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301 Poster Lesson Day 3

Teacher Candidate: Erin Crawford Date: April 3, 2019


Cooperating Teacher: Lisa Gross Coop. Initials:
Group Size: 12 and 15 students Allotted Time: 30 minutes Grade Level: Kindergarten
Subject or Topic: Day Two: Making Predictions/Weather Section: 931

STANDARD: (PA Common Core):


 CC.1.2.K.L - Actively engage in group reading activities with purpose and understanding.
 CC.1.2.K.B - With prompting and support, answer questions about key details in a text.
 CC.1.2.K.J - Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.
 3.3.K.A5 - Record daily weather conditions using simple charts and graphs Identify seasonal
changes in the environment. Distinguish between types of precipitation.

I. Performance Objectives (Learning Outcomes)


● Students will be able to use clues and what they already know to make prediction about what will
happen next in a story.

II. Instructional Materials


 Comprehension Anchor Poster #3
 Think About the Weather Big Book
 Anchor chart
 White board
 White board markers
 2 Weather boards for morning meeting

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
Prerequisite Skills
● Basic understanding of an image
● Basic understanding of a story line
● Comprehension skills
● Basic understanding of weather

Key Vocabulary
● Prediction- a guess about what is to come
● Weather- how it feels, or what it is like outside

Big Idea
● We are able to make predictions in our reading to help us understand.

New Content
 Predictions
o What it is
o How to make them
o How to understand them

IV. Implementation
A. Introduction –
● Remind the students that we have been talking about making predictions. Show the anchor chart
and review using clues and what we already know to make predictions.

B. Development –
We Do (Part 1)
 Introduce the big book, Think About the Weather. Ask the students what they think this
book may be about.
 Read through each page and at the end of each page ask the students the answer to the
question on the page.
o Have students turn and talk after each page is read to get these answers.
 After reading through the entire book, talk about how we just reviewed all about weather
and talked about different types of weather.
 Tell the students that, “Today we are going to be making predictions about weather.”

We Do (Part 2)
● Tell the students that they are going to help make predictions now.
● Show the students Comprehension Poster #3.
● Tell the students that we are going to look at this specific day found in our poster.
○ While students are talking, observe and assist those who may be struggling.
■ Have students share, write on the board.
■ Student Prompts:
● My prediction is ___________
● Read the passage sentences 1 and 2. Then ask the students to make a prediction about what type
of weather these clouds go with.
○ Turn and talk
● Read sentences 3 and 4 Then ask the students to make a prediction about what type of weather
these clouds go with.
○ Turn and talk
● Then read sentences 5 and 6. Then ask the students to make a prediction about what type of
weather these clouds go with.
○ Turn and talk
● Then read the last two words, ask the students if their predictions came true in the end!
● Review that it is okay to change your predictions throughout reading, we had to because the
clouds changed as we read, so we needed to change our prediction. It is also ok if our predictions
are not completely correct either.

You Do
 Tell the students you want them to make a prediction about our weather today.
 Turn and talk to discuss what you think the weather will be like today, the temperature
and if it is sunny or raining, etc.
 Then have students share their predictions about today’s weather. Write their predictions.
 Then check the weather on the iPad to check and see if their predictions were correct or
not. Go down the list and see if any of the predictions were correct.
 Then mark down the weather on the two weather boards for morning meeting.
C. Closure –
 Remind students that it is important to make predictions, not only in stories or posters,
but also in real life.
 Ask the question from the back of the big book:
o How does the weather tell you what kind of clothes to wear on different days?
 How does predicting today’s weather help you get ready in the morning?
 Tell the students that it is now their turn to practice making predictions. Tell the students
that in their guided reading groups they will be making predictions about their stories.

D. Accommodations / Differentiation -
● Struggling students and ELLs will be provided with the sentence prompts to assist in making
predictions.

E. Assessment/Evaluation plan
1. Formative
● Teacher will observe students talking and sharing their predictions, and mark on a
checklist if they participated in the activity.
2. Summative

V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives
Student Objective- Students will be able to use clues and what they already know to make
prediction about what will happen next in a story.

Today was day three of our making predictions, shared reading unit. The goal of today remained
the same as the two previous days, getting the students involved in making predictions. The students were
able to tell me what we have been learning about, predictions, and what a prediction is. The morning class
was better able to tell me the aspects of making predictions more than the afternoon class, but they
eventually got it. The morning class did very well in making predictions using both picture/word clues
and their prior knowledge. They worked well together during turn and talks and were also able to use the
sentence started to help them express their predictions. The afternoon class began similarly to the morning
but part way through the reading, on about the third prediction; the students were unable to make an
appropriate prediction for our story. They were stuck on the clouds being low and disregarding the
darkness of the clouds. Their predictions were consistently foggy until I redirected the conversation. They
eventually were able to make a more appropriate prediction and were able to complete the rest of the
lesson appropriately. Below is the evaluation of their day three performance:
AM- 12 out of 12 participated in making predictions
PM- 13 out of 13 participated in making predictions

Tomorrow, I am going to make sure to review the idea of making an appropriate prediction even
more with the afternoon students.

