Cycle of Learning- Reading; Mrs.

Brown Went to Town Reflective Narrative Principle 8: Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. NAEYC Standards: 3. Observing, documents, and assessing to support young children and families This artifact is a five day reading, Cycle of Learning that was implemented in a second grade classroom at Hawthorne Elementary in October, 2012. The Cycle of Learning was brought to fruition with the collaboration of my mentor teacher. I decided to select a reading cycle because reading is a core content area and I wanted to practice using data to drive my instruction. The Cycle of Learning focused around a story in Theme one- Silly story, Mrs. Brown Went to Town. The skills taught in through the story were the following; vocabulary, prediction which was covered in two days, and predicting outcomes. During each lesson, I gave pre-assessment, formative, and summative assessment. This helped me to analyze my data and use the information to modify my instruction for the following day. This artifact represents INTASC principle 8 because my instruction involved understanding and using formal and informal assessment to analyze data. The data of the assessments guided the instruction and small group instruction. The Cycle of Learning followed the NAEYC standard 3, because I continuously observed, documented and assessed student learning. The Cycle of Learning assignment was beneficial to me as a reflective practitioner to be able to teach consecutively and assess student learning to guide my teaching. This exercise allowed me to use best practices where I pre-assessed students prior to teaching a skill. This helped me to see the student's prior knowledge and see where I need to start instruction. Overall, I am pleased with the analysis of my assessment data from the Cycle of Learning. The students demonstrated growth which was evident in the data provided from the Pre and Post assessment. The analysis for vocabulary started at a class average of 31% secure to a 58% secure after one day of instruction. The post assessment ended at 72% which is an increase of +41%. The next skill, predicting resulted in 27% in pre-assessment to 89% in prediction which is an increase of + 62%. The final skill that in this Cycle of Learning was Predicting Outcomes. The students scored 27% proficient for the pre-assessment. The class average was 71% on the end of the lesson assessment. Finally, students scored a class average of 80% in the summative post-assessment. This was a +53% increase from the preassessment. The Cycle of Learning was a great tool to learn how to utilize data to drive instruction.

1|Page

Denyse Fiero Cycle of Learning-Mrs. Brown Went to Town

Unit Topic:
My Cycle of Learning was implemented at Hawthorne Elementary in a second grade class from 10:00 - 11:00, Monday, October 8, 2012 - Friday October 12, 2012. The content area I chose to teach was a reading theme about silly stories. The story selected to focus on specific skills was Mrs. Brown Went to Town. The unit consisted of the following skills; vocabulary, Prediction (two days), and Predicting Outcomes. The goal of this unit was to understand how to make good predictions using details in the text and how to use character traits, prior knowledge and evidence in the story to develop good Predicting Outcomes. Another key concept is to expand the student's vocabulary and gain comprehension when reading the story.

Pre-assessment:
I administered the vocabulary pre-assessment on Monday, October 8, 2012 at 10:00-10:15am. The assessment consisted 6 fill-in the blank vocabulary sentences. Each question was worth 16.6 points to equal 100%. The students completed the prediction and prediction Outcome portion of the assessment on Tuesday, October 9, 2012 at 10:00 - 10:30 prior to instruction of the tested skills. This part of the evaluation comprised of one Prediction essay question where the student is graded on their thoughtfulness of making a good Prediction and five Predicting Outcome questions. The class completed each question independently except for one student. One of the students in the class is required on his IEP that an aid work with him during all class work and assessments.

Post Assessment:
I administered the vocabulary post assessment on Friday, October 12, 2012 at 10:30-11:00am. The post assessment was structured similar to the pre-assessment and covered identical skills. The post assessment consisted 6 fill-in the blank vocabulary sentences. Each question was worth 16.6 points to equal 100%. The analysis for vocabulary started at a class average of 31% secure to a 58% secure after one day of instruction. The post assessment ended at 72% which is an increase of +41%. The next skill, predicting resulted in 27% in pre-assessment to 89% in prediction which is an increase of + 62%. The final skill that in this Cycle of Learning was Predicting Outcomes. The students scored 27% proficient for the pre-assessment. The class average was 71% on the end of the lesson assessment. Finally, students scored a class average of 80% in the summative post-assessment. This was a +53% increase from the pre-assessment. This part of the evaluation comprised of one Prediction essay question where the student is graded on their thoughtfulness of making a good Prediction and five Predicting Outcome questions. The class completed each question independently except for one student. This student is required on his IEP that an aid work with him during all class work and assessments.

2|Page

Lesson Plan
Cycle of Learning- Predicting Pre-assessment and Vocabulary Implement: October 8

Judges Prior Learning Background This lesson was implemented in a second grade classroom at Hawthorne Elementary. Hawthorne Elementary is a Title 1 school located on 125 Kingston Road, Baltimore, Maryland 21220. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. The students will learn the new vocabulary words for the new story, Mrs. Brown Went to Town. I will use direct connection to ideas that the students can relate to in their personal experiences. The students have been exposed to reading with comprehension The students are familiar with learning new vocabulary words for each story. They are also familiar with learning new words by using the same format of learning for each story. The vocabulary lesson is developmentally appropriate for all learners because I differentiate the instruction or type of instruction depending on the learner.

