
needed.

I will then tell the students to work in pairs (they may select their own partners) and edit
the writing they did the previous day for each other, focusing solely on the punctuation.
They are to mark the punctuation with the colored highlighters.

Adaptations for special needs: (Variations in presentation, materials used, or child

responses based on individual needs; adjustments made to accommodate difference in
learning modalities, skill level, and special needs)

Students in need of special assistance will be grouped together and receive direct
guidance and instruction from the instructor during the peer editing process.

Assessment: (Describe methods to be used to assess whether children achieved the

learning objectives; describe how assessment will be documented—how you will record
observations and results in order to monitor progress and use assessment for future
planning)

This lesson will be assessed by having the students turn in their papers with the editor’s
name written on the bottom of the page. The editor will be assessed on the quality of
editing done. Specific anecdotal notes will be recorded in my writing record book noting
specific challenges and strengths with editing each individual student displays for use in
future one on one conferencing.

Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by
integrating into other subject areas, learning centers or home activities)

This lesson will be extended by holding individual conferences with students with
reference to the specific anecdotal notes taken. These can be worked on in future pieces
of writing or with the current piece of work.

It may also be integrated into other subjects by having the students edit their “Explaining
Math Reasoning” assignments and science observation explanations.
 Comparative and Superlative Lesson

Colorado Model Reading and Writing Standards Addressed:

Standard 3: Students write and speak using conventional grammar, usage, sentence
structure, punctuation, capitalization, and spelling.

Learning Objectives: (Observable and measurable description of student learning linked

to standards addressed)
Students will be able to correctly use the comparative and superlative forms of adjectives.

Setting: (Describe the situation in which the lesson will be taught and the number of
children included)

This lesson will be taught to the entire class of 18 students in the regular classroom with
the mini-lesson portion taught to the group sitting on the floor in the group meeting area.

Materials: (Identify the resources needed)

Flip Chart and markers

Activity procedure: (Describe how the lesson/activity will be presented—exactly what

you and the children will do)

- Gather the students in the front meeting area of the classroom and discuss the
importance of using correct wording when comparing different things.
- Discuss the definition of comparative and superlative forms of adjectives and how
they modify nouns.
- Write examples on the flip chart:
o The tree is tall.
o This tree is taller than that one.
o This tree is the tallest in the forest.

- Point out that the first example is one tree, the second has only two trees, and the
third three or more trees.
- Write “1” next to the first example, “2” next to the second, and “3+” next to the
third.
- Verbally name some items and either directly say the number of items or clearly
imply the number and ask the students to use the correct for of the adjective.
- Write the following irregular adjectives on the flip chart:
o Good, better, best
o Bad, worse, worst
o Many, more, most

- Write numbers as above next to the appropriate adjective.

 - Discuss the fact that if you use the “est” superlative form, one does not combine it
with most or best. You can only have one “st” at a time!
- Discuss the fact that if you use the “er” comparative form, one does not comine it
with more or better. You can only have one “r” at a time!
- Have the students break into groups of three, give them a noun such as “cave” or
“school” and ask the groups to come up with three superlative adjectives and
three comparative adjectives to describe this noun. Then have the students write
one sentence of their own using one of their comparative adjectives and one
sentence using one of their superlative adjectives.
- Share of several of these out loud when completed and write on board. Discuss
any issues.
- Have the students return to their desks and write three similar examples on their
own.

Adaptations for special needs: (Variations in presentation, materials used, or child

responses based on individual needs; adjustments made to accommodate difference in
learning modalities, skill level, and special needs)

This lesson will be presented in a visual context for visual learners, verbally for verbal
learners, and within groups for students that learn best through discussion. Paras will be
utilized to proved extra support for students with special needs. The instructor will also
rove continuously throughout the lesson to provide support.

Assessment: (Describe methods to be used to assess whether children achieved the

learning objectives; describe how assessment will be documented—how you will record
observations and results in order to monitor progress and use assessment for future
planning)

Assessment will take place informally throughout the lesson with anecdotal notes taken
in writing record book.

Students will also turn in their sentences and these will be assessed for each student with
notes taken in a record book for use in individual conferences the next day.

Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by
integrating into other subject areas, learning centers or home activities)

Follow up for the is activity will be individual conferences the following day as needed
during a writing workshop set to a prompt asking the students to compare items. This
prompt should specify the student use at least two superlative adjectives and two
comparative adjectives.
 Writing to Specific Audiences Lesson

Colorado Model Reading and Writing Standards Addressed:

Standard 2: Students write and speak for a variety of purposes.

Learning Objectives: (Observable and measurable description of student learning linked

to standards addressed)
Students will be able to change their voice in their writing based upon their audience.

Setting: (Describe the situation in which the lesson will be taught and the number of
children included)

This lesson will be taught to the entire class of 18 students in the regular classroom with
the mini-lesson portion taught to the group sitting on the floor in the group meeting area.

