kelseywhipple.weebly.com · web viewin order to informally assess student p, i used 3 assessments....

Informal Assessment

First 50 Sight Words

1. The

2. Of

3. And

4. A

5. To

6. In

7. Is

8. You

9. That

10. It

11. He

12. Was

13. For

14. On

15. Are

16. As

17. With

18. His

19. They

20. I

21. At

22. Be

23. This

24. Have

25. From

26. Or

27. One

28. Had

29. By

30. Word

31. But

32. Not

33. What

34. All

35. Were

36. We

37. When

38. Your

29. Can

40. Said

41. There

42. Use

43. An

44. Each

45. Which

46. She

47. Do

48. How

49. There

50. If

Extra 4th Grade Words

1. About

2. Their

3. Because

4. Could

5. Three

6. Something

7. Want

8. Went

9. Before

10. Ocean

11. When

Of the first 50 high frequency sight words, Student P knows 39. This is 78% accuracy on writing wordsthat are learned in kindergarten and first grade. The other 11 words that Student P spelled are acombination of second, third, and fourth grade vocabulary and sight words. Student P made spelling errorson 7 of the words. The common mistakes Student P is making are writing the wrong form of the word andnot sounding words out in order to spell them phonetically. For example he wrote four (the number)instead of for on the 13th word. The word that seemed the most critical to me that Student P did notknow how to spell is or. I found this critical because it only has 2 letters and is in the first 26 wordslearned. As the words go harder, Student P started to give up.

18 Words Missed43/61= 70.49% Accuracy

Word in red are words that Student P got incorrect.

Informal Assessment Results

In order to informally assess Student P, I used 3 assessments. The first was an Individual Reading Inventory. The results of this assessment determined that Student P reads and comprehends at a third grade level. This places him below grade level in reading. I then assessed Student P’s sight word recognition in writing. Given 61 words to write, Student P correctly wrote 43 of them; this is 70.49% accuracy on kindergarten and first grade words. The letter combinations that he used when writing the sight words were not created using invented spelling. It is evident that Student P struggles with sounding out words phonetically. The last informal assessment that I collected from Student P was his definition of the parts of speech and the parts of a sentence. Student P slept during this informal assessment. When he was prompted to wake up, he copied the definitions for nouns, verbs, adjectives, and adverbs off of the picture displayed on the Smart Board for the entire class. When I asked Student P what the parts of a sentence were, he answered the he didn’t know. Student P also did not write down a guess for the parts of a sentence. The third informal assessment that was conducted on Student P demonstrated that he lacks the

background knowledge on how to write a sentence correctly and what the pieces of a sentence are. The lack of knowledge on how to write a sentence is demonstrated by his writing samples in the previous section.

Lesson Plans

College of Saint MaryLesson Plan Format with Evidence of Student Learning Analysis

LESSON/ACTIVITY INFORMATIONTitle: Parts of SpeechYour name: Kelsey Whipple Age or Grade Level:

4th GradeIntegrated Disciplines/Subjects: Language Arts

Time frame for Lesson: 30 Minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSLA 4.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., plurals, possessives, parts of speech, affixes, base and root words).LA 4.2.1.d Compose paragraphs with grammatically correct sentences of varying length, complexity, and typeLA 4.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).Objectives:Given instruction, the students will be able to classify words into parts of speech categories accurately 4 out of 5 times.Given instruction on sentence structure, the students will be able create sentences with each of the parts of a sentence accurately 4 out of 5 times.Given instruction on editing, the students will be able to analyze their work for correct spelling, capitalization, and punctuation and make accurate changes 4 out of 5 times.Assessment: The teacher will provide the students with slips of paper with words on them. The students will sort the words into cups that are labeled with the parts of speech. The teacher will check for accuracy.Materials: Popsicle Sticks, Labeled Cups, Computer, Parts of Speech Poster

LESSON PROCEDURESAnticipatory Set: Students will watch a short video that describes each of the 8 parts of speech in the form of a rap. (https://www.youtube.com/watch?v=LGuDYHmc8_Y)

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:

- After watching the video on the 8 parts of speech, the teacher will lead the students in a discussion about the parts of speech.- The teacher will define and give examples of each of the parts of speech.She will create display a poster in the front of the room that explains the parts of speech.- Introduce the game Word Pots.- Instruct the student to pick up the popsicle sticks one at a time and place them in the cup labeled with the correct part of speech.