Topic D. Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary. Indicator 1. Develop and apply vocabulary through exposure to a variety of texts Objectives Acquire new vocabulary through listening to and independently reading a variety of literary and informational texts Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation Identify simple multiple meaning words

Common Core Standards:

3|Page

RL5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (SC, 2) Essential Skills and Knowledge Use knowledge of language and its conventions when writing or speaking. (CCSS 2 L3.)

Planning and Teaching Participants/Grouping: There are 22 students in the class. Nine of the students are girls and thirteen of the students are boys. The students range from ages 7-8 years old and are developing at a wide range from two years below grade level to one grade above grade level. There is one student with an Individualize Education Plan who has an aid that works with him. There are three students who are in the process of the IEP process. The following students will be pulled in small group for all reading portions of the lesson and assessments. This lesson will be taught in a whole group and pulled for small group during independent work. There are 2 students is provided ELL services. However, both students are not showing any signs of difficulty in comprehension. Students will be arranged in whole group, and pairs. Cooperative learning will be included when students work in pairs.

Lesson Objectives: Today we will review the vocabulary for the story, Mrs. Brown Went to Town by playing word games.

Key Concept: Active readers should learn new vocabulary to gain better understanding of the text.

Responsiveness for All Children: The student who has an aid for attention and writing will sit up in the front to help keep him on task. The initial vocabulary review of the words will have a visual cue to the 4|Page

student that has a learning disability and other visual learners to help make visual connections. I will ask open ended questions during each activity to ensure the comprehension of all children. I will ensure that all students will participate in the lesson by implementing partner work and a turn and talk. We will read unfamiliar words in the story and provide meaning to the words prior to reading.

Materials: Story, Mrs. Brown Went to Town pg 83- 107 (22 books) Mrs. Brown Went to Town Vocabulary Powerpoint (22) Worksheets (22) Assessments Anecdotal sheet

Procedures: Implement Pre-Assessment: Students will complete a pre-assessment including all the skills that will be covered in this lesson.

Introduction and Motivation: (Students setting; whole group on carpet. Children will either be sitting in chairs or sitting on the carpet.) I will introduce the vocabulary by viewing a Powerpoint of the words in the story. We will go over each word and what it means. A student will look at the illustration for each word and describe the image and what they think the word means. Next they will read the definition of each word.

Modeling: (Students setting; whole group)

5|Page

I will model the first vocabulary word. I will say the name of the word and then look the picture definition and give an example of the word. Next, I will connect the new word to something in my life. We will continue to go over all the words and their meaning. Next, we will all go online to play an interactive vocabulary game based on the words from Mrs. Brown Went To Town. http://www.eduplace.com/kids/hmr/gr2/gr2_th1_sel3.html

Students will work in partners to match the definitions to Mrs. Brown Went to Town vocabulary words. Each partner will receive a bag with all the words and definitions mixed up. Next, partners will share their answers to each vocabulary word.

Closure: Lesson Objectives: (recap) Today we reviewed the vocabulary for the story, Mrs. Brown Went to Town by playing word games. Key Concept: Active readers should learn new vocabulary to gain better understanding of the text. Class Share in Gained Knowledge: "Boys and Girls, what new information did you learn today in our vocabulary lesson?

Assessment: Formative Assessment: I will take anecdotal notes to gage individual instructional needs. Summative Assessment: Students will take a post assessment on selected vocabulary from the text. Differentiation Struggling: Students will be pulled into a small group to read together to help answer the assessment. Differentiation Advanced: Students who complete the assessment early can write what they know about each word.

6|Page

Analysis/Evaluation: Assessment

Mrs. Brown Went to Town - Vocabulary

Pre-assessment given
prior to less on 10/8/12 Student 1. Blake 2. Nicholas 3. Danny 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar 9. Robert 10. Elijah 11. Joshua 12. Skylar 13. Kaliah 14. Haley 15. Malachi 16. Samuel 17. Cherish 18. Kennisha 19. Ricardo 83% 7|Page 50% 16.6% 33% 0% 33% 0% 33% 0% 16.6% 16.6% 66% Percentage 50% 50% 16.6% 16.6% 50% 0% 66% Mid-assessment given at the end of lesson on 10/8/12 Percentage 16.6% 100% 16.6% 50% 100% 66% 100% 100% 16.6% 66% 16.6% 50% 16.6% 100% 16.6% 50% 50% 50% 100% Post-assessment End of Unit Assessment given 10/12/12 Percentage 100% 100% 50% 100% 100% 66% 100% 100% 50% 100% 66% 66% 83% 83% 100% 83% 83% 100% 100%

20. Willow 21. Ameico 22. DaNaya 23. John

50% 33% 16.6% 16.6%

50% 50% 50% 100%

66% 83% 66% 83%

Class total for Pre-assessment Class total for Mid YearClass total for Post End of Unit Vocabulary is 31% assessment Vocabulary is assessment Vocabulary is % Strengths and Needs 58% 72% * Every student got "tire" incorrect on pre-assessment All three assessments were based on six questions.

