Cycle of Learning- Reading

7/30/2019 Cycle of Learning- Reading

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Cycle of Learning- Reading; Mrs. Brown Went to TownReflective Narrative

Principle 8: AssessmentThe teacher understands and uses formal and informal assessment strategies to evaluate andensure the continuous intellectual, social, and physical development of the learner.NAEYC Standards: 3.Observing, documents, and assessing to support young children and families

This artifact is a five day reading, Cycle of Learning that was implemented in a second gradeclassroom at Hawthorne Elementary in October, 2012. The Cycle of Learning was brought tofruition with the collaboration of my mentor teacher. I decided to select a reading cyclebecause reading is a core content area and I wanted to practice using data to drive myinstruction. The Cycle of Learning focused around a story in Theme one- Silly story, Mrs.Brown Went to Town. The skills taught in through the story were the following; vocabulary,

prediction which was covered in two days, and predicting outcomes. During each lesson, Igave pre-assessment, formative, and summative assessment. This helped me to analyze mydata and use the information to modify my instruction for the following day.

This artifact represents INTASC principle 8 because my instruction involved understandingand using formal and informal assessment to analyze data. The data of the assessmentsguided the instruction and small group instruction. The Cycle of Learning followed theNAEYC standard 3, because I continuously observed, documented and assessed studentlearning.

The Cycle of Learning assignment was beneficial to me as a reflective practitioner to be ableto teach consecutively and assess student learning to guide my teaching. This exerciseallowed me to use best practices where I pre-assessed students prior to teaching a skill. Thishelped me to see the student's prior knowledge and see where I need to start instruction.

Overall, I am pleased with the analysis of my assessment data from the Cycle of Learning.The students demonstrated growth which was evident in the data provided from the Pre andPost assessment. The analysis for vocabulary started at a class average of 31% secure to a58% secure after one day of instruction. The post assessment ended at 72% which is anincrease of +41%. The next skill, predicting resulted in 27% in pre-assessment to 89% inprediction which is an increase of + 62%. The final skill that in this Cycle of Learning wasPredicting Outcomes. The students scored 27% proficient for the pre-assessment. The classaverage was 71% on the end of the lesson assessment. Finally, students scored a classaverage of 80% in the summative post-assessment. This was a +53% increase from the pre-assessment. The Cycle of Learning was a great tool to learn how to utilize data to driveinstruction.


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Denyse FieroCycle of Learning-Mrs. Brown Went to Town

Unit Topic:My Cycle of Learning was implemented at Hawthorne Elementary in a second grade class from10:00 - 11:00, Monday, October 8, 2012 - Friday October 12, 2012.

The content area I chose to teach was a reading theme about silly stories. The story selected tofocus on specific skills wasMrs. Brown Went to Town. The unit consisted of the following skills;vocabulary, Prediction (two days), and Predicting Outcomes. The goal of this unit was tounderstand how to make good predictions using details in the text and how to use character traits,prior knowledge and evidence in the story to develop good Predicting Outcomes. Another keyconcept is to expand the student's vocabulary and gain comprehension when reading the story.

Pre-assessment:I administered the vocabulary pre-assessment on Monday, October 8, 2012 at 10:00-10:15am.The assessment consisted 6 fill-in the blank vocabulary sentences. Each question was worth 16.6points to equal 100%. The students completed the prediction and prediction Outcome portion ofthe assessment on Tuesday, October 9, 2012 at 10:00 - 10:30 prior to instruction of the testedskills. This part of the evaluation comprised of one Prediction essay question where the student isgraded on their thoughtfulness of making a good Prediction and five Predicting Outcomequestions. The class completed each question independently except for one student. One of thestudents in the class is required on his IEP that an aid work with him during all class work andassessments.

Post Assessment:I administered the vocabulary post assessment on Friday, October 12, 2012 at 10:30-11:00am.The post assessment was structured similar to the pre-assessment and covered identical skills.The post assessment consisted 6 fill-in the blank vocabulary sentences. Each question was worth16.6 points to equal 100%. The analysis for vocabulary started at a class average of 31% secureto a 58% secure after one day of instruction. The post assessment ended at 72% which is anincrease of +41%. The next skill, predicting resulted in 27% in pre-assessment to 89% inprediction which is an increase of + 62%. The final skill that in this Cycle of Learning wasPredicting Outcomes. The students scored 27% proficient for the pre-assessment. The classaverage was 71% on the end of the lesson assessment. Finally, students scored a class average of

80% in the summative post-assessment. This was a +53% increase from the pre-assessment.This part of the evaluation comprised of one Prediction essay question where the student isgraded on their thoughtfulness of making a good Prediction and five Predicting Outcomequestions. The class completed each question independently except for one student. This studentis required on his IEP that an aid work with him during all class work and assessments.