Student will do:

- Watch the video on the 8 parts of speech.- Participate in a discussion with the teacher about the parts of speech.- Take notes as the teacher defines and gives examples of each part of speech.- Participate in the game Word Pots- pick up each popsicle stick one at a time, look at the word, and place it in the cup labeled with the corresponding part of speech.- Continue working until he has put each stick in a cup.- Work with the teacher to go over each cup and

https://www.youtube.com/watch?v=LGuDYHmc8_Y

- Direct the student to continue working until every stick is in a cup.- When the student is finished, go over each cup and discuss any mistakes that were made.- Answer any questions the students may have.

discuss any mistakes that were made.-Ask questions when needed.

Closure:3-2-1 Activity- 3 things to share (facts), 2 questions you still have, and 1 thing you already knew.

Differentiation:The student falls asleep throughout the day. When he falls asleep he will be prompted to wake up and then will get up to walk around before going back to work. The student will also be given a medicine ball to sit on while he works to keep him moving.References:http://ideas.tpet.co.uk/word-pots/https://www.youtube.com/watch?v=LGuDYHmc8_Y

LESSON CONTENT AND STRATEGIESReview all of the previous sections of your lesson plan and

complete items in the following section prior to teaching your lesson.

Content Knowledge:In fourth grade, students are expected to start writing paragraphs. In order to write paragraphs, they must combine sentences. The students need to understand the parts of a sentence in order to write a sentence correctly. This lesson addresses the parts of speech which are the components of a sentence. Sentences need an action and a subject for it to be a simple sentence. By learning the parts of speech, the students are learning the basic components to writing simple, complex, and compound sentences.

Teaching Methods/Strategies:The teaching methods used in this lesson are one on one instruction and possibly group work. I think this is effective because the student is below grade level in writing and spelling and will benefit from the one on one time. We will focus on the skills he is struggling on at his pace and this should help him to learn the necessary topics and practice the skills.

EVIDENCE OF STUDENT LEARNING ANALYSIS

The first time this lesson was taught, Student P slept for 12 minutes straight. When he woke up, he placed two popsicle sticks in a cup at random without looking at the words. I chose to end the lesson at that point.The second time the lesson was taught, Student P was awake, alert, and engaged. He would read the words and think about what cup they went into. We did not complete the closure activity due to running out of time. I wanted to use all the time I had with Student P to complete the lesson and go over Student P’s work.If I were to teach this lesson again, I would split it into 2 parts. I would focus on nouns, verbs, adjectives and adverbs first. I would then do a second activity focusing only on prepositions, conjunctions, pronouns, and interjections. I think this would help with the confusion between the four newly introduced parts of speech.

https://www.youtube.com/watch?v=LGuDYHmc8_Y

http://ideas.tpet.co.uk/word-pots/

Student:Student P

Date of Lesson:

First time: 4/13/15 Second time: 4/15/15

Word CorrectIncorrec

t WordCorre

ctIncorre

ct Word Correct IncorrectCharacter x I x Rolled xMuffin x You x Measure xFingers x He x Destroyed xChildren x She x Crumbled xJungle x Some x Hibernate xPuzzle x Anyone x Create xRainforest x No One x Explain xFactory x They x Ordered xMountain x Them x Finished x

Tinsel xSomebody x Deleted x

Mr. Hendrix x On x Run xChair x To x Cleaned xHomework x At x Ate xMicrowave x After x Bake xPine Tree x About x Sleep xMiss Whipple x Before x Exercised x

