Hackett 2011

Teacher Candidate: Alyssa Manning Unit Topic: The Daily 5 Essential Question(s): Why do we practice reading to someone else? Lesson Number: One Approximate Time: 30 Minutes Objectives
(Label Blooms)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

Speaking & Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

The students will be able to recall previously constructed rules from Read to Self and as a group discuss and add new rules for Read to Someone. (Knowledge) The students will be able to apply the discussed rules for Read to Someone with a partner. (Application)

The students will construct a list of rules for students and teacher to follow during Read to Someone time. The students will partner up with another student and practice Read to Someone until the teacher rings the chime.

Reading Standards: Foundational Skills Fluency 4. Read emergent-reader texts with purpose and understanding.

The students will be able to read to a partner from selected texts in their book baskets. (Application)

The students will read to their partner during Read to Someone time.

Hackett 2011 Teacher Candidate: Alyssa Manning Date: November 13 , 2011

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Unit Title: Read to Someone Subject: ELA Grade Level: Kindergarten Essential Question(s): Why do we practice reading to someone? Lesson Title/Number Introduction to Read to Someone

Speaking & Listening Standards State Standards and Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about Performance kindergarten topics and texts with peers and adults in small and larger Indicators groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Reading Standards: Foundational Skills Fluency 4. Read emergent-reader texts with purpose and understanding.

Lesson Objectives
(Blooms Taxonomy)

1. The students will be able to recall previously constructed rules from Read to Self and as a group discuss and add new rules for Read to Someone. 2. The students will be able to apply the discussed rules for Read to Someone with a partner. 3. The students will be able to read to a partner from selected texts in their book baskets.

---------------------Acceptable Evidence

Hackett 2011
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1: The students will construct a list of rules for students and teacher to follow during Read to Someone time. 2. Evidence that students have achieved objective # 2: The students will partner up with another student and practice Read to Someone until the teacher rings the chime. 3. The students will read to their partner during Read to Someone time. Prior Knowledge Tap: The students will briefly discuss and reflect upon prior experience and rules from previous activity of Read to Self.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

________________________________________________________ 1. The teacher will call class to sit in a rainbow on the class carpet. 2. The teacher will start prior knowledge tap with students, briefly discussing and reflecting upon prior experience and rules from previous activity of Read to Self. 3. The teacher will pose the essential question of Why do we need to practice reading to someone? 4. The teacher will call on students to provide an answer to the essential question. 5. The teacher will call on students, asking for the specific rules used by the students for Read to Self. 6. The teacher will write down on the Smartboard the rules students need to follow that are provided by the students. 7. The teacher will introduce the concept of sitting EEKK, elbow to elbow, knee to knee, for Read to Someone. 8. The teacher will ask the students what new rules might need to be made for students to follow for the new concept of Read to Someone. 9. The teacher will call on students and include new rules that apply to Read to Someone. 10. The teacher will ask the students what rules the teachers need to follow during Read to Someone. 11. The teacher will call on students and write down the rules teachers need to follow during Read to Someone. 12. The teacher will ask students how the class previously monitored

Hackett 2011 their progress with the Read to Self activity. 13. The teacher will confirm how the Read to Self activity was monitored by how many minutes the students were able to follow the rules. 14. The teacher will confirm that if the students are able to follow the rules for Read to Someone for 20 minutes three separate times, the students will be taught the next activity. 15. The teacher will call on two students, one boy and one girl, to come forward and model for the class what Read to Someone shouldnt look like. 16. The teacher will discuss with the class the modeling the two students did of what Read to Someone shouldnt look like. 17. The teacher will then ask the two same students to model what Read to Someone should look like. 18. The teacher will discuss with the class the modeling the two student did of what Read to Someone should look like. 19. The teacher will praise the two student models for their participation and set them up as the first two students to partner up for the new activity of Read to Someone. 20. The teacher will instruct the two student models to retrieve their book boxes and find a spot to practice Read to Someone. 21. The teacher will choose the partners for the students for their first Read to Someone activity, choosing one boy to be with one girl, and direct everyone to go and retrieve their book boxes and begin Read to Someone. 22. The teacher will partner up with a student if there are an odd number of students in the class. 23. The teacher will take note of the start time for Read to Someone. 24. The teacher will monitor the students abilities to follow the rules for Read to Someone. 25. The teacher will give minimal prompts to students during the Read to Someone activity. 26. The teacher will ring the chime when the students as a whole show signs of not being able to follow the rules of Read to Someone. 27. The teacher will request the students to quietly return their book boxes to their cubbies and regroup in a rainbow formation on the class carpet. 28. The teacher will ask the class if they would like to know how long they were able to follow the rules for Read to Someone. 29. The teacher will chart in front of the class how many minutes the students were able to follow the rules for Read to Someone. 1. The students will sit in a rainbow on the class carpet. 2. The students will listen to the teacher start prior knowledge tap and briefly discuss and reflect upon prior experience and rules from previous activity of Read to Self. 3. The students will listen to the teacher pose the essential question