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Lesson Plan

Cycle of Learning- Predicting

Pre-assessment and Vocabulary

Implement: October 8

Judges Prior Learning

Background

This lesson was implemented in a second grade classroom at Hawthorne Elementary.Hawthorne Elementary is a Title 1 school located on 125 Kingston Road, Baltimore,Maryland 21220. The Baltimore County Public Schools spends $12,118 per pupil incurrent expenditures.

The students will learn the new vocabulary words for the new story,Mrs. Brown Went toTown. I will use direct connection to ideas that the students can relate to in their personalexperiences.

The students have been exposed to reading with comprehension The students are familiar with learning new vocabulary words for each story. They are

also familiar with learning new words by using the same format of learning for eachstory.

The vocabulary lesson is developmentally appropriate for all learners because Idifferentiate the instruction or type of instruction depending on the learner.

TopicD.

Students will use a variety of strategies and opportunities to understand word meaning and toincrease vocabulary.

Indicator1. Develop and apply vocabulary through exposure to a variety of textsObjectives

Acquire new vocabulary through listening to and independently reading a variety ofliterary and informational texts

Discuss words and word meanings daily as they are encountered in texts, instruction, andconversation

Identify simple multiple meaning words

Common Core Standards:


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RL5 Describe the overall structure of a story, including describing how the beginning introducesthe story and the ending concludes the action. (SC, 2)

Essential Skills and KnowledgeUse knowledge of language and its conventions when writing or speaking. (CCSS 2 L3.)

Planning and Teaching

Participants/Grouping:

There are 22 students in the class. Nine of the students are girls and thirteen of thestudents are boys. The students range from ages 7-8 years old and are developing at a

wide range from two years below grade level to one grade above grade level.

There is one student with an Individualize Education Plan who has an aid that works withhim. There are three students who are in the process of the IEP process. The followingstudents will be pulled in small group for all reading portions of the lesson andassessments.

This lesson will be taught in a whole group and pulled for small group duringindependent work.

There are 2 students is provided ELL services. However, both students are not showingany signs of difficulty in comprehension.

Students will be arranged in whole group, and pairs. Cooperative learning will beincluded when students work in pairs.

Lesson Objectives:

Today we will review the vocabulary for the story,Mrs. Brown Went to Town by playing

word games.

Key Concept:

Active readers should learn new vocabulary to gain better understanding of the text.

Responsiveness for All Children:

The student who has an aid for attention and writing will sit up in the front to help keephim on task. The initial vocabulary review of the words will have a visual cue to the


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student that has a learning disability and other visual learners to help make visual

connections.

I will ask open ended questions during each activity to ensure the comprehension of allchildren.

I will ensure that all students will participate in the lesson by implementing partner workand a turn and talk.

We will read unfamiliar words in the story and provide meaning to the words prior toreading.

Materials:

Story, Mrs. Brown Went to Town pg 83- 107 (22 books) Mrs. Brown Went to Town Vocabulary Powerpoint (22) Worksheets (22) Assessments Anecdotal sheet

Procedures:

Implement Pre-Assessment: Students will complete a pre-assessment includingall the skills that will be covered in this lesson.

Introduction and Motivation: (Students setting; whole group on carpet. Children willeither be sitting in chairs or sitting on the carpet.)

I will introduce the vocabulary by viewing a Powerpoint of the words in the story.

We will go over each word and what it means. A student will look at the illustration for each word and describe the image and

what they think the word means. Next they will read the definition of each word.

Modeling: (Students setting; whole group)


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I will model the first vocabulary word. I will say the name of the word and thenlook the picture definition and give an example of the word. Next, I will connectthe new word to something in my life.

We will continue to go over all the words and their meaning. Next, we will all go online to play an interactive vocabulary game based onthe words fromMrs. Brown Went To Town.

http://www.eduplace.com/kids/hmr/gr2/gr2_th1_sel3.html

Students will work in partners to match the definitions toMrs. Brown Went to Town

vocabulary words.

Each partner will receive a bag with all the words and definitionsmixed up.

Next, partners will share their answers to each vocabulary word.

Closure:

Lesson Objectives: (recap)

Today we reviewed the vocabulary for the story,Mrs. Brown Went to Town by playing

word games.

Key Concept:

Active readers should learn new vocabulary to gain better understanding of the text.

Class Share in Gained Knowledge:

"Boys and Girls, what new information did you learn today in our vocabulary lesson?

Assessment:

Formative Assessment: I will take anecdotal notes to gage individual instructional

needs.

Summative Assessment: Students will take a post assessment on selected vocabulary

from the text.

Differentiation Struggling: Students will be pulled into a small group to read together to

help answer the assessment.

Differentiation Advanced: Students who complete the assessment early can write what

they know about each word.