Pencil x Behind x Draw xRemote x Below x Speak xButter x Around x Drove x

Dog xAggressive x Changed x

Badly x Big x And xQuickly x Cloudy x But xCarefully x White x When xDeeply x Filthy x Or xFinally x Skinny x For xInstantly x Greedy x Yet xVery x Loyal x So xTotally x Quiet x That xYearly x Odd x Since xWeekly x Lazy x Well xTerribly x Athletic x Hi! xLovely x Young x Ouch! xMonthly x Pink x Oh! xCold x Blue x Eek! xHairy x Sleepy x Wow! xHot x Good x Yikes! x

Please x

Total CorrectIncorre

ct

109 74 3567. 89% Accuracy

Mistakes: Analysis:Sombody was marked as a Noun instead of a Pronoun Student P struggled with the pronouns andHe was marked as a Noun instead of a Pronoun

conjunctions. These parts of speech were new to him and

Athletic and Big were marked as Nouns instead of Adjectiveserrors were expected. Of the parts of speech that are were

I, You, and They were maked as Nouns instead of Pronouns

previously introduced, Student P struggled the most with

Young was marked as a Noun instead of an Adjective

adjectives. I do not think he understands what describing a

Measure was marked as a Noun instead of a Verbnoun means. When I use adjectives in a sentence, he can

Finally was marked as a Noun instead of an Adverbidentify the adjective, but if the words are in a list like in thisactivity, he does not connect that the word is an adjective.

Lazy was marked as an Adverb instead of an Adjective

Student P did great with prepostions because he understoodthat they were used for location.

Hot and White were marked as Prepositons instead of AdjectivesRainforest and Factory were marked as Propositons instead The first time this lesson was taught, Student P slept

of Nouns for 12Yearly was marked as a Prepositions instead of an Adverb

minutes straight and only moved one popsicle stick. He was

When, Since, Yet, and For were marked as Prepositons instead of Conjunctions.

not engaged. The second time this lesson was taught,Student P was very engaged until the last 5 minutes. In the

Explain was marked as a Pronoun instead of a Verb last 5 minutes, Student P missed every word that heFilthy and Skinny were marked as Pronouns instead of Adjectives.

attempted. He was tired and unengaged. Two nouns andthree verbs were five of the words he missed in the end of

Rolled and Hibernate were marked as Adjectives instead of Verbs

the activity. Overall, Student P worked hard and thought

No One was marked as an Adjective instead of a Pronoun about each word before placing it in a cup.Lovely was marked as an Adjective instead of an AdverbThat was marked as an Adjective instead of a Conjunction

Odd was marked as a Conjunction instead of an Adjective

Loyal and Quiet were marked as Verbs instead of AdjectivesTo was marked as a Verb instead of a PrepositionOuch! was marked as a Verb instead of an Interjection

So was marked as an Interjection instead of a ConjunctionOrdered was marked as an Interjection instead of a Verb


LESSON/ACTIVITY INFORMATIONTitle: Punctuation and Sentence TypesYour name: Kelsey Whipple Age or Grade Level:



STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSLA 4.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., plurals, possessives, parts of speech, affixes, base and root words).LA 4.2.1.d Compose paragraphs with grammatically correct sentences of varying length, complexity, and typeLA 4.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).

Objectives:Given instruction, the students will be able to classify words into parts of speech categories accurately 4 out of 5 times.Given instruction on sentence structure, the students will be able create sentences with each of the parts of a sentence accurately 4 out of 5 times.Given instruction on editing, the students will be able to analyze their work for correct spelling, capitalization, and punctuation and make accurate changes 4 out of 5 times.Assessment: The teacher will provide the student with slips of paper with sentences on them. The student will sort the sentences into paper bags for what punctuation is needed. The teacher will check the student’s work for accuracy based on an answer key.Materials: Sentences on strips of paper, Labeled paper bags, Punctuation anchor chart, and Types of Sentences anchor chart

LESSON PROCEDURESAnticipatory Set: The teacher will ask the student when we use a period, question mark, or exclamation mark? How do you know when a sentence is a question? The teacher will hang up the anchor charts and read through it with the student.Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all

of the responses and activities that students will be expected to do.