Materials: (Identify the resources needed)

Prepare a couple short letters written in styles appropriate for different audiences. Make
one a letter to the principal, one a letter to your best friend, and one a letter to your
grandmother. Prepare overhead with these mentor letters.

Overhead projector

Flip chart

Activity procedure: (Describe how the lesson/activity will be presented—exactly what

you and the children will do)

- Gather the students together in front meeting area.

- Discuss the variety of audiences one can write to.
- Read the overheads of the different letters. Discuss and make a list on the flip
chart of differences of style between the letters.
- Have the students return to their desks and write a prompt on the board to have
the students write a letter describing their school day yesterday to their best friend
in one letter and the principal in another letter.
- Rove during the workshop taking notes and assisting where needed.

Adaptations for special needs: (Variations in presentation, materials used, or child

responses based on individual needs; adjustments made to accommodate difference in
learning modalities, skill level, and special needs)

The instructor will roam during the workshop assisting where needed. ESL and SPED
paras will also assist the students with special needs in the room.
Assessment: (Describe methods to be used to assess whether children achieved the
learning objectives; describe how assessment will be documented—how you will record
observations and results in order to monitor progress and use assessment for future
planning)

Assessment will take place informally throughout the lesson with anecdotal notes taken
in writing record book.

Students will also turn in their letters for review and these will be assessed for each
student with notes taken in a record book for use in individual conferences the next day
during the continuation of this workshop.

Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by
integrating into other subject areas, learning centers or home activities)

These letters can be used for further editing workshops and individual conferences will

be held the following day regarding the use of different voices based upon anecdotal

notes.
 ,

I
 NAME DATE, __

IPTE 5001/4001 CFG Written Assignment Rubric 70 Points

FUll. Points Criteria (Exemplary)

Acceptable Developing
11(5 obints) All context for assianment is included: (This pertains to the writing
(2-3) Context and (1-2) Little
I~t you taught before the CFG).
background information is background
students' grade level, number of students in the group, writing procedures, etc.
sketchy; more information given
• name of CFG protocol
information would have Type of protocol is
• where/when instruction occurred (Pick a place other than the hallway).
helped the reader not i ncl uded.
• why group was selected
understand the lesson
• pertinent background on students (e.g. native language other than English,

special needs, much older or younger than average age at grade level, etc.),

and your conclusions.

Type of protocol is
In Request assessment data from CT to help identify student needs.
unclear.

(SJooints) Question about Student Work (2-3) Question is not (1-2) No question
II ~ Question or problem about student work is clearly stated and open ended. It is clearly stated. or problem is
'. focused and seeks a comprehensive discussion. A copy of the student's writing offered.
sample with name deleted is attached to the paper.
1/\
(5 t\loints) Three Lessons Plans and all forms intended for use are present: The (2-3) Description of (1-2) Description
les~ on includes one teaching objective in the writing process e.g., drafting, revising,
( student work is sketchy, of student work is
. editing. Lesson is detailed, includes content standards, describes in detail what not all forms or other unclear. Student
yOll will do, and demonstrates consultation with your CT, particularly regarding materials used are work is not
I~ent needs and lesson purpose. Context for work is clear present. included.

(10Jooints) Summarv of Ideas:

(2-3)Summary of ideas (1-2) Few ideas
:J~ummary of ideas generated by the CFG is complete and detailed.
are present but could be summarized.
\ Reflection on the ideas is insightful and demonstrates you know the student, his more developed. Reflection is
or her developmental level, the content of the lesson, and the internship superficial,
rlassroom. sketchy I without
insiqht.
( 120 .oints) Instruction Plan is Detailed and Authentic (5-10) Instructional Plan (1-4) No or weak
~~se of assessment information to plan, evaluate, and revise effective instruction is vague or incomplete. instructional plan
,-/ that meets the needs of students including those at different developmental Details lacking and or rationale is
'., stages and from different cultural and linguistic backgrounds. rationale is unclear. included.
• Instructional strategies based on child developmental levels
• Evidence of a wide range of curriculum materials for learners at different stages
of writing development an'd cultural and linguistic backgrounds.

..•
Plan includes appropriate activities for the student. A rationale for the plan is
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Townsend 2007
 included. Resources are included in the plan. I I I
25 points) Reflection and Conclusion includes: (6~15)Reflection is
, Reflection on what you learned from this teaching experience present, but lacks insight.
If you could change your writing lesson(s) with the student, what would you do Goals are unclear or not
differently and why? related to this lesson.
What do you still need to learn?
• State your teaching goals related to teaching writing.

Note: As a standard for a graduate level course, it is expected that this paper will be typed and well proofread. Use APA writing style, fifth
edition. Papers that are not up to this standard will be returned for revision.

~nive:rsi.ty o f Col«»rado a.t I>ernrer 10

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Townsend 2007

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