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Analysis/Evaluation:

Assessment

Mrs. Brown Went to Town - VocabularyPre-assessment given

prior to less on 10/8/12

Mid-assessment

given at the end of lesson

on 10/8/12

Post-assessment

End of Unit Assessment given

10/12/12

Student Percentage Percentage Percentage

1. Blake 50% 16.6% 100%

2. Nicholas 50% 100% 100%

3. Danny 16.6% 16.6% 50%

4. Nyah 16.6% 50% 100%

5. Alyssa 50% 100% 100%

6. Kaylee 0% 66% 66%

7. Jakalya 66% 100% 100%

8. Shamar

50%

100% 100%

9. Robert 16.6% 16.6% 50%

10. Elijah 33% 66% 100%

11. Joshua 0% 16.6% 66%

12. Skylar 33% 50% 66%

13. Kaliah 0% 16.6% 83%

14. Haley 33% 100% 83%

15. Malachi 0% 16.6% 100%

16. Samuel 16.6% 50% 83%

17. Cherish 16.6% 50% 83%

18. Kennisha 66% 50% 100%

19. Ricardo

83%

100% 100%


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20. Willow 50% 50% 66%

21. Ameico 33% 50% 83%

22. DaNaya 16.6% 50% 66%

23. John 16.6% 100% 83%

Class total for Pre-assessmentVocabulary is 31%Strengths and Needs

* Every student got "tire" incorrecton pre-assessment

Class total for Mid Year-assessment Vocabulary is

58%

Class total for Post End of Unitassessment Vocabulary is %

72%

All three assessments were based on six questions.

The overall results for vocabulary comprehension showed a 27% increase fromthe initial pre-assessment. My instruction time decreased by 30 minutes to

administer the pre-assessment which cut vital practicing time to become more

fluent in our extension of vocabulary skills. I will need to allow for practicing

moments throughout the week to help students become secure in their vocabulary

knowledge.

There were fifteen students who did not meet the required 80% to be at masterylevel.

Looking at which students mastered this skill, I only seven students scored 100%on the vocabulary assessment. I noticed that no student was able to achieve a

100% on the pre-assessment which tells me that the vocabulary words are new

learning and may not be at the mastery level as the assessment shows. I feel it will

be beneficial to re-teach to the whole group.

Reflection:

I feel that this lesson was developmentally appropriate and arranged for maximumlearning since it aligns with the second grade Common Core Standards.

The lesson provided many different strategies, student interests and was developed to bevery engaging for all students.

I used visual, auditory, sensory modalities to reach all students.


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In reflection, I would have given the pre-assessment prior to starting my Cycle ofLearning in order to provide enough instruction time to convey the vocabulary concepts.

Lesson Plan

Cycle of Learning- Predicting- Segment 1



Background

This lesson was implemented in a second grade classroom at Hawthorne Elementary.Hawthorne Elementary is a Title 1 school located on 125 Kingston Rd, Baltimore, MD

21220. The Baltimore County Public Schools spends $12,118 per pupil in current

expenditures.

The students will learn the new vocabulary words for the new story,Mrs. Brown Went toTown. I will use direct connection to ideas that the students can relate to in their personal

experiences.

The students have been exposed to reading with comprehension

Students will use clues from the story, as well as what they already know, to makepredictions and inferences.

I will build upon prior learning about Prediction by reviewing an instructional videoabout what is a Prediction and how to use details in the text to make a good prediction.

Student's have knowledge and used the basic Prediction skill in first grade.





There is one student with an Individualize Education Plan who has an aid that works withhim. There are three students who are in the process of the IEP process. The following


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students will be pulled in small group for all reading portions of the lesson and

assessments.




VSC Standard:

Standard 1.0 General Reading Processes

Indicator

3. Use strategies to make meaning from text (during reading)

Objectives

Recall and discuss what they understand Make, confirm, or adjust predictions


Apply appropriate strategies before reading, viewing, or listening to a text:- use prior knowledge and experiences to make and explain connections to the text- make predictions or ask questions about the text by examining title, cover,illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, or

listening to a text:make, confirm, or adjust predictions

Lesson Objectives:

Today we will predict by reading the story,Mrs. Brown Went to Town.Key Concept:

Active readers use information from the story to make good predictions. Making good predictions will help readers to think more deeply about the text and

read with greater purpose.


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The student who has an aid for attention and writing will sit up in the front to help keephim on task.


I will position students that are easily distracted in a close proximity to me. Video will be reviewed to help visual and auditory learners understand the concept. I will use an example of how to make a prediction using a common situation that young

children are able to relate.