DETAILS are important here in order to demonstrate your thinking of what this will look like in the classroom. Write this section so that the lesson could be easily replicated.

Teacher will do:- Ask the student questions about punctuation marks and when we use each time.- Go through the anchor charts with the students and explain that using each type of punctuation mark creates a different type of sentence.- Give examples of each type of sentence.- Explain to the student that we are going to do an activity with punctuation. Give the directions that the student must pick up a sentence strip and determine if the sentence needs a period, exclamation point, or question mark. Tell the student that he will put the strip in the correct bag for the needed punctuation.- Place the bags and sentence strips on the table.- Instruct the student to keep working until all of the sentence strips are in a bag.- When the student is finished, go over each bag and discuss any mistakes that were made.- Answer any questions the student may have.

Student will do:- Participate in a discussion about when to use each type of punctuation mark.- Read through the chart and discuss the types of sentences.- Listen to the instructions for the punctuation activity.- Sort the sentences into the correct paper bags based on what type of punctuation mark is needed at the end of the sentence.- Go over each bag and discuss the mistakes that were made with the teacher.- Ask questions when needed.- Complete the exit slip activity.

Closure: The teacher will hand the student an exit ticket slip with 2 questions.

1. What is the most important thing you learned today?2. An example of this or why it is important.

Differentiation:The student falls asleep throughout the day. When he falls asleep he will be prompted to wake up and then will get up to walk around before going back to work. The student will also be given a medicine ball to sit on while he works to keep him moving.

References:http://crafting-connections.blogspot.com/2014/08/anchors-away-monday-8414-types-of.htmlhttp://mrsstanfordsclass.blogspot.ch/2013/03/fiveforfriday.html



Content Knowledge:In fourth grade, students are expected to start writing paragraphs. In order to write paragraphs, they must combine sentences. A sentence is not complete until there is punctuation at the end of it. This lesson addresses the different punctuation marks and the types of sentences created when a period, question mark, or exclamation mark is used. By learning the punctuation marks, the students are learning a basic component for writing a sentence.

Teaching Methods/Strategies:The teaching method used in this lesson is one on one instruction. I think this is effective because the student is below grade level in writing and spelling and will benefit from the one on one time. We will focus on the skills he is struggling on at his pace and this should help him to learn the necessary topics and practice the skills.

EVIDENCE OF STUDENT LEARNING ANALYSISThis activity went must better than I expected. Student P rarely uses punctuation in his writing, but was able to place sentence strips in bags based on what punctuation mark they needed with 94% accuracy. He was able to decipher which sentences could have a period or an exclamation point as well. Student P told me this activity was too easy for him. The errors that Student P did make were due to him becoming distracting and not rereading the sentence when he focused again.I think the lesson went very well because Student P was highly engaged. I would not change anything about the lesson if I taught it again.We did not complete the closure activity because I retaught lesson #1 after concluding this lesson.

http://mrsstanfordsclass.blogspot.ch/2013/03/fiveforfriday.html

http://crafting-connections.blogspot.com/2014/08/anchors-away-monday-8414-types-of.html

Student: Student PDate of Lesson: 4/15/15

SentenceCorrec

tIncorrec

tWhich doctor did you go to for your back pain xWe record all of our purchases in this accounting system xWho could have done such a terrible thing x Marked with a PeriodThe truck was driving dangerously fast on the dirt road xMost workers found better jobs after the factory closed xRobert was riding a bike before he turned seven years old xThe price of copper has risen over twenty percent this month xLeslie is drawing a picture of a horse xDid you enjoy the lasagna I cooked for you x

The hobby story is in the second building to your left xHow many students are in your class xWhen will the store open today xI finished all of my homework so now I can go outside to play xYou can fine more paper towels in the cabinet under the sink xCan’t this bus go any faster x Marked as a QuestionThis drawer is where we keep the spare batteries xI am so shocked that Madeline failed the math exam x