The overall results for vocabulary comprehension showed a 27% increase from the initial pre-assessment. My instruction time decreased by 30 minutes to administer the pre-assessment which cut vital practicing time to become more fluent in our extension of vocabulary skills. I will need to allow for practicing moments throughout the week to help students become secure in their vocabulary knowledge.

There were fifteen students who did not meet the required 80% to be at mastery level. Looking at which students mastered this skill, I only seven students scored 100% on the vocabulary assessment. I noticed that no student was able to achieve a 100% on the pre-assessment which tells me that the vocabulary words are new learning and may not be at the mastery level as the assessment shows. I feel it will be beneficial to re-teach to the whole group.

Reflection: I feel that this lesson was developmentally appropriate and arranged for maximum learning since it aligns with the second grade Common Core Standards. The lesson provided many different strategies, student interests and was developed to be very engaging for all students. I used visual, auditory, sensory modalities to reach all students.

8|Page

In reflection, I would have given the pre-assessment prior to starting my Cycle of Learning in order to provide enough instruction time to convey the vocabulary concepts.

Lesson Plan
Cycle of Learning- Predicting- Segment 1 Implement: October 9

Judges Prior Learning Background This lesson was implemented in a second grade classroom at Hawthorne Elementary. Hawthorne Elementary is a Title 1 school located on 125 Kingston Rd, Baltimore, MD 21220. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. The students will learn the new vocabulary words for the new story, Mrs. Brown Went to Town. I will use direct connection to ideas that the students can relate to in their personal experiences. The students have been exposed to reading with comprehension Students will use clues from the story, as well as what they already know, to make predictions and inferences. I will build upon prior learning about Prediction by reviewing an instructional video about what is a Prediction and how to use details in the text to make a good prediction. Student's have knowledge and used the basic Prediction skill in first grade.

Planning and Teaching Participants/Grouping: There are 22 students in the class. Nine of the students are girls and thirteen of the students are boys. The students range from ages 7-8 years old and are developing at a wide range from two years below grade level to one grade above grade level. There is one student with an Individualize Education Plan who has an aid that works with him. There are three students who are in the process of the IEP process. The following 9|Page

students will be pulled in small group for all reading portions of the lesson and assessments. This lesson will be taught in a whole group and pulled for small group during independent work. There are 2 students is provided ELL services. However, both students are not showing any signs of difficulty in comprehension. Students will be arranged in whole group, and pairs. Cooperative learning will be included when students work in pairs.

VSC Standard: Standard 1.0 General Reading Processes Indicator 3. Use strategies to make meaning from text (during reading) Objectives Recall and discuss what they understand Make, confirm, or adjust predictions

Common Core Standards: Apply appropriate strategies before reading, viewing, or listening to a text: - use prior knowledge and experiences to make and explain connections to the text - make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: make, confirm, or adjust predictions

Lesson Objectives: Today we will predict by reading the story, Mrs. Brown Went to Town. Key Concept: Active readers use information from the story to make good predictions. Making good predictions will help readers to think more deeply about the text and read with greater purpose.

10 | P a g e

Students will use clues from the story, as well as what they already know, to make predictions and inferences.

Responsiveness for All Children: The student who has an aid for attention and writing will sit up in the front to help keep him on task. I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. Video will be reviewed to help visual and auditory learners understand the concept. I will use an example of how to make a prediction using a common situation that young children are able to relate.

Materials: Story, Mrs. Brown Went to Town, (read the first half pages 83 - 96)

Brain POPjr - Prediction (http://www.brainpopjr.com/readingandwriting/comprehension/makepredictions/) Flipchart Elmo (23) Worksheets (23) Assessment Anecdotal sheet

Procedures: Introduction and Motivation: (Students setting; whole group on carpet) I will introduce the concept of predicting outcomes to the students by viewing Brainpopjr. Making Predictions http://www.brainpopjr.com/readingandwriting/comprehension/makepredictions/

11 | P a g e

I will show students the "Read, Stop, Predict visual chart to help with the Predict strategy. I will tell the students that first we Read the story, Next we, Stop, and use evidence from the book, your own life, authors clues about characters showing the way they act or the things they do. These clues can often help us predict how the character might act or what the character might say in another situation. Finally, we Predict. We make a good prediction based on valid information.

Example of Prediction: I will explain how we can make predictions in our lives using background knowledge. I can predict my mother's response if would ask her if I could have a cookie before dinner. I could use my background information to help me make an informative prediction. I can also use my mother's personality to help me with my prediction.

