Microteaching

A. Lesson Introduction Subject: Literacy Grade Level: Kindergarten Concept: Books have parts that can help me read. Number of Days for Lesson: 6

B. Materials/Resources
 * Surprise Sack Song- iPod, Surprise Sack bag
 * Graphic Organizer- happy/sad
 * Pictures of cheetah, turtle, robot, monkey, swan, and toad
 * Tape
 * Computer/projector to show YouTube clips (or iPad if necessary)
 * Big Books
 * Emotion/expression cards
 * Ellie, our reading puppet
 * Big charted song of "Reading Speed Song"
 * "Where is the Bear Class?" book
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Mini copies of "Where is the Bear Class?" for students to make
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Mini graphic organizers for students to make

<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">C. Instruction Procedure/Activity Demo <span style="font-family: 'Times New Roman',Times,serif;">** E ssential Question:** How should my words sound when I read? <span style="font-family: 'Times New Roman',Times,serif;">Answer: like talking. With good speed, expression, and fluency.

<span style="font-family: 'Times New Roman',Times,serif;">**Assessment Prompts (AP)** <span style="font-family: 'Times New Roman',Times,serif;">**Key Vocabulary to Preview:** fast/slow, expression, sounds like talking. <span style="font-family: 'Times New Roman',Times,serif;">**Graphing Organizer:** T-chart with Happy face and “Uh-oh!” face. Under happy face: cheetah (speed at which your read), monkey (expression), swan (smooth reading.) Under “Uh-oh” face: turtle (speed at which your read), robot (expression), and toad (smooth reading.) <span style="font-family: 'Times New Roman',Times,serif;">Instruction: <span style="font-family: 'Times New Roman',Times,serif;">** DAY 1 continued: ** Post pictures on literacy board as they are explained. > Turtle Clip
 * <span style="font-family: 'Times New Roman',Times,serif;">AP 1: Analyze fluency errors
 * <span style="font-family: 'Times New Roman',Times,serif;">AP 2: Begin to read with fluency
 * <span style="font-family: 'Times New Roman',Times,serif;"> A ctivating Strategy: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will play the "Surprise Sack Song" by Dr. Jean to display picture clues of the following animals: Cheetah, robot, monkey, turtle, swan, frog.
 * <span style="font-family: 'Times New Roman',Times,serif;">I wonder what these animals have to do with helping us read? Students will share their guesses.
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain: Some of these animals will help us remember how our reading should sound and some of these animals will help us remember how our reading shouldn’t sound.
 * <span style="font-family: 'Times New Roman',Times,serif;"> T eaching Strategies: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Hold up the cheetah and have a few share what they know about cheetahs. –Response: fast
 * <span style="font-family: 'Times New Roman',Times,serif;">Show YouTube clip. Cheetah Clip
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain the that reading should be fast – not too fast but fast enough
 * <span style="font-family: 'Times New Roman',Times,serif;">Post cheetah on happy side of GO and post the word **“speed”** beside it.
 * <span style="font-family: 'Times New Roman',Times,serif;">Hold up the turtle and have a few share what they know about turtles. - Response: slow.
 * <span style="font-family: 'Times New Roman',Times,serif;">Show YouTube clip.
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain that when we learn to read, it's okay to read slowly. When we learn the words, we can then read more like a cheetah because that's how great readers sound!
 * <span style="font-family: 'Times New Roman',Times,serif;">Post turtle on the sad side of the GO on the other side of the word "speed."
 * <span style="font-family: 'Times New Roman',Times,serif;">Read big book story- read a page very slowly.
 * <span style="font-family: 'Times New Roman',Times,serif;">Partners: Which picture matches the way the page was read. Share out with class.
 * <span style="font-family: 'Times New Roman',Times,serif;">Partners: #1 explains to partner why we don’t want to sound like a turtle reading. Teacher will explain that when they see a word we need to get our mouth ready quickly for it and say the sound that we hear.
 * #2 explains to partner how the cheetah reminds us to read.
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will practice letter and word fluency in Flex Groups to practice reading with speed. She will also practice reading their guided reading books with appropriate speed.


 * <span style="font-family: 'Times New Roman',Times,serif;">** DAY 2: **Remind students that yesterday we started to learn that our words should sound a certain way when we read. We learned that we want to sound more like a cheetah than a turtle when we know the words on the page.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">Show the picture of a robot. How do we think a robot sounds?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">Play You Tube clip. Robot Clip
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain that good readers don't want to sound like a robot. We want to sound happy if the characters are happy and sad if they are sad.
 * <span style="font-family: 'Times New Roman',Times,serif;">Post robot picture on the GO and put the word **"expression"** beside it.
 * <span style="font-family: 'Times New Roman',Times,serif;">Show picture of a monkey. What do we know about monkeys?
 * <span style="font-family: 'Times New Roman',Times,serif;">Play YouTube clip. Monkey Clip
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain good readers want to sound more like monkeys because they are fun and use lots of expression! They remind us to read like the characters would sound.
 * <span style="font-family: 'Times New Roman',Times,serif;">Post monkey on happy side of GO and post the word “expression” between. Explain that monkeys can be silly and funny so they remind of us to show emotions.
 * <span style="font-family: 'Times New Roman',Times,serif;">Write the sentence “We go to recess.” On the white board. Hold up the emotion cards and read the sentence together matching the emotion on the card. (happy, sad, angry, surprised etc…)
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain that this was reading with expression. It helps to make the story more exciting. As readers we really want to understand how the characters (preview for next unit) are feeling – their emotions.
 * <span style="font-family: 'Times New Roman',Times,serif;">Reread same passage with different expression and emotions.
 * <span style="font-family: 'Times New Roman',Times,serif;">Partners: #2 explains to partner why we don’t want to sound like a robot. Teacher will explain that when we read with me at the reading table, we can practice this! We can read with expression each day. Great readers try to read with expression.
 * #1 explains to partner how the monkey reminds us to read.
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will practice reading with expression in Flex Groups. She will also practice reading their guided reading books with appropriate expression.


 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">DAY 3: **<span style="font-family: 'Times New Roman',Times,serif;">Remind students that we have been learning that our words should sound a certain way when we read. We have learned that we want to sound more like a cheetah than a turtle when we know the words on the page. We have also learned that we can read with expression like a monkey and not like a robot.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">Show picture of a swan. What do we know about a swan?
 * <span style="font-family: 'Times New Roman',Times,serif;">Watch YouTube clip. Swan Clip Discuss how swans swim smoothly across the water.
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain we want to read smoothly across a page.
 * <span style="font-family: 'Times New Roman',Times,serif;">Model reading "I love to read." by reading smoothly.
 * <span style="font-family: 'Times New Roman',Times,serif;">Post swan picture on happy side of GO. Put the word **"smooth"** beside it.
 * <span style="font-family: 'Times New Roman',Times,serif;">Show the picture of a toad. What do we know about toads?
 * <span style="font-family: 'Times New Roman',Times,serif;">Watch YouTube clip. Toad Clip Discuss how toads hop quickly and then stop.
 * <span style="font-family: 'Times New Roman',Times,serif;">What did you notice?
 * <span style="font-family: 'Times New Roman',Times,serif;">Explain that when we learn to read we will see words we know and we will read them quickly. But then we may get to a word and have to stop because we don't know the word. This is okay! When we learn the words we will soon sound more like a swan and read more smoothly.
 * <span style="font-family: 'Times New Roman',Times,serif;">Post toad on the sad side of the GO with the word "smooth" between it.
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will read a big book reading like a swan and a toad. Students will use a "stopping motion" to let the teacher know she was reading the wrong way. The students will read short sentences with the teacher, repeating her, trying to read like a swan.
 * <span style="font-family: 'Times New Roman',Times,serif;">S #1 explains to partner why we don’t want to sound like a toad reading.
 * S#2 explains to partner how the swan reminds us to read.
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will explain that when we read with me at the reading table, we can practice this! We can read smoothly each day. Great readers try to read smoothly, at a quick pace, and with expression.S discuss with partner which picture matches the way the story was read.
 * <span style="font-family: 'Times New Roman',Times,serif;">Teacher will practice reading with a focus on reading smoothly in Flex Groups. She will also practice reading their guided reading books with appropriate expression and speed.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">**DAY 4 AP 1:** Students will be given the pictures from the GO and will create their own smaller version of the graphic organizer to keep, so that they can be reminded of how good readers should and shouldn't sound when they read. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> Ellie (our class reading puppet) will read a book and she will make fluency mistakes. The students will point to the animal that represents the mistakes she made, and will then point to the animal that can help her read the correct way.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">• The teacher will introduce the “Watch your Speed” song.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">**DAY 5:** The teacher will remind them that they have been learning how to read with good speed, with expression, and very smoothly, like great readers do.