How beautiful your rose garden is xMarked with a Period- Could be either

My iPod was here just a minute ago, and now it’s gone x

This phone bill is highway robbery xMarked with a Period- Could be either

Get up out of that bed immediately xTell grandma that we miss her xPlease stop drawing on my new book xGet another pen from the supply cabinet x

How wonderful is it to be alive today xMarked with a Period- Could be either

Use at least five hundred words in your essay xTell me where you found those glasses xPay for your groceries at the cashier in the front xRemember to fill the tank with gas before you bring the car back x

There is no way I am going to let you get a tattoo xMarked with a Period- Could be either

I am sick and tired of all these mosquitos xGo get another paper towel from the kitchen x

I can’t believe how slow this computer is xMarked with a Period- Could be either

I feel terrible that you got into an accident this morning x Marked as a Question MarkYou can find more paper towels in the cabinet under the sink xWas that the alarm that I heard just now xWhen are you coming back from vacation x

We guarantee that you will love this car xMarked with a Period- Could be either

Pick up some more bread when you pass by the supermarket xWhat time does the show start xWhen did you find out your test score xDid the door lock behind you xChocolate can be poisonous to some small animals xWhich doctor did you go see for your back pain xOn what street is your school located xThe filing cabinet is where we keep the extra pens xHow many miles to the gallon does your car get xThe smoke alarm battery should be changed at least once a year xI saw a funny clown juggling bowling pins in a Christmas parade xMy brother and sister played in the sun all afternoon xThe students in my 4th grade class worked on a test x

The boy wore a costume on Halloween x

I love sleeping in xMarked with a Period- Could be either

Don’t touch me xMarked with a Period- Could be either

That’s not fair xMarked with a Period- Could be either

Emma took the children on a tour of the zoo xChuck flew his airplane at the speed of sound xThe mean boy played a deliberate trick on the little girl xI like to perform in front of people that I do not know very well xAmy waved hello by making a gesture with her hand xI have never been to Minnesota, but would like to visit it sometime xDo you have homework this weekend xDid you think the Huskers will win this fall xIs it almost summer vacation xDid you know how to fix this oven x Marked with a PeriodLeave my sister alone xThat was so exciting x

The dog is driving me crazy xMarked with a Period- Could be either

Total 68 4 94% Accuracy

Analysis:Student P performed much better in this activity than expected. In the writing samples that I obtained before working one on one with Student P, he used little to no punctuation marks. He placed one period at the end of a paragraph. I thought Student P would struggle with thisactivity because of the lack of background knowledge on punctuation. However, he only missed 4 sentences. Ten of the sentences could have ended with a period or exclamation point and were therefore not marked as an error. Student P told me that the poster helped him to remember when he was supposed to use each type of punctuation mark. He also told me that this activity was too easy for him. I think StudentP needed retaught on punctuation, but did understand that sentences always need to end in punctuation. I think the lack of punctuationhas to do with the amount of time Student P spends sleeping. He misses instruction and does not stay awake long enough to focus on his taskwhen he does not have the one on one instruction and prompting to stay awake.


LESSON/ACTIVITY INFORMATION

Title: Sentence UnscrambleYour name: Kelsey Whipple Age or Grade Level:



STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSLA 4.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., plurals, possessives, parts of speech, affixes, base and root words).LA 4.2.1.d Compose paragraphs with grammatically correct sentences of varying length, complexity, and typeLA 4.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).Objectives:Given instruction, the students will be able to classify words into parts of speech categories accurately 4 out of 5 times.Given instruction on sentence structure, the students will be able create sentences with each of the parts of a sentence accurately 4 out of 5 times.Given instruction on editing, the students will be able to analyze their work for correct spelling, capitalization, and punctuation and make accurate changes 4 out of 5 times.Assessment: The teacher will use an answer key to check the students’ unscrambled sentences for accuracy.

Materials: Recipe for a Sentence Anchor Chart, Lined paper, Cut up sentence strips, and Pencils

LESSON PROCEDURESAnticipatory Set: What do you think are the 4 necessary parts of a sentence? Do always goes at the beginning and what always goes at the end? Does anyone remember how we know when to use each type of punctuation?