Materials:

Story, Mrs. Brown Went to Town, (read the first half pages 83 - 96)Brain POPjr - Prediction(http://www.brainpopjr.com/readingandwriting/comprehension/makepredictions/)

Flipchart Elmo (23) Worksheets (23) Assessment Anecdotal sheet

Procedures:

Introduction and Motivation: (Students setting; whole group on carpet)

I will introduce the concept of predicting outcomes to the students by viewing Brainpopjr.Making Predictionshttp://www.brainpopjr.com/readingandwriting/comprehension/makepredictions/


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I will show students the "Read, Stop, Predict visual chart to help with the Predictstrategy.

I will tell the students that first we Read the story, Next we, Stop, and use evidence from the book, your own life, authors clues

about characters showing the way they act or the things they do. These clues can

often help us predict how the character might act or what the character might sayin another situation.

Finally, we Predict. We make a good prediction based on valid information.

Example of Prediction: I will explain how we can make predictions in our lives usingbackground knowledge. I can predict my mother's response if would ask her if I could have acookie before dinner. I could use my background information to help me make an informativeprediction. I can also use my mother's personality to help me with my prediction.

Modeling: (Students setting; whole group; students will transition to their desks

and open their books to the first page ofMrs. Brown Went to Town, I will call

students back to their desk row by row.)

Teacher model: page 85

I will read page 85 and think aloud about the details in the text and how it canhelp me make a good prediction.

From the words: "Everything changed just last Saturday, I predict that as soon asMrs. Brown leaves, something, I dont know what, is going to happen.

I will use our reference chart and, Read, Stop and Predict what I think mighthappen in the story using evidence in the text.

I will predict that maybe she will win the lottery because the comment about howeverything changed just last Saturday.

I will write the answer on our prediction worksheet and display it on the Elmo forthe entire class to see.

Student/Teacher model: page 86

Mrs. Brown has a bike accident.

I will select a student to read page 86. Turn and Talk- What do you think will happen next to Mrs. Brown? I will use our reference chart and, Read, Stop and Predict what we think might

happen in the story using evidence in the text.

We will share the student's thinkingPrediction: I will write Mrs. Brown will go to the hospital on my sheet.


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Partner model: read page 87 - 89 What do you think might happen when Mrs. Brown goes to the hospital. Each partner will take a turn reading each page and review the details to make the

best prediction.

I will use our reference chart and, Read, Stop and Predict what I think mighthappen in the story using evidence in the text.I will help guide their response.

On Your Own model: read page 90-91, What might happen after the animals move in Mrs. Brown's house? The students will go through all the strategies to help make good predictions I will use our reference chart and, Read, Stop and Predict what I think might

happen in the story using evidence in the text.Prediction:

I will help guide their response.

Formative Assessment: I will take anecdotal notes to gage individualinstructional needs.

SummativeAssessment: Students will read pages 92, 93 and 94, let us stop andpredict what might happen next.The students will go through all the strategies to help make good predictions Thestudents will go through all the strategies to help make good predictions


Differentiation Struggling: Students will be pulled into a small group to read together tohelp answer the assessment.Differentiation Advanced: Boys and girls who finish early can turn the paper over andpredict what subject we have next using evidence from what we did the day before.

Closure:


Today predicted by reading the story,Mrs. Brown Went to Town.

Key Concept:

Active readers use information from the story to make good predictions. Making good predictions will help readers to think more deeply about the text and

read with greater purpose.

Students will use clues from the story, as well as what they already know, to make


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predictions and inferences.


"Boys and Girls, what new information did you learn today about predicting?

* Teacher will help guide student thinking to ensure that students touch on all learning of

our "Key Concepts."


Assessment

Mrs. Brown Went to Town - Predict - Segment 1

Pre-assessment givenprior to less on 10/9/12

Mid-assessmentgiven at the end of lesson

on 10/9/12

Post-assessmentEnd of Unit Assessment given

10/12/12


1. Blake 50% 100% 100%

2. Nicholas 100% 100% 100%

3. Danny 0% 100% 100%

4. Nyah 0 % 50% 100%

5. Alyssa 25% 100% 100%

6. Kaylee 50% 100% 100%

7. Jakalya 100% 100% 100%

8. Shamar 50% 100% 100%

9. Robert 0% 100% 100%

10. Elijah 0% 100% 100%

11. Joshua 0% 100% 100%

12. Skylar 50% 50% 100%

13. Kaliah 0% 100% 100%

14. Haley 100% 50% 100%


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15. Malachi 50% 100% 100%

16. Samuel 0% 50% 83%

17. Cherish 100% 0% 0%

18. Kennisha 100% 100% 100%

19. Ricardo 50% 100% 100%

20. Willow 50% 50% 100%

21. Ameico 0% AB 83%

22. DaNaya 0% 0% 50%

23. John 16.6% 100% 0%

Class total for Pre-assessmentPredict is 27%

Class total for End of Lesson-assessment Predict is 76%

Class total for Post End of Unit

assessment Prediction is 89%.

