Instructional Strategies - Appalachian State University



Julie Duncan

RE 5730

Dr. Moorman

March 25, 2010

Instructional Strategies

Lesson Plans

Strategy: Bubble Map

Source: Marzano, R.J., Pickering, D.J. & Pollack, J.E. (2001). Classroom instruction

that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Text: On the Job with Dr. Martha Smith by Claire Daniel

Explanation: The bubble map is a graphic organizer that is used to describe. There is a center bubble that gives the topic and then the bubbles around the center describe the topic. My students will use the Microsoft Word program to activate a bubble map for this lesson.

NCSCS: ELA Objective

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

• prior knowledge.

• summary.

• questions.

• graphic organizers.

|Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies. |

|Objectives: |

| |

|2.01 Use common computing devices and resources in class activities. (1) |

| |

|2.02 Observe, discuss, and use software to enter, calculate, display data, and interpret results as a class/group. |

|(3) |

Lesson Plan

Before Reading: The teacher will say,“ Who has a pet? What are some responsibilities that come with having a pet? Today we will read a story about a person who likes working with pets. Does anyone know what we call a doctor that helps pets? Yes, a veterinarian is an animal doctor. The title of our story is, “On the Job with Dr. Martha Smith. We will learn what it is like to be a vet and what jobs Dr. Smith has. Let’s read to find out what kind of person Dr. Smith is and how she helps animals.

During Reading: As the students listen to the teacher read the story aloud, they will be asked questions that refer back to the original purpose for reading. Some questions will be: What do you see in the picture that let’s you know she is a doctor? What is Dr. Smith’s job? Why does she tell us it is a good day to visit? How does Dr. Smith take care of animals? Who are Puffy and Jake? What three things are done to new arrivals? Are Puffy and Jake healthy? What different kinds of animals do you see? What let’s you know that Dr. Smith likes her job? Why do people bring their pets to Dr. Smith? What is your favorite part of Dr. Smith’s job?

After Reading: I will begin by explaining to my students that a ‘Bubble Map’ is used to describe. I will demonstrate on the Elmo what is meant by describing. I will put my name in the center and let the students tell something about me. See attached example.

Then the students will recall the story On the Job with Dr. Martha Smith. The teacher will let the students give descriptions about Dr. Smith and put them on the Bubble Map. This can be done whole group. Later, the students will use Microsoft Word to create their own bubble map in the computer lab describing Dr. Martha Smith using as many bubbles as they can. See attached examples.

Reflections: My students did very well with describing Dr. Martha Smith using the bubble map. I demonstrated on my lab top the steps to create a bubble map before going to the computer lab. This was done whole group and projected on the smartboard for all my students to see. When we went to the lab, some of the children finished early so I had them to create a bubble map describing themself. They were excited to get to print out their bubble maps and take them home. The lesson flowed very well and I was pleased with the student’s work. I would not have changed the lesson in anyway other than adding the assignment of students describing themselves.

Extensions: I think a great follow up to this lesson would be to take the students on a field trip to the local animal shelter. There they could meet a veterinarian and see the various roles that would be required and see the many animals. This would make a real life connection to their world around them.

Strategy: KWL

Source: Ogle, D.M. (1992). KWL in action; Secondary teachers find applications

That work. In E.K. Dishner, T.W. Bean, J.E. Readence, & D.W. Moore (Eds.), Reading in the content areas: Improving classroom instruction (3rd ed., pp. 270-281). Dubuque, IA: Kendall-Hunt

Text: Sleep is for Everyone by Paul Showers

Explanation: The purpose of this strategy is to divide information into three groups: what you know, what you want to know, and what you learned. This is a great way to tap into the student’s prior knowledge about a subject, (K= know) get them thinking about what (W) they would like to find out, and finally, what they learned (L) from the text. The students will be given a print out copy of the KWL chart and fill in individually as the teacher teaches and models whole group.

NCSCS:

|Competency |The learner will develop and apply strategies and skills |

|Goal 2 |to comprehend text that is read, heard, and viewed. |

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

• prior knowledge.

• summary.

• questions.

• graphic organizers.

3.01 Elaborate on how information and events connect to life experiences.

Lesson Plan

Before Reading: The teacher will begin by asking, “Is anyone sleepy today?” Who likes to take a nap? What makes you sleepy at school? Today we will read a story about sleep. Is sleep for everybody? What about animals, do they need sleep? I am going to show you a chart that is divided into three parts. At the top of the chart you see the letters, K, W, L. We will begin our lesson by filling in the K part of this chart. There isn’t any right or wrong answers. I want you to tell me some things to write that you already know about sleep under the K. Next, I want you to think up some questions that you have about sleep. What is something you want to know about sleep when we finish reading? The teacher will allow students time to ask questions and add student’s responses on the chart before beginning the reading lesson.

During Reading: The teacher will read the text aloud as students track with their fingers. After reading pp. 189-193 stop and ask students to look at the KWL chart and share information that they have learned so far. The responses will be added to the class chart. Ask students if they have found out any important information they wanted to know under “W” and have them share. Read pp. 194-209. Begin a list of information learned under “L” using the Elmo. The story will be read again tomorrow using the CD. Students may want to add to the class list if they’ve overlooked any important facts. If there are questions under the “W” that go unanswered, the teacher can direct the students to resources such as other books, encyclopedias, or the internet.

After Reading: Review chart and ask questions to solidify comprehension of text. “Is sleep for everyone? Is this a good title for this story? Why or why not? Why is sleep important? When does your brain get a rest from thinking? Do you like to go to bed on time or stay up late? Why? What can happen to children if they don’t get enough sleep? What was the most interesting fact that you learned from this story? What will you do differently tonight at bedtime?