Modeling: (Students setting; whole group; students will transition to their desks and open their books to the first page of Mrs. Brown Went to Town, I will call students back to their desk row by row.) Teacher model: page 85 I will read page 85 and think aloud about the details in the text and how it can help me make a good prediction. From the words: "Everything changed just last Saturday, I predict that as soon as Mrs. Brown leaves, something, I dont know what, is going to happen. I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. I will predict that maybe she will win the lottery because the comment about how everything changed just last Saturday. I will write the answer on our prediction worksheet and display it on the Elmo for the entire class to see.

Student/Teacher model: page 86 Mrs. Brown has a bike accident. I will select a student to read page 86. Turn and Talk- What do you think will happen next to Mrs. Brown? I will use our reference chart and, Read, Stop and Predict what we think might happen in the story using evidence in the text. We will share the student's thinking Prediction: I will write Mrs. Brown will go to the hospital on my sheet.

12 | P a g e

Partner model: read page 87 - 89 What do you think might happen when Mrs. Brown goes to the hospital. Each partner will take a turn reading each page and review the details to make the best prediction. I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. I will help guide their response. On Your Own model: read page 90-91, What might happen after the animals move in Mrs. Brown's house? The students will go through all the strategies to help make good predictions I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. Prediction: I will help guide their response.

Formative Assessment: I will take anecdotal notes to gage individual instructional needs. SummativeAssessment: Students will read pages 92, 93 and 94, let us stop and predict what might happen next. The students will go through all the strategies to help make good predictions The students will go through all the strategies to help make good predictions I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text.

Differentiation Struggling: Students will be pulled into a small group to read together to help answer the assessment. Differentiation Advanced: Boys and girls who finish early can turn the paper over and predict what subject we have next using evidence from what we did the day before. Closure: Lesson Objectives: (recap) Today predicted by reading the story, Mrs. Brown Went to Town.

Key Concept: Active readers use information from the story to make good predictions. Making good predictions will help readers to think more deeply about the text and read with greater purpose. Students will use clues from the story, as well as what they already know, to make 13 | P a g e

predictions and inferences. Class Share in Gained Knowledge: "Boys and Girls, what new information did you learn today about predicting? * Teacher will help guide student thinking to ensure that students touch on all learning of our "Key Concepts."

Analysis/Evaluation: Assessment

Mrs. Brown Went to Town - Predict - Segment 1

Pre-assessment given
prior to less on 10/9/12 Student 1. Blake 2. Nicholas 3. Danny 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar 9. Robert 10. Elijah 11. Joshua 12. Skylar 13. Kaliah 14. Haley Percentage 50% 100% 0% 0% 25% 50% 100% 50% 0% 0% 0% 50% 0% 100% Mid-assessment given at the end of lesson on 10/9/12 Percentage 100% 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 50% 100% 50% Post-assessment End of Unit Assessment given 10/12/12 Percentage 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

14 | P a g e

15. Malachi 16. Samuel 17. Cherish 18. Kennisha 19. Ricardo 20. Willow 21. Ameico 22. DaNaya 23. John

50% 0% 100% 100% 50% 50% 0% 0% 16.6%

100% 50% 0% 100% 100% 50% AB 0% 100%

Class total for End of Lessonassessment Predict is 76%

100% 83% 0% 100% 100% 100% 83% 50% 0%

Class total for Post End of Unit assessment Prediction is 89%.

Class total for Pre-assessment Predict is 27%

Assessment Analysis: The students showed a gradual progression of their knowledge of Prediction. I noted that there were two students who achieved proficiency on the preassessment. I took anecdotal notes while observing their learning throughout the lesson to see if they need to progress to the next level. I saw that at this time, they had a good grasp on the skill but they were not at mastery level as depicted on the assessment. I had five students that scored below the necessary 80% to show proficiency. I will take anecdotal note on the selected students to see if I need to re-teach the skill with a different approach. Fortunately, the skill of Prediction is covered in a two day lesson so I will be able to re-teach to individual struggling students

Reflection: This lesson was developmentally appropriate since it aligns with the second grade Common Core Standards.

15 | P a g e

In reflection of this lesson, I feel that the concept of what is a prediction and what are the strategies to make a good prediction was covered thoroughly. The short instructional video about Prediction was very beneficial and the students were engaged. The strategy, "Read, Stop, Predict" was an effective way for the students to remember to use important details to make a good prediction. The modeling piece was very effective and I noticed this when I didn't have to retell instructions during the lesson. The authentic example that was used to connect with the students was well received by listening to the student's comments. I liked applying the Prediction strategy the student's reading and having each student use their text to refer back to the story to find important details to make a good Prediction.

16 | P a g e

Denyse Fiero

Lesson Plan
Cycle of Learning- Predicting - Segment 2 Implement: October 10

Judges Prior Learning Background This lesson was implemented in a second grade classroom at Hawthorne Elementary. Hawthorne Elementary is a Title 1 school located on 125 Kingston Rd, Baltimore, MD 21220. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. The students will learn the new vocabulary words for the new story, Mrs. Brown Went to Town. I will use direct connection to ideas that the students can relate to in their personal experiences. The students have been exposed to reading with comprehension Students will use clues from the story, as well as what they already know, to make predictions and inferences. I will build upon prior learning about the skill Prediction which was covered the prior day. Student's have knowledge and used the basic Prediction skill in first grade.