Assessment Analysis:

The students showed a gradual progression of their knowledge of Prediction. Inoted that there were two students who achieved proficiency on the pre-

assessment. I took anecdotal notes while observing their learning throughout the

lesson to see if they need to progress to the next level. I saw that at this time, they

had a good grasp on the skill but they were not at mastery level as depicted on the

assessment.

I had five students that scored below the necessary 80% to show proficiency. Iwill take anecdotal note on the selected students to see if I need to re-teach the

skill with a different approach.

Fortunately, the skill of Prediction is covered in a two day lesson so I will be ableto re-teach to individual struggling students

Reflection:

This lesson was developmentally appropriate since it aligns with the second gradeCommon Core Standards.


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In reflection of this lesson, I feel that the concept of what is a prediction and whatare the strategies to make a good prediction was covered thoroughly.

The short instructional video about Prediction was very beneficial and thestudents were engaged.

The strategy, "Read, Stop, Predict" was an effective way for the students toremember to use important details to make a good prediction.

The modeling piece was very effective and I noticed this when I didn't have toretell instructions during the lesson.

The authentic example that was used to connect with the students was wellreceived by listening to the student's comments.

I liked applying the Prediction strategy the student's reading and having eachstudent use their text to refer back to the story to find important details to make a

good Prediction.


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Denyse Fiero

Lesson Plan

Cycle of Learning- Predicting - Segment 2



Background



expenditures.


experiences.

The students have been exposed to reading with comprehension Students will use clues from the story, as well as what they already know, to make


I will build upon prior learning about the skill Prediction which was covered the priorday.

Student's have knowledge and used the basic Prediction skill in first grade.







assessments.


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VSC Standard:


Indicator


Objectives



Apply appropriate strategies before reading, viewing, or listening to a text:- use prior knowledge and experiences to make and explain connections to the text- make predictions or ask questions about the text by examining title, cover,illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, orlistening to a text:make, confirm, or adjust predictions

Lesson Objectives:

Today we will learn about predicting by reading the story,Mrs. Brown Went to Town.

Key Concept:

In order to become good readers, students need to examine what happens in a story.

Infer or predict what could happen beyond the story.


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The student who has an aid for attention and writing will sit up in the front to help keephim on task.


I will position students that are easily distracted in a close proximity to me. Video will be reviewed to help visual and auditory learners understand the concept. I will use an example of how to make a prediction using a common situation that young

children are able to relate.

Materials:

Story,Mrs. Brown Went to Town (second half 96-107) Two assessments from the previous day to share (23) vocabulary bags Flipchart (information and sequencing chart) (23) Worksheets (23) Assessment Anecdotal sheet

Procedures:

Introduction and Motivation: (Students setting; whole group on desks)

1. Students will work in partners in sequencing the first part ofMrs. BrownWent to Town.

(students will transition to the carpet.)2. We will work on sequencing the first part of the story together on a

flipchart.

3. Next, we will share two samples of predictions from day 1.Students will then transfer back to their desks to read the second half of

the Story,Mrs. Brown Went to Town.


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We are going to finish reading,Mrs. Brown Went to Town I will show students the "Read, Stop, Predict visual chart to help with the Predict

strategy.

I will tell the students that first we Read the story, Next we, Stop, and use evidence from the book, your own life, authors clues

about characters showing the way they act or the things they do. These clues canoften help us predict how the character might act or what the character might sayin another situation.

Finally, we Predict. We make a good prediction based on valid information. I will model how to make predictions

Teacher model: pages 96 and 97

What do you predict the animals will do next in the story?

I will use our reference chart and, Read, Stop and Predict what I think mighthappen in the story using evidence in the text.Predict-I will use my own experience and the text. What do I know

about the situation? I know when I am in the bathroom, I like to get ready for theday or to go to sleep. I see that some of the animals are putting on make-up. I willpredict that the animals will go visit Mrs. Brown.

Student/Teacher model: pages 98-101How is Mrs. Brown going to feel when she gets home? Let's look at our referencesheet to help up make a good prediction.

I will use our reference chart and, Read, Stop and Predict what I think mighthappen in the story using evidence in the text.Prediction: I'm going to predict how Mrs. Brown would feel when she getshome. I think Mrs. Brown won't be happy when she gets home. I know from myown experience, that if someone messed up my home I would be really upset. Ipredict that she will be upset as well.

Partner model: pages 102-103 (students will work in partners. One student willread a page and the other student will predict what will happen then they willswitch roles on the following page)What might happen next? Let's look at our reference sheet to help up make a goodprediction.

