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Your Name: _Esther Linnartz_
Grade Level: _Second Grade_
Date: _3 May 2015_
COOPERATING TEACHER: _Martha Brown_
School: _Cameron Park Elementary School_
Target Area Addressed: _Summarizing stories in their own words._
Student Pseudonym: _Rebecca_ Age: _8_ Gender: _Female_ Ethnicity: _White_
1. Overall lesson topic/title: Summary Sticks
2. Hypothesis:
She can read the text and give a summary, but it includes almost everything that was in
the text. I can scaffold on that by giving her strategies to know how to which things
should be included and which things are unimportant when summarizing.
Giving her strategies to summarize the text will help her know what to include and what
is irrelevant.
Hypothesis about next steps for supporting focus students learning needs:
Student A: Using retelling strategies to help her understand what information is important to
include in a summary and what is superfluous information that should be left out.
Sources of information supporting hypothesis:
She can remember and retell the story, but she includes too many details that are not crucial to
the summary of the story.
Brief Synopsis of the Instruction to address hypothesis:
Using retelling sticks and summary bracelets, teach the student what is necessary in a
summary and what can be left out.
3. Common Core State Standard (CCSS):
Reading: Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
4. Develop one or two objectives that are specific to your interpretive discussion (for one
lesson).
After reading an early second grade fiction book, the student should be able
to give the setting, characters, problem, and solution when summarizing the
story in either a written or spoken format.
5. Materials & supplies needed (one lesson must include technology):
The Littles Make a Friend, adapted from The Littles by John Peterson.
4 popsicle sticks with setting, characters, problem, solution written on them.
6 popsicle sticks with who, what, where, when, why, how written on them
2 cups to hold the popsicle sticks in
Retelling bracelets with 4 beads on them: green (setting), yellow (characters) red (problem), blue
(solution)
Setting-Characters-Problem-Solution sheet
6. Briefly describe your target student and the learning and/or participation challenges she
faces that may require academic, social or linguistic support during the lesson
She likes to talk even when she has nothing to say. She tries to get any adults attention when
there is large group teaching or reading. She would rather talk than listen to instruction so she
tries to do just such a thing.
Academic: she is behind in all subjects and has been going through the Student Services Team
process.
Social: She is overbearing and will talk even when she does not have an answer or question.
PRE-READING (_5_ minutes):
Reminding students to
Participation Norms:
raise their hands will
help the student to
Everyone should bring a clipboard, pencil, and eraser to the
remember to not call
carpet. I want you to lay them down next to you and remember
out of turn and to wait
to keep your hands away from them until I tell you to pick them
to be called on.
up.
Everyone should be sitting in their own spot on the carpet, criscross and ready to listen.
Make sure you remember to raise your hand if you have a
question and wait for me to call on you.
Introduction of Text:
When we read a story, sometimes we have to go back and
remember the story and which parts were important.
We have to know which parts of the story are important so we
dont retell the whole story the same way the author did.
We are going to learn how to know which pieces of information
are important and which things to leave out when we retell a
story.
Who has read books about the Littles before? What can you tell
us about them?
While I read, I want you to listen carefully so that you can retell
the story to us when we finish.
DURING READING (_15_ minutes):
If she answers a
question, I will stop her
After reading the first 3 pages, I will stop and ask the children
when she starts to give
who the characters are and where they live. Then I will remind
too much information
them that this is character and setting and those are both
and remind the class
important to the story.
After reading halfway through the book, I will ask them what the that we need to only
give the exact
problem is in the story. I will remind them that the problem is
information, not more.
also very important in the story.
When I finish reading the story, I will ask them how the Littles
fixed the problem that they faced. Then we will talk about why it
is important to know how they fixed the problem.
SMART Board file that has the six categories of Somebody, Wanted, But, So, Then, and a
Extra as well possible answers for Mr. Putter & Tabby Pour the Tea. There should also be
extraneous information that does come from the story, but is not crucial for a summary. The
correct answers should disappear when placed under the correct category.
Somebody-Wanted-But-So-Then bookmarks
6. Briefly describe your target student and the learning and/or participation challenges she
faces that may require academic, social or linguistic support during the lesson.
She likes to talk all the time and get attention from any and all adults. She also likes to tell
other children what to do even though she often does not know what is going on around her.
Academic: She struggles in all subject areas, but most of all in reading. In whatever technique
is being studied, she typically lags behind the others.
Social: She bosses others around and likes to talk more than any other child which makes it
hard for the others to be friends with her.
PRE-READING (_5_ minutes):
Reminding everyone to
Participation Norms:
raise their hand and
wait to be called on,
Everyone should be sitting in their own spot on the carpet, criswithout pointing her
cross and ready to listen.
out, will help her to
Make sure you remember to raise your hand if you have a
remember to wait to
question and wait for me to call on you.
talk and not call out.
Introduction of Text:
Putter goes to buy a cat, but none of them are old like he is (but)
so he has to go to a shelter to find a cat (so).
When I have read the final chapter, I will ask them to tell me
about the Then part when Mr. Putter got a cat, Tabby, to have as
company (then).