Planning and Teaching Participants/Grouping: There are 22 students in the class. Nine of the students are girls and thirteen of the students are boys. The students range from ages 7-8 years old and are developing at a wide range from two years below grade level to one grade above grade level. There is one student with an Individualize Education Plan who has an aid that works with him. There are three students who are in the process of the IEP process. The following students will be pulled in small group for all reading portions of the lesson and assessments.

17 | P a g e

This lesson will be taught in a whole group and pulled for small group during independent work. There are 2 students is provided ELL services. However, both students are not showing any signs of difficulty in comprehension. Students will be arranged in whole group, and pairs. Cooperative learning will be included when students work in pairs.

VSC Standard: Standard 1.0 General Reading Processes Indicator 3. Use strategies to make meaning from text (during reading) Objectives Recall and discuss what they understand Make, confirm, or adjust predictions

Common Core Standards: Apply appropriate strategies before reading, viewing, or listening to a text: - use prior knowledge and experiences to make and explain connections to the text - make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: make, confirm, or adjust predictions

Lesson Objectives: Today we will learn about predicting by reading the story, Mrs. Brown Went to Town. Key Concept: In order to become good readers, students need to examine what happens in a story. Infer or predict what could happen beyond the story.

18 | P a g e

Responsiveness for All Children: The student who has an aid for attention and writing will sit up in the front to help keep him on task. I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. Video will be reviewed to help visual and auditory learners understand the concept. I will use an example of how to make a prediction using a common situation that young children are able to relate.

Materials: Story, Mrs. Brown Went to Town (second half 96-107) Two assessments from the previous day to share (23) vocabulary bags Flipchart (information and sequencing chart) (23) Worksheets (23) Assessment Anecdotal sheet

Procedures: Introduction and Motivation: (Students setting; whole group on desks) 1. Students will work in partners in sequencing the first part of Mrs. Brown Went to Town. (students will transition to the carpet.) 2. We will work on sequencing the first part of the story together on a flipchart. 3. Next, we will share two samples of predictions from day 1. Students will then transfer back to their desks to read the second half of the Story, Mrs. Brown Went to Town. 19 | P a g e

Modeling: (Students setting; whole group) We are going to finish reading, Mrs. Brown Went to Town I will show students the "Read, Stop, Predict visual chart to help with the Predict strategy. I will tell the students that first we Read the story, Next we, Stop, and use evidence from the book, your own life, authors clues about characters showing the way they act or the things they do. These clues can often help us predict how the character might act or what the character might say in another situation. Finally, we Predict. We make a good prediction based on valid information. I will model how to make predictions Teacher model: pages 96 and 97 What do you predict the animals will do next in the story? I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. Predict-I will use my own experience and the text. What do I know about the situation? I know when I am in the bathroom, I like to get ready for the day or to go to sleep. I see that some of the animals are putting on make-up. I will predict that the animals will go visit Mrs. Brown.

Student/Teacher model: pages 98-101 How is Mrs. Brown going to feel when she gets home? Let's look at our reference sheet to help up make a good prediction. I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. Prediction: I'm going to predict how Mrs. Brown would feel when she gets home. I think Mrs. Brown won't be happy when she gets home. I know from my own experience, that if someone messed up my home I would be really upset. I predict that she will be upset as well. Partner model: pages 102-103 (students will work in partners. One student will read a page and the other student will predict what will happen then they will switch roles on the following page) What might happen next? Let's look at our reference sheet to help up make a good prediction. I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. Prediction: I know from my own experience, that if I see these emergency vehicles, I know that someone probably got hurt. I also know that some people need to go to the hospital when they are hurt. I predict that someone will go to the hospital. 20 | P a g e

On Your Own model: read page 104 - 105, let us stop and predict what might happen next. I will use our reference chart and, Read, Stop and Predict what I think might happen in the story using evidence in the text. Prediction: Looking at the illustrations shows me that the animals will just stay at the hospital until they are better.

Assessment: Summative Formative Assessment: I will take anecdotal notes to gage individual instructional needs. Summative Assessment: Student will be provided an assessment for the prediction strategy. The students will read pages 106 and 107. Then they will predict how the story will end. Then the students will answer two comprehension questions. Differentiation Struggling: I will pull a small group for students already identified who are not on grade level for reading. I will read with them so I can have valid information on their learning of the prediction skill.

Differentiation Advanced: Boys and girls who finish early can turn the paper over and predict what the temperature of the day will be tomorrow judging from what it is today.

Closure: Lesson Objectives: (recap) Today we predicted by reading the story, Mrs. Brown Went to Town. Key Concept: Active readers use information from the story to make good predictions. Making good predictions will help readers to think more deeply about the text and read with greater purpose. Students will use clues from the story, as well as what they already know, to make predictions and inferences. Class Share in Gained Knowledge: "Boys and Girls, what new information did you learn today about predicting? 21 | P a g e

* Teacher will help guide student thinking to ensure that students touch on all learning of our "Key Concepts."

Analysis/Evaluation: Assessment

Mrs. Brown Went to Town - Predicting - Segment 2

Pre-assessment given
prior to less on 10/9/12 Student 1. Blake 2. Nicholas 3. Danny 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar 9. Robert 10. Elijah 11. Joshua 12. Skylar 13. Kaliah 14. Haley 15. Malachi 16. Samuel Percentage 50% 100% 0% 0% 25% 50% 100% 50% 0% 0% 0% 50% 0% 100% 50% 0% Mid-assessment given at the end of lesson on 10/10/12 Percentage 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 0% 100% 100% Post-assessment End of Unit Assessment given 10/12/12 Percentage 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 100% 50% 100% 100% 100% 100%

22 | P a g e

17. Cherish 18. Kennisha 19. Ricardo 20. Willow 21. Ameico 22. DaNaya 23. John

100% 100% 50% 50% 0% 00% 16.6%

50% 100% 100% 50% 100% 50% 100%

Class total for End of Lessonassessment Predict is 73%

0% 100% 100% 100% 100% 100% 50%

Class total for Post End of Unit assessment Predict is 89%

Class total for Pre-assessment Predict is 27% Strengths and Needs

Assessment Analysis: The review of the end of the lesson data shows a 46% grows from the preassessment to the End of the Lesson assessment and a 16% increase from the end of the lesson assessment to the post-assessment. In looking individually at the five students who didn't meet the 80% proficiency score I noticed overall that each student show progressive learning. In addition, I noticed two students who appeared to show regression in the prediction skill on the end of lesson assessment. I review both students instruction information and both showed proficiency on their partner work and the problem that they completed independently.

Reflection: This lesson was developmentally appropriate since it aligns with the second grade Common Core Standards. In reflection of this lesson, I feel that the concept of what is a prediction and what are the strategies to make a good prediction was covered thoroughly. The strategy, "Read, Stop, Predict" was an effective way for the students to remember to use important details to make a good prediction. 23 | P a g e

The level of participation and minimal student behavior issues depicts that the lesson was engaging for all students. During this lesson I was able to have students share their thinking and this was a great indicator of the student's deep thinking and to see if they were on the right track.

The modeling piece was very effective I was able to gauge this from seeing every student was able to work independently. I liked applying the Prediction strategy the student's reading and having each student use their text to refer back to the story to find important details to make a good Prediction.

24 | P a g e

Denyse Fiero

Lesson Plan
Cycle of Learning- Predicting Outcomes Implement: October 11

Judges Prior Learning Background This lesson was implemented in a second grade classroom at Hawthorne Elementary. Hawthorne Elementary is a Title 1 school located on 125 Kingston Rd, Baltimore, MD 21220. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. The students will learn the new vocabulary words for the new story, Mrs. Brown Went to Town. I will use direct connection to ideas that the students can relate to in their personal experiences. The students have been exposed to reading with comprehension Students will use clues from the story, as well as what they already know, to make predictions and inferences. I will build upon prior learning about the Prediction skill that was covered on day two and day three of the learning cycle.

Planning and Teaching Participants/Grouping: There are 22 students in the class. Nine of the students are girls and thirteen of the students are boys. The students range from ages 7-8 years old and are developing at a wide range from two years below grade level to one grade above grade level. There is one student with an Individualize Education Plan who has an aid that works with him. There are three students who are in the process of the IEP process. The following students will be pulled in small group for all reading portions of the lesson and assessments. This lesson will be taught in a whole group and pulled for small group during independent work. 25 | P a g e

There are 2 students is provided ELL services. However, both students are not showing any signs of difficulty in comprehension. Students will be arranged in whole group, and pairs. Cooperative learning will be included when students work in pairs.

VSC Standard: Standard 1.0 General Reading Processes Indicator 3. Use strategies to make meaning from text (during reading) Objectives Recall and discuss what they understand Make, confirm, or adjust predictions

Common Core Standards: Apply appropriate strategies before reading, viewing, or listening to a text: - use prior knowledge and experiences to make and explain connections to the text - make predictions or ask questions about the text by examining title, cover, illustrations/photographs/text, and familiar author or topic Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: make, confirm, or adjust predictions

Lesson Objectives: Today we predict outcomes by reading the story, Mrs. Brown Went to Town. Key Concept: In order to become good readers, students need to examine what happens in a story. Infer or predict what could happen beyond the story.

Responsiveness for All Children: Visuals will be provided for visual learners and ELL students

26 | P a g e

I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. We will read unfamiliar words in the story and provide meaning to the words prior to reading.

Materials: Story, Mrs. Brown Went to Town (23 books) Houghtin Mifflin, Vocabulary game Flipchart (23) Worksheets (23) clip boards (23) pencils Anecdotal sheet

Procedures: (the class will transition over to the carpet with their orange books, clip boards, pencils and worksheet) Introduction and Motivation: (Students setting; whole group on carpet) Vocabulary Flashcards -I will go over the vocabulary by playing a flashcard game and around the world with the students.

Teacher Read Aloud, Lemonade Stand I will tell the children that I am going to read aloud a story about two friend who start a lemonade stand. I will help the students connect with the story by asking them what they like to drink on a hot summer day. I will ask the children to describe a time they bought or sold lemonade at a lemonade stand. I will read Lemonade Stand, on page 80E of Teacher manual - I will stop at certain points in the story and see if the students can make any predicting outcomes in the story.

27 | P a g e

(transition to the story, Mrs. Brown Went to Town. The students will open their book to page 96.) Modeling: (Students setting; whole group) We are going to finish reading, Mrs. Brown Went to Town I will tell the students that as we read the story, we need to examine what happens in a story. We need to infer or predict what could happen beyond the story. I will model how predicting outcomes. Teacher model: page 86 Mrs. Brown has a bike accident. What would happen if... (I will model how I need to examine what happens in the story and predict what could happen beyond the story) I will say that the terrier that tasted Mrs. Brown's feet decided to help Mrs. Brown and gave her a band aid for her boo boos. She felt much better and they went on a picnic. Character personalities- Do the character personalities help? -Story- Will what I read help me predict? - Setting and illustrations- What does the illustration show? -Author or genre- Since Mrs. Brown is a silly story what will happen next could be funny. (It doesn't have to be) My own experience- What do I know about the situation? I will shorten this to Read, Stop and Predict for the rest of the models as the previous lessons. I will write my answer on the worksheet and display it on the Elmo so all the students can see my response and write the example on their paper for a reference. Transition: The students will transfer to their seats for the Guided Practice work. I will call students back to their desk row by row. The students will turn to page 87. I will ask the students to work in partners.

Guided Practice model: read page 87, let us stop and predict what might happen when Mrs. Brown goes to the hospital Turn and Talk what you think might happen when Mrs. Brown goes to the hospital. The students will go through all the strategies to help make good predictions Character personalities- Do the character personalities help? -Story- Will what I read help me predict? - Setting and illustrations- What does the illustration show? -Author or genre- Since Mrs. Brown is a silly story what will happen next could be funny. (It doesn't have to be) My own experience- What do I know about the situation? 28 | P a g e

Prediction:I will help guide their response. Student/Teacher model: page 88; Mrs. Brown sends a letter home. What would happen if... (I will model how I need to examine what happens in the story and predict what could happen beyond the story) Read, Stop and Predict The students will go through all the strategies to help make good predictions Predict: Answers may vary Partner model: page 89; The animals move into her house. What would happen if... (I will model how I need to examine what happens in the story and predict what could happen beyond the story) The students will go through all the strategies to help make good predictions Read, Stop and Predict Predict: Answers may vary

Partner model: page 91; The animals wear Mrs. Brown's clothes. What would happen if... (I will model how I need to examine what happens in the story and predict what could happen beyond the story) The students will go through all the strategies to help make good predictions Read, Stop and Predict Predict: Answers may vary

On Your Own model: read page 92-93, let us stop and predict what might happen after the animals move in Mrs. Brown's house The students will go through all the strategies to help make good predictions Read, Stop and Predict Prediction: Answers may vary I will help guide their response.

I will pull a small group for any students who isn't proficient in predicting outcomes. Assessment: Formative Assessment: I will take anecdotal notes to gage individual instructional needs. Summative Assessment: Student will show their knowledge of predicting outcomes by selecting one new event that they created from the story and write about and illustrate.

29 | P a g e

Differentiation Struggling: I will pull a small group for students already identified who are not on grade level for reading. I will read with them so I can have valid information on their learning of the prediction skill.

Differentiation Advanced: Boys and girls who finish early can start reading their leveled readers and complete extension activity.

Differentiation of Extension Activity: Students have the opportunity to use their Predicting Outcome skills and apply to their leveled reader. Each leveled reader was selected for every student by using their DIBELS scores, Progress Monitoring assessment and the Goldilocks Rules of Reading.

* In addition to the individualized readers, the Summative Assessment has been modified according to each student's ability level.

Closure: Lesson Objectives: (recap) Today we predicted outcomes by reading the story, Mrs. Brown Went to Town.

Key Concept: In order to become good readers, students need to examine what happens in a story. Infer or predict what could happen beyond the story.

Class Share in Gained Knowledge: "Boys and Girls, what new information did you learn today about predicting? * Teacher will help guide student thinking to ensure that students touch on all learning of our "Key Concepts."

30 | P a g e

Assessment Analysis:

Mrs. Brown Went to Town - Predict Outcomes

Pre-assessment given
prior to less on 10/9/12 Student 1. Blake 2. Nicholas 3. Danny 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar 9. Robert 10. Elijah 11. Joshua 12. Skylar 13. Kaliah 14. Haley 15. Malachi
(worked w/aid)

Percentage 40% 80% 0% 40 % 20% 20% 40% 0% 40% 40% 0% 40% 60% 20% 80% 0% 20% 60% 0%

Mid-assessment given at the end of lesson on 10/11/12 Percentage 100% 50% 0% 100% 100% 100% 100% 100% 0% 100% 0% 100% 100% 0% 100% 100% 0% 100% 100%

Post-assessment End of Unit Assessment given 10/12/12 Percentage 80% 100% 100% 100% 60% 80% 100% 70% 60% 100% 80% 80% 100% 100% 80% 60% 80% 100% 100% 31 | P a g e

16. Samuel 17. Cherish 18. Kennisha 19. Ricardo

20. Willow 21. Ameico 22. DaNaya 23. John

0% 20% 20% 20%

100% 100% 0% 100%

Class total for end of the lesson assessment Predicting Outcomes is 71%

20% 60% 50% 80%

Class total for Post End of Unit assessment Predicting Outcomes is 80%

Class total for Pre-assessment Predicting Outcomes is 27%

Assessment Analysis: The students showed an increase of 46% growth from the pre-assessment to the end of the lesson assessment. The students showed an additional increase of 9% from the end of the lesson assessment to the Post End of the Unit assessment given on October 12, 2012. The end of the lesson showed a decrease in learning for five students. I review the selected students class work, anecdotal notes, partner and individual work to see each students proficiency. Three of the students showed proficiency in the formative assessment. There are still two students that I will need to re teach this skill in order to meet a mastery level.

Reflection: I felt this lesson went well and it is reflected in the 73% score for the class. One of the most engaging parts of the lesson was the reading of "Lemonade Stand" and predicting and connecting to the story. This was a wonderful way to get the students ready for deep thinking and to learn a new skill. The strategy, "Read, Stop, Predict" was an effective way for the students to remember to use important details to make a good prediction.

32 | P a g e

Mrs. Brown Went to Town - Predict - Segment 1

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 15. Malachi

8. Shamar

6. Kaylee

13. Kaliah

14. Haley

9. Robert

4. Nyah

19. Ricardo

17. Cherish

20. Willow

3. Danny

21. Ameico

2. Nicholas

7. Jakalya

11. Joshua

12. Skylar

16. Samuel

5. Alyssa

10. Elijah

18. Kennisha

Pre-assessment given prior to less on 10/9/12 Post-assessment End of Unit Assessment given 10/12/12

Percent of Proficiency - Predicting (Segment 1)

27% 89% Pre-Assessment 76% End of Lesson Post Assessment

33 | P a g e

22. DaNaya

23. John

1. Blake

Mrs. Brown Went to Town - Predict - Segment 2

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 8. Shamar 6. Kaylee 15. Malachi

14. Haley

9. Robert

Pre-assessment given prior to less on 10/9/12 Post-assessment End of Unit Assessment given 10/12/12

Percent of Proficiency - Predicting (Segment 2)

27% 89% Pre-Assessment 73% End of Lesson Post Assessment

18. Kennisha

34 | P a g e

22. DaNaya

13. Kaliah

17. Cherish

20. Willow

3. Danny

19. Ricardo

21. Ameico

2. Nicholas

5. Alyssa

7. Jakalya

11. Joshua

12. Skylar

16. Samuel

10. Elijah

23. John

1. Blake

4. Nyah

Mrs. Brown Went to Town - Vocabulary

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 6. Kaylee 15. Malachi 8. Shamar 9. Robert 4. Nyah 14. Haley 20. Willow 13. Kaliah 18. Kennisha 19. Ricardo 21. Ameico 3. Danny 17. Cherish 2. Nicholas

10. Elijah

5. Alyssa

11. Joshua

7. Jakalya

12. Skylar

16. Samuel

Pre-assessment given prior to less on 10/8/12 Post-assessment End of Unit Assessment given 10/12/12

Percent of Proficiency - Vocabulary

31% 72% Pre-Assessment End of Lesson 58% Post Assessment

35 | P a g e

22. DaNaya

23. John

1. Blake

Mrs. Brown Went to Town - Predict Outcomes

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 8. Shamar 6. Kaylee 9. Robert 13. Kaliah 14. Haley 4. Nyah 3. Danny 5. Alyssa

15. Malachi (worked

22. DaNaya

17. Cherish

20. Willow

19. Ricardo

21. Ameico

2. Nicholas

7. Jakalya

11. Joshua

12. Skylar

16. Samuel

10. Elijah

Pre-assessment given prior to less on 10/9/12 Post-assessment End of Unit Assessment given 10/12/12

Percent of Proficiency - Outcomes

27% 80% Pre-Assessment End of Lesson 71% Post Assessment

18. Kennisha

36 | P a g e

23. John

1. Blake