I will use our reference chart and, Read, Stop and Predict what I think mighthappen in the story using evidence in the text.Prediction: I know from my own experience, that if I see these emergencyvehicles, I know that someone probably got hurt. I also know that some peopleneed to go to the hospital when they are hurt. I predict that someone will go to thehospital.


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On Your Own model: read page 104 - 105, let us stop and predict what mighthappen next.


Prediction: Looking at the illustrations shows me that the animals will just stay atthe hospital until they are better.

Assessment:

Summative

Formative Assessment: I will take anecdotal notes to gage individual

instructional needs.

Summative Assessment: Student will be provided an assessment for the prediction

strategy. The students will read pages 106 and 107. Then they will predict how the story

will end. Then the students will answer two comprehension questions.

Differentiation Struggling: I will pull a small group for students already identified who

are not on grade level for reading. I will read with them so I can have valid information

on their learning of the prediction skill.

Differentiation Advanced: Boys and girls who finish early can turn the paper over and

predict what the temperature of the day will be tomorrow judging from what it is today.

Closure:


Today we predicted by reading the story,Mrs. Brown Went to Town.

Key Concept:

Active readers use information from the story to make good predictions.

Making good predictions will help readers to think more deeply about the text andread with greater purpose.





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our "Key Concepts."


Assessment

Mrs. Brown Went to Town - Predicting - Segment 2Pre-assessment given


Mid-assessment


on 10/10/12

Post-assessment


10/12/12


1. Blake 50% 100% 100%

2. Nicholas 100% 100% 100%

3. Danny 0% 50% 50%

4. Nyah 0% 100% 100%

5. Alyssa 25% 100% 100%

6. Kaylee 50% 100% 100%

7. Jakalya 100% 100% 100%

8. Shamar 50% 100% 100%

9. Robert 0% 100% 100%

10. Elijah 0% 100% 100%

11. Joshua 0% 100% 100%

12. Skylar 50% 100% 50%

13. Kaliah 0% 100% 100%

14. Haley 100% 0% 100%

15. Malachi 50% 100% 100%

16. Samuel 0% 100% 100%


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17. Cherish 100% 50% 0%

18. Kennisha 100% 100% 100%

19. Ricardo 50% 100% 100%

20. Willow 50% 50% 100%

21. Ameico 0% 100% 100%

22. DaNaya 00% 50% 100%

23. John 16.6% 100% 50%

Class total for Pre-assessmentPredict is 27%

Strengths and Needs

Class total for End of Lesson-assessment Predict is 73%

Class total for Post End of Unitassessment Predict is

89%


The review of the end of the lesson data shows a 46% grows from the pre-assessment to the End of the Lesson assessment and a 16% increase from the

end of the lesson assessment to the post-assessment.

In looking individually at the five students who didn't meet the 80%proficiency score I noticed overall that each student show progressive

learning.

In addition, I noticed two students who appeared to show regression in theprediction skill on the end of lesson assessment. I review both students

instruction information and both showed proficiency on their partner work

and the problem that they completed independently.

Reflection:

This lesson was developmentally appropriate since it aligns with the second grade

Common Core Standards.

In reflection of this lesson, I feel that the concept of what is a prediction and whatare the strategies to make a good prediction was covered thoroughly.



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The level of participation and minimal student behavior issues depicts that thelesson was engaging for all students.

During this lesson I was able to have students share their thinking and this was agreat indicator of the student's deep thinking and to see if they were on the right

track.

The modeling piece was very effective I was able to gauge this from seeing everystudent was able to work independently.

I liked applying the Prediction strategy the student's reading and having eachstudent use their text to refer back to the story to find important details to make a

good Prediction.


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Denyse Fiero

Lesson Plan

Cycle of Learning- Predicting Outcomes



Background



expenditures.


experiences.

The students have been exposed to reading with comprehension Students will use clues from the story, as well as what they already know, to make


I will build upon prior learning about the Prediction skill that was covered on day twoand day three of the learning cycle.







assessments.



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VSC Standard:


Indicator


Objectives



Apply appropriate strategies before reading, viewing, or listening to a text:- use prior knowledge and experiences to make and explain connections to the text- make predictions or ask questions about the text by examining title, cover,illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, or

listening to a text:

make, confirm, or adjust predictions

Lesson Objectives:

Today we predict outcomes by reading the story,Mrs. Brown Went to Town.

Key Concept:

In order to become good readers, students need to examine what happens in a story.



Visuals will be provided for visual learners and ELL students


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I will position students that are easily distracted in a close proximity to me. We will read unfamiliar words in the story and provide meaning to the words prior to

reading.

Materials:

Story,Mrs. Brown Went to Town (23 books) Houghtin Mifflin, Vocabulary game Flipchart (23) Worksheets (23) clip boards (23) pencils Anecdotal sheet

Procedures:

(the class will transition over to the carpet with their orange books, clip boards, pencils

and worksheet)Introduction and Motivation: (Students setting; whole group on carpet)

Vocabulary Flashcards -I will go over the vocabulary by playing a flashcard game and aroundthe world with the students.