Teacher shows the Recipe for a Sentence Anchor Chart.Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all

of the responses and activities that students will be expected to do.


Teacher will do:- Introduce the lesson to the student by asking questions about the necessary components of a sentence.- Introduce the Recipe for a Sentence Anchor Chart to the student and discuss what it says.- Discuss the parts of a sentence. (Capital Letter, Subject, Predicate, and Punctuation).- Discuss putting a finger space in between each word so that sentences are legible and neat.

Student will do:- Answer the teacher’s questions about the components of a sentence.- Discuss the Recipe for a Sentence Anchor Chart and the parts of a sentence with the teacher.- Discuss putting spaces in between words for when writing.- Listen to the directions for the sentence strip unscramble activity.- Walk to the first pile. Unscramble the pieces and put them in order to create a grammatically correct sentence. Once finished, copy the

- Introduce the sentence strip unscramble activity. Tell the student that there are 17 piles that need to be put in the correct order to create a sentence. Direct the student that after they’ve unscrambled the pieces of the sentences and put them in the correct order, they must copy each sentence onto their paper.- Have the student scramble the pieces into a pile again when they are done with that sentence.- Remind the student to put their name on their paper and hand it to the teacher when they are done.- Answer any questions the student may have.- Go over the sentences when finished.

sentence onto your paper. Scramble the pieces back into a pile. Repeat this process for all 17 piles.- Make sure his name is on his paper.- Hand the paper into the teacher.- Ask any questions he may have.- Go over the sentences with the teacher.- Write down what he learned from the lesson.

Closure: Teacher will go over each sentence with the student. What were the common mistakes? On a sheet of paper, the student will write down what he learned.

Differentiation:The student falls asleep throughout the day. When he falls asleep he will be prompted to wake up and then will get up to walk around before going back to work. The student will also be given a medicine ball to sit on while he works to keep him moving.References:https://www.pinterest.com/pin/156711262010325070/



Content Knowledge:In fourth grade, students are expected to start writing paragraphs. In order to write paragraphs, they must combine sentences. Students must know the 5 important steps to writing a sentence before they can begin constructing their own. This lesson focuses on identifying the parts of a sentence and putting the parts in order for sentences that are prewritten. The student will copy the sentences as they work to practice their handwriting, spelling, and sentence construction skills.

Teaching Methods/Strategies:The teaching method used in this lesson is one on one instruction. I think this is effective because the student is below grade level in writing and spelling and will benefit from the one on one time. We will focus on the skills he is struggling on at his pace and this should help him to learn the necessary topics and practice the skills.

EVIDENCE OF STUDENT LEARNING ANALYSISStudent P was the most awake during this lesson. I scrambled cut up sentence strips and placed them in front of him. Student P was quickly able to decide what word went first and what word went last based on the capital letter and the punctuation marks. Student P did well at sorting the sentences and would read them aloud to hear if they were fluent. Adjectives confused Student P. On one sentence he left the adjective out because he said it was an unnecessary word. For the closure activity, Student P and I

https://www.pinterest.com/pin/156711262010325070/

discussed what he learned verbally instead of having him write it down.If I were to teach this lesson again, I would create more complex and compound sentences and work with Student P on the types of sentences at the same time.


Sentence Correct IncorrectRan out of

TimeMy white dog played in the mud today. xShe saw a funny clown juggling bowling pins. x

The game ended before I could score a goal. xThe tiny baby just learned how to crawl. xDo you want green shoes for red shoes for school? xWhy don’t you like going to the store? xMr. Hendrix loves teaching math. xDid you know that the skin is the largest organ? x“Go to bed right now!” xSussie and Kate are best friends. xThe dog ran in front of the black truck. xAt school we learned about tornadoes. xI love chocolate pudding! xI hate chocolate ice cream in the winter! xBilly jumped over the yellow line. xWhy don’t we go to McDonalds? xSam walked quickly to his car in the rain. x

Analysis:Student P only made on error in this activity. In the sentence "The tiny baby just learned how to crawl,"Student P left out the word tiny because he noticed that it was an unnecessary word. When he wasgoing to put the word tiny in the sentence, he wanted to place it after the word learned. Student Pwas able to tell me where the word tiny belonged after I discussed with him that tiny is an adjective and adjectivesdescribe nouns. Student P told me that the noun is baby so it must go before that word. He chose not to include theword when he wrote down the sentence.