B. Personal Reflection
1. How clear was I in my modeling? Was it engaging?
I believe I was clear in my modeling. My cooperating teacher had no complaints about my
delivery or content covered in the lesson, which was again reassuring. I do think this lesson was engaging
but not as engaging as yesterday. It is harder to make predictions using a nonfiction text because there is
not as much of a story line. The curriculum promotes using nonfiction texts to I attempted to use one for
this lesson and it appeared to go well, it was just not as engaging or exciting for the students.

2. Was I able to pace my lesson to fit the allotted time?


I was able to fit my lesson into the allotted time. My maximum time was 30 minutes and I was
either at or below 30 minutes with each class.

3. How could this lesson be improved?


Something I could improve on for overall lessons, it just was evident in this lesson, is not being
afraid to move students if they need to be moved. I had a few students who were very talkative today but I
did not move them over to another spot on the carpet when I could have. I talked with my cooperating
teacher afterwards and she told me to not be afraid when moving students when it will benefit those
around them. I also struggled a little in the afternoon when the students just did not seem to get that the
appropriate prediction for our story was foggy. I was attempting to lead them in the right direction but it
was challenging. My cooperating teacher suggested I possibly read the poster, up to where we had, again
for them to hear, but they still did not fully understand. At this point I should have referenced the big
book to show them that fog did not look the same as our picture on our poster and then I could have
directed them to the lightening and storm page. Overall, my cooperating teacher said I did well dealing
with their misunderstanding but I do feel like this part of my lesson could have been most improved.

VI. Resources
Rothman, C. (1994). Think about the weather. New York, NY: Newbridge Educational Publishing.
Teacher's resource system: Benchmark literacy (Common Core ed., Vol. 2, Grade K). (2014). New
Rochelle, NY: Benchmark Education Company.
Anchor Chart

Checklist

AM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Caleb X X X 2 2 Find new home because theirs is broken
Claire X X X 2 2 Animals will get lost in the woods
Griffin X X X 2 2 The bear will eat the animals
Nora X Absent X 2 2 The animals will be safe in the barn
Parker S X X X 2 1 The army will come and defeat the bear.
(Good prediction but not tied into our story)
Phillip X X X 2 1 Bear is chasing the animals away (good
prediction but not far from what we already
read in our story)
Piper X X X 2 2 Animals will go get water because of being
tired of running
Gracie X Absent X 2 1 Unclear, wrote it will rain and then the
animals made it back to the barn.
Carson X X X 2 0 Restated what already happened in the story
Parker K X X X 2 2 Find new home because theirs is broken
Blake Left Absent X 2 2 Find new home because theirs is broken
Sick
Corrinne X X X 2 2 The bear will catch the animals

 0- No prediction
 1- Inappropriate prediction- does not correlate with the reading
 2- Appropriate prediction- correlates with the reading
PM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Bella X X X 2 2 The bear will eat them
Francesco Absent X X 2 2 The bear is going to get trapped in a box
Phillip X X X 2 Absent
Jaxon X X X 2 2 The bear will get the chicken
Shayla X X X 2 2 The bear kills the animals
Kaedyn Absent X Absent Absent 1 Using information from the story but kind
of elaborated on what was happening at the
end (bear is trying to scare them).
Samantha X X Left 2 0 Wrote a summary about the beginning to
Early the book
Vincent X X X 2 0 “My prediction is I have a maze.” Not an
actual prediction and has no correlation
with our story.
Lucas Pulled X X Absent 1 Illegible writing and student could not recall
Out what he wrote, so he was asked to share
orally and that is what was recorded as the
underwriting. (Something scary will happen
to the pig). Prediction is not focused on the
entire story.
Leah X X X 2 1 The bear will run away. Not quite correlated
with the story but is a good prediction.
Paige X X X 2 1 More so stated a fact than making a
prediction (animals are running away
because the bear will scratch them).
Quinn X X X 2 2 The bear is going to get trapped
Margaret X X X 2 1 Animals are going to hide under a tent
(referring to the circus truck but not that the
story takes place on a farm).
Jackson X X X 2 2 The animals will hide in the barn
Thomas X Pulled X 2 2 The bear is going to be nice
out

Days 1 through 3: X- If student participated in class discussion about predictions


Day 4 and 6: Follow the rating guide below:
o 0- No prediction
o 1- Inappropriate prediction- does not correlate with the reading
o 2- Appropriate prediction- correlates with the reading
**BB identifies Who’s in the Shed big book days.**
Artifact from today’s lesson: