Practicum

EC-6 Reading Language Arts Course – Practicum Two Exemplar

Module Two Practicum Exemplar

Below is one page from the Reading strand of the Texas Essential Knowledge and Skills vertical alignment document. This lesson example covers 5.11(A) which is Comprehension of Informational/Expository Text. The specific TEK is that students will “summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.”

Knowing that students must be able to identify main idea and supporting details before they can summarize them, this lesson will teach one strategy that students can use to identify main idea and supporting details.

• The TEKS are the goals that students should meet by the end of the school year. • The lesson objective is the objective for that one class period or unit. The lesson example below would

probably take two 45-50 minute class periods to complete. Each lesson should be a step towards meeting the goals of the TEKS. Note that the lesson objective is very explicit and measureable.

EC-6 Reading Language Arts Course – Practicum Two Exemplar

Sample Lesson:

TEKS: 5.11 A: students will “summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.”

Lesson Objective: After independently reading an informational article TSW will write main idea statements for each section of the article on a web graphic organizer. Resources:

• Chart paper for anchor chart • National Geographic magazine “Vanishing Cultures” • Bubble map (one for I DO, one for WE DO) • 2 pieces of large manila paper for each group • Copies of “Eagle Hunters” (enough for half the class) • Copies of “Legong Dancers” (enough for half the class) • National Geographic magazines or other informational articles for independent practice (one per student) • Student’s Reading Response Notebooks

I DO:

1. Explain and create anchor chart: “Today we are going to learn how to identify the main idea of an informational piece that we read. The main idea is different than the topic of an informational article. The main idea is the message the author wants you to remember after reading. It’s important to understand how to identify the main idea because sometimes the author does not tell you directly, but may only suggests the main idea from information he writes in the text. You have to know how to pull the information together.”

2. Write the Get the Gist steps on the anchor chart. 3. Explain, “Today we are going to learn one strategy that will help us pull the information together to get

the main idea of what we are reading.” Read through the steps for the Get the Gist. 4. Display the article Vanishing Cultures. Explain that this article contains four separate articles on different

cultures that are vanishing. Write the word “vanishing” on the board and give students a student friendly definition of the word.

5. Think aloud as you follow the steps and model finding the “gist” of each paragraph from the article on the Huli culture. Record your “gist” statements on a bubble map.

Get the Gist

1. Name the “who” or “what” the section is about (one word).

2. Explain the most important information about the “who” or “what”.

3. Write it in 10 words or less.

EC-6 Reading Language Arts Course – Practicum Two Exemplar

WE DO (GUIDED PRACTICE):

6. Display the short article, “The Sahara”. Explain that you are going to read aloud the article and then you are going to ask students to follow the steps of the Get the Gist strategy to find the main idea of each paragraph.

7. Prompt students to follow the Get the Gist steps to come up with main idea statements for each paragraph in the article.

8. Record the gist statements on the bubble map. WE DO (STUDENT GROUP PRACTICE):

9. Divide students up into two groups, giving each group one of the two remaining articles “Legong Dancers” and “Eagle Hunters”.

10. Give students large manila paper to create bubble maps 11. Explain that students are to read their short article independently. After they have read the article they

are to work together as a group to:

• Create a bubble map • Use the steps of the Get the Gist from the anchor chart to write main idea statements for

each paragraph SHARE

12. Have students come back to meeting area with their bubble maps to share their main idea statements. Provide corrective feedback as necessary.

YOU DO (Lesson may continue next class day)

13. Explain that students are to: • Choose one article from the National Geographic magazine to read independently. • Create a bubble map in their Reading Response Journal. • Write main idea statements on the bubble map for each section, or paragraph, of their article.

EC-6 Reading Language Arts Course – Practicum Two Exemplar

Word Analysis Work Station:

Resources needed:

1. IPads with Popplet and a dictionary app loaded (Popllet lite is the free version of this app). Popplet is an app that creates web organizers quickly.

2. Display a small chart with the following roots (choose roots that have already been introduced) o dict (speak) o aud (hear or listen) o graph (write), scribe (write) o scope (see), o vid, vis (see) o spec (look)

Instructions: At the workstation, students will:

1. Choose one of the roots to place in the center of their Popplet chart. 2. Add prefixes, suffixes and other word roots to make different words; creating a new Popplet for

each new word. 3. Using the meaning of the root, and the meaning of the affixes, find a picture to add to their

popplet that is a graphic representation of the meaning of the word. 4. Look up each word in the dictionary app to confirm that it is a real word. 5. Print the completed Popplet chart and turn it in.

Fluency Work Station:

Resources Needed:

In the Fluency Workstation the following reader’s theatre scripts will be ready for students. The scripts are from different cultures so they support the informational text students are reading.

1. Who Was King – Readers Theatre script for 5 characters available as a free download from http://www.timelessteacherstuff.com/readerstheater/WhoWasKing.html

2. The Borrower and the Boy/an English tale available as a free download from http://www.aaronshep.com/rt/RTE29.html

EC-6 Reading Language Arts Course – Practicum Two Exemplar

3. The Stonecutter/a Folktale from Japan - Readers Theatre script for 6 characters available as a free download from http://www.timelessteacherstuff.com/readerstheater/TheStonecutter.html

Instructions: At the workstation students will:

1. Choose one of the plays and assign parts (if additional parts are needed students may take more than one part).

2. Students will read their assigned parts and reread until the parts are read with fluency. 3. Students may “perform” their script during Share time during another day during the week.