Student P was highly engaged during this activity. At one point he declared himself a "sentence genius."He always knew which word came first because of the capital letter and which word went last because ofthe punctuation mark. Sometimes he struggled with the middle words, but if we read the sentencealoud, he could determine whether or not the sentence made sense and what words needed to bemoved. In the sentence "Sussie and Kate are best friends," Student P noticed that Kate or Sussie couldstart the sentence because they both have a capital letter and it makes sense either way.

Due to time restraints with NeSA testing, we were unable to go through all of the sentences.


LESSON/ACTIVITY INFORMATIONTitle: M&M SentencesYour name: Kelsey Whipple Age or Grade Level:



STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSLA 4.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., plurals, possessives, parts of speech, affixes, base and root words).LA 4.2.1.d Compose paragraphs with grammatically correct sentences of varying length, complexity, and typeLA 4.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).Objectives:

Given instruction, the students will be able to classify words into parts of speech categories accurately 4 out of 5 times.Given instruction on sentence structure, the students will be able create sentences with each of the parts of a sentence accurately 4 out of 5 times.Given instruction on editing, the students will be able to analyze their work for correct spelling, capitalization, and punctuation and make accurate changes 4 out of 5 times.Assessment: The teacher will use the M&M Color Sheet as a guide when checking the student’s sentences for accuracy. The teacher will look for the 5 parts of a sentence: Capital letter, subject, action, spaces between words, and punctuation. Because the student can create their own sentences, the teacher will not have an answer sheet.

Materials: Paper, Pencils, M&Ms, M&M Color Sheet, and Capitalization Anchor Chart

LESSON PROCEDURESAnticipatory Set: Put the M&M Color Sheet on the Elmo. Ask the students for examples of subjects (nouns) and predicates (verbs). Ask when we use capital letters and when we use each type of exclamation point. Ask about the parts of speech that can be used to make sentences more interesting.

Show the Capitalization Anchor Chart.Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the

teacher needs to do in order to carry out the lesson and must also include all of the responses and activities that students will be expected to do.


Teacher will do:- Ask the student for examples of subjects (nouns) and predicates (verbs). Ask when we use capital letters and when we use each type of exclamation point. Ask about the parts of speech that can be used to make sentences more interesting.- Remind the student of the anchor charts that are hung up around the room.- Introduce the M&M sentences activity. Tell the student that each color M&M represents a part of the sentence.- Show the M&M Color Sheet again.- Tell the student that he will receive a bag with M&Ms in it but he cannot eat them. When he gets the M&Ms he needs to sort them by color so that he knows how much of each part of the sentence he will have.- Demonstrate the creation of a sentence on the Elmo using M&Ms. Write the sentence out so the student can be reminded that neatness is expected.- Instruct the student that when he begins writing sentences, he will put the M&Ms he has used back in the bag. He is to keep writing sentences using the rest of the M&Ms until he

Student will do:- Participate in discussion with the teacher by offering examples of nouns and verbs. Discuss when each type of punctuation should be used. Discuss the other 6 parts of speech.- Listen to the teacher as she introduces the M&M sentences activity.- Look at the M&M Color Sheet as a guide.- Watch the teacher demonstrate what the student is expected to do in the activity.- Take the bag of M&Ms from the teacher.- Sort the M&Ms by color.- Begin writing sentences using each part of the sentence (M&Ms). Put the used M&Ms back in the bag. Continue until as many of his M&Ms as possible have been used.- Do not eat the M&Ms until directed to do so.- Ask questions when necessary.- Share his favorite sentence that he wrote.- Listen as the other students share their sentences.- Hand his paper into the teacher when he has written as many sentences as possible.