K W L

Reflections: The students enjoyed learning about the KWL chart. This was done whole group using the Elmo instead of having students fill in their own chart because of time. First graders take such a long time to transfer information, that I thought it more reasonable to do the KWL whole group. If I do this lesson again, I could have students create their own chart referring to the class chart. This could be done at a literacy center or for morning work. This would give hands on practice with the KWL.

Extensions: A good extension would be to give the students a chart and let them color a graph of the hours they sleep each night for a week. Then they could analyze if they are getting the right amount of sleep for their age. Another extension would be to let students pick one or two facts from the story and write a report about sleep. They could go to another class and read the oral reports to share the information.

Strategy: Book Acting

Source: McGee, L. (2003). Book Acting: Storytelling and drama in the early

childhood classroom In. D. Baronet & L. Morrow (Eds.) Research- Based Practices in Early Literacy (p. 157-172). New York: Guilford Publications.

Text: The Magic Fish by Freya Littledale

Explanation:

This strategy helps students retell short, familiar, and repetitive texts using pictures and props to recall the story in sequential order. Students act out the story or retell it using pictures in order to demonstrate comprehension. This type of summarization helps students to implement their own ability to comprehend and recall text.

NCSCS:

|Competency |The learner will develop and apply strategies and skills |

|Goal 2 |to comprehend text that is read, heard, and viewed. |

2.05 Predict and explain what will happen next in stories.

2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).

2.07 Respond and elaborate in answering what, when, where, and how questions.

Lesson Plan

Before Reading: This text was selected because it is repetitive, has a couple major settings and two or three well rounded characters. The pages of the book should be copied, glued on tag board, and laminated. The text should be erased so that only the pictures are seen. This will be used in the ‘After Reading’ part of the lesson. The teacher reads the text whole group using the Elmo so students can see the pictures. A clothesline will be used to pin up the pictures in sequential order to reinforce retell. The teacher will be modeling this using retell in her own words instead of rereading text.

During Reading: The teacher asks the following questions after reading:

• Page 5- “Who are the characters?” (fisherman, wife)

• Page 7- “Are there any more characters?” (magic fish)

• Page 9- “What did the wife ask the fisherman?” ( why he didn’t catch any fish)

“What did she asks the fisherman to do?” (go back and make a wish)

“What do you think will happen next?”

• Page 12- “What did the fish say?”(go home and now your wife has a pretty home)

• Page 15- “How long was the wife happy?” (one week)

“What do you predict will happen next?”

• Page 17- “What was the wife’s request?” (she wanted a castle)

“Do you think the wife will get what she asks for?” Why or why not?

• Page 19- “What did the fish tell the fisherman?”(go home, your wife has a castle)

“What will happen next?” Why do you think this?”

• Page 21-“Was the fisherman happy?” Was the wife happy? For how long?

• Page 23-“ What did the wife ask for next?” (to be queen of the land)

• Page 25-“Did the fish grant the wish?” “Why do you think the fisherman keeps doing what his wife asks? “Why does the fish keep granting wishes?”

• Page 27- “ Is being queen what the wife needs to make her happy? “Why?”

• Page 29- “Do you think the fish will grant her wish to be queen of the sun, moon, and starts?” “What does the wife mean when she says she wants to be more than queen of the land?” “What do you think will make her happy?” ‘Why did the fisherman think the fish would be angry?”

• Page 31- “Why did the fish not grant the wife’s wish?” “Why do you think the fish said “no”? “Could anyone be queen or king of the sun, moon, and stars?” “Why or why not?” “Why did the fish put the wife back in her old hut?”

After Reading: The teacher will model how to retell the story using only the pictures. Then the students will be put into groups and given a couple of pages from the book to put in order. They will practice retelling their part of the story to their group. For the final activity, allow groups to present their retelling of the story and pin the pages from the book on the clothesline. For an informal comprehension assessment, the teacher can have students retell the story from looking at the clothesline.

Reflections: I chose to use my high readers for this lesson because the book I chose was on a 2.6 reading level. I thought this would differentiate instruction with my advanced group and since this book was a long text, they would best benefit from the story. The lesson went great. The students were engaged and answered all the questions correctly. I let them work as a group to put the story in sequence. I gave each student 4-5 pages from the story and let them look at the pictures to put the story in order. They wanted to look in the book to check for accuracy but I made them work together and refer to the pictures they had already put in order on the clothesline. (They were quick to figure out that the back of the pages were numbered!) I went through and retold the story in my own words having them look at the pictures. Then, I broke up the story and let them play ‘tag team’ to retell. I felt that it would take too long for each of them to retell so they each took their turn retelling a couple of pages. I enjoyed hearing the different styles of their retelling and the expression in their language. To do this with the whole class I realize that I need to have a book level that would be more on grade level. Also, a text with less pages would benefit my low readers.

Extensions: This story could be part of a unit “What does the author want to teach us from this story?” Many folktales and fables have lessons to be learned. Stone Soup, and The Lion and the Mouse are two that come to mind. Another extension would be to have students use puppets to retell or dress up themselves to react the story.

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*I need sleep

*I get tired after a long day at school

*when I have nightmares I wake up

*I feel tired when I don’t get enough sleep

* I go to bed at 8:00pm

*How many hours of sleep should I get each night?

*Do animals need sleep?

* Do grown ups need as much sleep as me?

*Why do babies sleep all the time?

*When people are little they are growing and need sleep

*School children need 10-12 hours of sleep a night

*Grown-ups need only 7-8 hours of sleep

*Even when I rest, my brain is still working

*my brain takes a rest when I sleep

*when a chicken sleeps, its eyelids go up

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