**<span style="font-family: 'Times New Roman',Times,serif;">The Reading Speed Song ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">(Tune – “The More We Get Together”) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Watch your speed, <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Your speed, your speed <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Watch your speed <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Whenever you read. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Sometimes you’ll go fast <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">And sometimes you’ll go slow <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Watch your speed <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 13.3333px; text-align: center;">Whenever you read!
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will read the big book “When I go Walking” to model appropriate fluency.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The students will repeat each phrase or sentence after the teacher and identify any known words on the page.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will model and the students will practice with her.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will reiterate that it is important to read with speed, expression, and smoothly.


 * <span style="font-family: 'Times New Roman',Times,serif;">** DAY 6: ** The teacher will use the “Question Book” from the Scholastic book “Easy to Make Books” and use the classmates names to model appropriate fluency throughout the classbook.- **"Where is the Bear Class?"**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The students will repeat each phrase or sentence after the teacher and identify any known words on the page.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will place the students names in the center of the carpet upside down and call students to pick a name. Hold name in book and read together with different expression.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will model and the students will practice with her.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">The teacher will reiterate that it is important to read with speed, expression, and smoothly.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">**AP 2:** The students will create their own copy of "Where is the Bear Class?" and practice reading it at Literacy Center time. They will practice making their reading sound like talking with appropriate use of expression, speed, and smoothness. <span style="font-family: 'Times New Roman',Times,serif;">** S ummarizing Strategy:** The Students will "Hand Up, Stand Up, Pair Up" with partners to talk about how good readers should sound and shouldn't sound.

<span style="font-family: 'Times New Roman',Times,serif;">**Assignment:** Students will apply the skills to their reading in flexible grouping.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">D. Method Explanation: <span style="font-family: 'Times New Roman',Times,serif;">The teacher will use modeling and guided practice to teach about how our words should sound when we read. She will also use colorful pictures of animals and You Tube video clips to help students learn new material about how good readers should read by hoping to link previous knowledge of animals and connecting it to new material on how our words should sound when we read. By watching the clips students can observe how animals act and then use their learnings and make connections to their prior experiences to help them understand how good readers should sound when they read. This allows them to understand, make sense of, and internalize new learnings. Emotional connections and active engagement truly allow new learning to occur. The teacher will model how each animal would sound if they were a reader and provide many learning experiences for the students to apply their new knowledge. Through guided practice, the students will slowly learn through scaffolded experiences, followed by working with partners and small groups to practice new material. The teacher will gradually move slowly by releasing them away from her, so that they are able to read with more fluency and identify whether or not a reader is reading fluently or not. By the end of the lesson plan the students should be able to independently tell the teacher what animals a good reader sounds like and why, as well as explain what animals good readers do not sound like and why. The teacher will be sure to explain and remind the students that it is okay to sound like a robot, toad, and turtle at first when we are reading, but when we know the words well we can read more like a cheetah, monkey, and swan. The gradual release model allows students to learn with an "I do, We do, You do" approach to learning.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">My Video for Teaching: Modeled, Guided, Independent Practice and Making Connections to Prior Knowledge <span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Gradual Release Movie

Making Connections to Prior Knowledge

<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Method themes: Modeled and guided practice (Gradual Release Model) and Making Connections with Prior Knowledge to Learn New Material