Teacher Read Aloud, Lemonade Stand

I will tell the children that I am going to read aloud a story about two friend who start alemonade stand.

I will help the students connect with the story by asking them what they like to drink on ahot summer day.

I will ask the children to describe a time they bought or sold lemonade at a lemonadestand.

I will read Lemonade Stand, on page 80E of Teacher manual- I will stop at certain points in the story and see if the students can make anypredicting outcomes in the story.


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(transition to the story, Mrs. Brown Went to Town. The students will open their book topage 96.)


We are going to finish reading, Mrs. Brown Went to Town I will tell the students that as we read the story, we need to examine what happens

in a story. We need to infer or predict what could happen beyond the story.

I will model how predicting outcomes.Teacher model: page 86

Mrs. Brown has a bike accident. What would happen if... (I will model how I need to examine what happens in the

story and predict what could happen beyond the story) I will say that the terrierthat tasted Mrs. Brown's feet decided to help Mrs. Brown and gave her a band aid

for her boo boos. She felt much better and they went on a picnic. Character personalities- Do the character personalities help? -Story- Will what I read help me predict? - Setting and illustrations- What does the illustration show? -Author or genre- Since Mrs. Brown is a silly story what will happen

next could be funny. (It doesn't have to be)

My own experience- What do I know about the situation? I will shorten this to Read, Stop and Predict for the rest of the models

as the previous lessons.

I will write my answer on the worksheet and display it on the Elmo so all thestudents can see my response and write the example on their paper for a reference.

Transition: The students will transfer to their seats for the Guided Practice work. Iwill call students back to their desk row by row. The students will turn to page 87.I will ask the students to work in partners.

Guided Practice model: read page 87, let us stop and predict what might happenwhen Mrs. Brown goes to the hospital

Turn and Talk what you think might happen when Mrs. Brown goes to thehospital.The students will go through all the strategies to help make good predictions

Character personalities- Do the character personalities help?-Story- Will what I read help me predict?- Setting and illustrations- What does the illustration show?-Author or genre- Since Mrs. Brown is a silly story what will happennext could be funny. (It doesn't have to be)My own experience- What do I know about the situation?


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Prediction:I will help guide their response.

Student/Teacher model: page 88; Mrs. Brown sends a letter home.

What would happen if... (I will model how I need to examine what happens in thestory and predict what could happen beyond the story)

Read, Stop and Predict The students will go through all the strategies to help make good predictions Predict: Answers may vary

Partner model: page 89; The animals move into her house.


The students will go through all the strategies to help make good predictions Read, Stop and Predict Predict: Answers may vary

Partner model: page 91; The animals wear Mrs. Brown's clothes.


The students will go through all the strategies to help make good predictions Read, Stop and Predict Predict: Answers may vary

On Your Own model: read page 92-93, let us stop and predict what mighthappen after the animals move in Mrs. Brown's house

The students will go through all the strategies to help make good predictions Read, Stop and Predict

Prediction: Answers may vary

I will help guide their response.I will pull a small group for any students who isn't proficient in predicting outcomes.

Assessment:

Formative Assessment: I will take anecdotal notes to gage individual

instructional needs.

Summative Assessment: Student will show their knowledge of predicting outcomes by

selecting one new event that they created from the story and write about and illustrate.


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Differentiation Struggling: I will pull a small group for students already identified who

are not on grade level for reading. I will read with them so I can have valid information

on their learning of the prediction skill.

Differentiation Advanced: Boys and girls who finish early can start reading their

leveled readers and complete extension activity.

Differentiation of Extension Activity: Students have the opportunity to use their

Predicting Outcome skills and apply to their leveled reader. Each leveled reader was

selected for every student by using their DIBELS scores, Progress Monitoring assessment

and the Goldilocks Rules of Reading.

* In addition to the individualized readers, the Summative Assessment has been

modified according to each student's ability level.

Closure:


Today we predicted outcomes by reading the story,Mrs. Brown Went to Town.

Key Concept:

In order to become good readers, students need to examine what happens in astory.





our "Key Concepts."