Hackett 2011 of Why do we need to practice reading to someone? 4. The students will provide an answer to the essential question. 5. The students will provide the specific rules used by the students for Read to Self. 6. The students will watch the teacher write down on the Smartboard the rules students need to follow that are provided by the students. 7. The students will listen to the teacher introduce the concept of sitting EEKK, elbow to elbow, knee to knee, for Read to Someone. 8. The students will provide what new rules might need to be made for students to follow for the new concept of Read to Someone. 9. The students will provide what rules the teacher needs to follow during Read to Someone. 10. The students will provide more rules and watch as the teacher writes down the rules teachers need to follow during Read to Someone. 11. The students will provide how the class previously monitored their progress with the Read to Self activity. 12. The students will listen to the teacher confirm how the Read to Self activity was monitored by how many minutes the students were able to follow the rules. 13. The students will listen to the teacher confirm that if the students are able to follow the rules for Read to Someone for 20 minutes three separate times, the students will be taught the next activity. 14. The students will observer two students come forward and model for the class what Read to Someone shouldnt look like. 15. The students will discuss with the class the modeling the two students did of what Read to Someone shouldnt look like. 16. The students will observe the two same students to model what Read to Someone should look like. 17. The students will discuss with the class the modeling the two student did of what Read to Someone should look like. 18. The students will observe the teacher set up the two student models as the first two students to partner up for the new activity of Read to Someone. 19. The students will observe the teacher instructing the two student models to retrieve their book boxes and find a spot to practice Read to Someone. 20. The students will wait as the teacher chooses the partners for the students for their first Read to Someone activity. 21. The students will partner up with the teacher if there are an odd number of students in the class. 22. The students will choose a spot in the classroom to Read to Someone with their partner. 23. The students will listen for the ring of the chime to signal the end of Read to Someone. 24. The students will quietly return their book boxes to their cubbies and regroup in a rainbow formation on the class carpet when they hear the chime.

Hackett 2011 25. The students will listen to the teachers observations of the students during Read to Someone. 26. The students will observe the teacher chart in front of the class how many minutes the students were able to follow the rules for Read to Someone. 1. The teacher will start prior knowledge tap with students, briefly discussing and reflecting upon prior experience and rules from previous activity of Read to Self. 2. The teacher will call on students, asking for the specific rules used by the students for Read to Self. 3. The teacher will ask the students what new rules might need to be made for students to follow for the new concept of Read to Someone. 4. The teacher will call on students and include new rules that apply to Read to Someone. 5. The teacher will ask the students what rules the teachers need to follow during Read to Someone. 6. The teacher will call on students and write down the rules teachers need to follow during Read to Someone. 7. The teacher will ask students how the class previously monitored their progress with the Read to Self activity. 8. The teacher will call on two students, one boy and one girl, to come forward and model for the class what Read to Someone shouldnt look like. 9. The teacher will discuss with the class the modeling the two students did of what Read to Someone shouldnt look like. 10. The teacher will then ask the two same students to model what Read to Someone should look like. 11. The teacher will discuss with the class the modeling the two student did of what Read to Someone should look like. 12. The teacher will give minimal prompts to students during the Read to Someone activity. Evaluation will be through teacher observation of students participation in Read to Someone activity and the ending result of the total number of minutes the class as a whole followed the rules for the Read to Someone activity.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Assessment Type and purpose

(sometimes called evaluation)

Closure

1. The teacher will have the students self-assess their following of the rules of Read to Someone. 2. The teacher will go through each of the student rules to follow during Read to Someone. 3. The teacher will request the students to give: thumbs up if they

Hackett 2011 followed the rule, thumbs sideways if they need to work on following the rule, thumbs down if they didnt follow the rule. 4. The teacher will give out observations of rules that need to be followed better and give praise to the class as a whole for the rules that were followed very well. Accommodations and/or Interactions with Support Staff Smartboard Resources/Materials Student Book Boxes (containing level-appropriate texts) Clock Chime 30 Minutes Time Required