does not have enough left to make a complete sentence.- Remind the students that the sentences can be about anything that is school appropriate.- Remind the students to write their sentences down.- Ask the students to hand in their paper when they are done and not eat the M&Ms until directed to do so.- Hand out the bag of M&Ms.- Supervise the students during the activity.- Answer any questions that the student may have.- Lead the closure activity by selecting who will share their sentence first.- Collect each student’s work.Closure: We will go around the table and each student will share his or her favorite sentence that they wrote down during the activity. The students will then hand in their work to the teacher.Differentiation:The student falls asleep throughout the day. When he falls asleep he will be prompted to wake up and then will get up to walk around before going back to work. The student will also be given a medicine ball to sit on while he works to keep him moving.

References:http://www.teachingblogaddict.com/2011/07/m-challenge-parts-of-speech.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+TeachingBlogAddict+%28Teaching+Blog+Addict%29http://friendlyfroggies.blogspot.com/2013/07/favorite-pins-friday.html



Content Knowledge:In fourth grade, students are expected to start writing paragraphs. In order to write paragraphs, they must combine sentences. Students must know the 5 important steps in order to begin writing their own sentences. This lesson focuses writing sentences given color cues for the parts that need to be included. The students will write their sentences on their paper which gives the teacher the opportunity to assess but it also provides students with handwriting practice.

Teaching Methods/Strategies:The teaching method used in this lesson is small group instruction. I think this is effective because the guided reading group is below grade level in writing and will benefit from the extra instruction on writing sentences.

EVIDENCE OF STUDENT LEARNING ANALYSISAt first, Student P struggled with this activity. He could not decide what to write his sentences about. When this happened, I started giving him topics to write about. When I asked Student P for more details, he used “and” and “because” instead of using adjectives and other parts of speech to fluff up his sentences. Student P still struggles with adjectives and chose not to use them in his sentences unless I prompted him too. He remembered to capitalize the first letter and punctuate at the end of every sentence. I think Student P has successfully grasped the concepts of capitalization and punctuation. He still struggles with the parts of speech that are not nouns and verbs. Student P was eager to use the M&Ms in his sentences when creating his sentence because for we created a pile of the M&Ms that he got to eat at the end of the activity. One M&M for each correct part of the sentence he used in each sentence.If I were to teach this lesson again, I would create a list of topics for the sentences that relate to 4 th grade content and the

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student’s interest ahead of time. I would also bring different colored high lighters and have Student P highlight the parts of the sentence corresponding with the colors of M&Ms.

Student's SentenceCapital Letter?

Noun?

Verb?

Punctuation?

Adjective?

The wite dog whet outsied. x x x x xI like turtls. x x x xI like to go outsied for fun. x x x xI like to go to the super market because I like food. x x x xDo you like to go to Worlds of Fun? x x x xJax likes to go to the Zoo and see the Plre bear. x x x xIn Jan it rains. x x x xPlne vs Zombes is the best game ever! x x x x xI like to ried my orange red bick for fun. x x x x xFootball is my favorite soret because you get t tackle people. x x x x

Analysis:The mistakes that Student P made were almost always spelling mistakes. After each sentence he wrote, we went over the misspelled wordsand how to spell them correctly. When I would ask Student P to add an adjective or other part of speech, he usually said no. He would insteadask if he could add more details into his next sentence. Usually if I asked Student P to make his sentence longer, he would. For example:the fourth sentence originally said I like to go to the super market. When I asked for more information, he added because I like food.Student P did not forget his capital letter or punctuation mark in any sentence. Before he wrote the sentence down, he would tell me what hewanted to write and then would move the colors of the m&ms that matched what he needed. Most of his sentences weresimple sentence, but it started to use a couple of complex and compound sentences toward the end of the lesson.

kelseywhipple.weebly.com · web viewin order to informally assess student p, i used 3 assessments....

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