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Mrs. Brown Went to Town - Predict OutcomesPre-assessment given


Mid-assessment


on 10/11/12

Post-assessment


10/12/12


1. Blake 40% 100% 80%

2. Nicholas 80% 50% 100%

3. Danny 0% 0% 100%

4. Nyah 40 % 100% 100%

5. Alyssa 20% 100% 60%

6. Kaylee 20% 100% 80%

7. Jakalya 40% 100% 100%

8. Shamar 0% 100% 70%

9. Robert 40% 0% 60%

10. Elijah 40% 100% 100%

11. Joshua 0% 0% 80%

12. Skylar 40% 100% 80%

13. Kaliah 60% 100% 100%

14. Haley 20% 0% 100%

15. Malachi(worked w/aid)

80% 100% 80%

16. Samuel 0% 100% 60%

17. Cherish 20% 0% 80%

18. Kennisha 60% 100% 100%

19. Ricardo 0% 100% 100%


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20. Willow 0% 100% 20%

21. Ameico 20% 100% 60%

22. DaNaya 20% 0% 50%

23. John 20% 100% 80%

Class total for Pre-assessmentPredicting Outcomes is 27%

Class total for end of thelesson assessment Predicting

Outcomes is 71%

Class total for Post End of Unitassessment Predicting Outcomes

is 80%


The students showed an increase of 46% growth from the pre-assessment to the end of

the lesson assessment. The students showed an additional increase of 9% from the end of

the lesson assessment to the Post End of the Unit assessment given on October 12, 2012.

The end of the lesson showed a decrease in learning for five students. I review the

selected students class work, anecdotal notes, partner and individual work to see each

students proficiency. Three of the students showed proficiency in the formative

assessment. There are still two students that I will need to re teach this skill in order to

meet a mastery level.

Reflection:

I felt this lesson went well and it is reflected in the 73% score for the class.

One of the most engaging parts of the lesson was the reading of "Lemonade Stand" and

predicting and connecting to the story. This was a wonderful way to get the students

ready for deep thinking and to learn a new skill.



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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1.B

lake

2.

Nicho

las

3.D

anny

4.Nya

h

5.A

lyssa

6.K

ay

lee

7.Ja

ka

lya

8.

Shamar

9.Ro

bert

10.E

lija

h

11

.Jo

shua

12.S

ky

lar

13.K

alia

h

14.H

aley

15

.Ma

lachi

16

.Samue

l

17

.Cherish

18

.Kennis

ha

19

.Ric

ardo

20

.W

illow

21

.Am

eico

22.a

aya

23.

John

Mrs. Brown Went to Town - Predict - Segment

1

Pre-assessment given prior to less on 10/9/12

Post-assessment End of Unit Assessment given 10/12/12

27%

76%

89%

Pre-Assessment

End of Lesson

Post Assessment

Percent of Proficiency - Predicting (Segment 1)


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0%

10%

20%

30%

40%

50%

60%

70%80%

90%

100%

1.

Blake

2.Nic

ho

las

3

.Danny

4.

Nya

h

5

.A

lyssa

6

.Kay

lee

7.

Jaka

lya

8.

Shamar

9.

Ro

bert

1

0.

Elija

h

11.

Joshua

12

.S

ky

lar

13

.Ka

lia

h

14

.Ha

ley

15.

Ma

lachi

16.

Samue

l

17.

Cherish

18.K

ennis

ha

19.

Ricardo

20.

Wil

low

21.

Ameico

22.Daaya

23

.Jo

hn

Mrs. Brown Went to Town - Predict - Segment 2



27%

73%

89%

Pre-Assessment

End of Lesson

Post Assessment

Percent of Proficiency - Predicting (Segment 2)


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0%

10%

20%

30%

40%

50%

60%

70%80%

90%

100%

1.

Blake

2.

Nicho

las

3.Danny

4.

Nya

h

5.A

lyssa

6.K

ay

lee

7.Ja

ka

lya

8.Sh

amar

9.R

obert

10.

Elija

h

11.Joshua

12.S

ky

lar

13.Ka

lia

h

14.

Ha

ley

15

.M

alachi

16

.Samue

l

17

.Cherish

18

.Ken

nis

ha

19

.Ricardo

20.W

illow

21

.Ameico

22.Da

aya

23

.Jo

hn

Mrs. Brown Went to Town - Vocabulary



31%

58%

72%

Pre-Assessment

End of Lesson

Post Assessment

Percent of Proficiency - Vocabulary


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0%10%20%30%40%50%60%70%

80%90%

100%

1.

Blake

2.

Nic

ho

las

3.

Danny

4.

Nya

h

5.

Alyssa

6.

Kay

lee

7.

Jaka

lya

8.

Shamar

9.

Ro

bert

10

.E

lija

h

11

.Joshua

12

.S

ky

lar

13

.Ka

lia

h

14

.Ha

ley

15.

Malachi(worked

16

.Samue

l

17

.C

herish

18

.Kennis

ha

19

.Ricardo

20

.Wil

low

21

.Ameico

22.

aaya

23

.Jo

hn

Mrs. Brown Went to Town - Predict Outcomes



27%

71%

80%

Pre-Assessment

End of Lesson

Post Assessment

Percent of Proficiency - Outcomes

Documents

Cycle of Learning- Reading