Beacon Lesson Plan Library

Are We There Yet?

Sandi King
Bay District Schools

Description

This is the review lesson for the unit, Going to Grandma's. Using the Formative Assessment Checklist and all completed summative assessments, the teacher reinforces skills and concepts using the activities from this lesson.

Objectives

The student understands the concept of words and constructs meaning from shared text, illustrations, graphics, and charts.

The student understands basic phonetic principles (for example, knows rhyming words; knows words that have the same initial and final sounds; knows which sound is in the beginning, middle, end of a word; blends individual sounds into words).

The student identifies frequently used words.

The student creates and acts out number stories using objects.

The student understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare)

The student knows the names of objects that roll, slide, or fly.

The student knows that the motion of an object (for example, toy truck, toy car, ball, marble) can be changed by a push or a pull.

The student understands basic modes of transportation (for example, walking, riding animals, various kinds of animal-drawn wagons, boats, trains, bicycles, cars, airplanes, space shuttles).

The student listens to, views, and discusses stories and other media about modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

The student knows simple descriptions of work and jobs that people do.

Materials

- Beacon Online Story, [A Visit With Grandma] (see Weblinks) and/or Baer, Edith. [This Is the Way We Go to School]. New York. Scholastic. 1990.
- Computer with Internet connectivity if using the online book
- A display devise to display the monitor on the computer large enough for whole group viewing of words and illustrations (big screen television, projector, LCD panel, etc.) if using the online book
- Computer speakers if using the online book
- Hill, Lee Sullivan. [Get Around for Fun]. Minneapolis. Carolrhoda Books. 1999.
- Vocabulary and matching picture cards previously used
- A low bulletin board for student use
- Previously used teacher made chart of the song, ďThe Wheels on the BusĒ
- About 50 blank sticky notes
- Previously used Formative Assessment Checklists for each student
- Previously used copy of the rhyming pictures and word for the game Silly Rhyming Pictures
- A pocket chart or space on the board or wall for students to display pictures and rhyming words
- One copy of the previously used Summative Assessment #1, Number Stories for each student who has not already completed the assessment
- One copy of the previously used Summative Assessment #2, Rhyme As We Go Stories for each student who has not already completed the assessment
- One copy of the previously used Summative Assessment #3, Transportation
- Student copies of pages 4, 5, and 6 of Summative Assessment #3, Transportation, one copy for each student that has not already completed the assessment
- One copy of Summative Assessment #4, We Have Arrived! For each student that has not yet shown mastery of the skills using Summative Assessments 1 Ė 3. (This is an optional alternate assessment.)
- Centers as described in round two of the unitís associated files

Preparations

1. If using the online story, preview the Beacon Online Book [A Visit With Grandma]. Since audio will be used during the lesson, it needs to be preloaded to your computer.
2. If using the online story, locate a means of displaying the computer so that the entire class can view the text and illustrations. This can be a projector, LCD panel, or big screen television. Connect the display devise to the computer to be sure it works.
3. If using the online story, locate speakers for the computer. Test them to be sure they are working properly. Remember that the audio only works with Internet Explorer as the browser. Netscape does not support the sound.
4. If using the book [This Is the Way We Go to School], locate and preview the book.
5. Locate and preview the book [Get Around for Fun]. If this book cannot be located, use any book depicting a wide variety of modes of transportation. Be sure some carry people and some cargo. Be sure to have some illustrating a push or pull to change an objectís motion.
6. Continue displaying the vocabulary and matching picture cards previously used in this unit.
7. Continue use of a low bulletin board.
8. Post the previously used teacher made chart of the song, ďThe Wheels on the Bus.Ē
9. Locate and have available about 50 sticky notes and a marker for writing new words to the song as the students decide what they will sing about and which words need to be changed.
10. Locate the Formative Assessment Checklists used previously.
11. Locate the Assessment Records used on the first day of the unit with the diagnostic assessment.
12. Continue round two of the centers that was begun yesterday.
13. Locate a copy of the rhyming pictures and word for the game Silly Rhyming Pictures.
14. Locate a pocket chart or space on the board or wall for students to display pictures and rhyming words.
15. Locate a copy of the previously used Summative Assessment #1, Number Stories.
16. Locate a copy of the previously used Summative Assessment #2, Rhyme As We Go.
17. Locate a copy of the previously used Summative Assessment #3, Transportation.
18. Locate copies of the previously duplicated pages 4, 5, and 6 of Summative Assessment #3, Transportation for each student who has not completed the assessment.

Procedures

Note: This is lesson seven of seven for the Beacon Learning Center unit, Going to Grandmaís. A link to the unit is available in the top right corner of this online lesson.

The purpose of this lesson is to review and reteach any standards not yet mastered by individual students. It can also be used as a culmination to celebrate what has been learned. This lesson reviews all ten standards previously taught in this unit. The Formative Assessment Checklist and results from the first three summative assessments should be used to determine which of these activities meet the remaining needs of the students who have not demonstrated mastery of the standards. This lesson was developed to complete in one day; however, depending on the needs of the students and how much reteach is required, the lesson can be repeated for several days using repeats of books previously used in the unit.

Session 1 - Language Arts:

1. Gain studentsí attention by singing the song, ďThe Wheels on the Bus.Ē Invite students to sing along. Point to the words on the chart as you sing. Suggest that the song be sung about a different kind of transportation. Allow students to decide what mode of transportation to sing about today. Use the Formative Assessment Checklist and summative assessment results to determine boundaries for which transportation can be added to the song. For instance, if students are still having a problem understanding that motion is changed by a push or pull, state that the transportation used in the song must be one that pushes (barge) or one that pulls (tow truck).

2. Ask if there are any words that need to be changed on the chart. Have your sticky notes and markers ready to write the words the students dictate. Follow the procedure established in the previous days for changing the words of the song using sticky notes.

3. Again consult the Formative Assessment Checklist and summative assessment results to determine which students should suggest word changes, identify words, and change words.

4. As this activity progresses, formatively assess students as to their ability to identify frequently used words and to construct meaning from the text and chart. Give affirmative and corrective feedback and mark the Formative Assessment Checklist.

5. Now, sing the song using the new words. Point to the words as you sing. This song can also be sung anytime during the day that songs are normally included such as transitions between areas, during outside play, etc.

Session 2 - Language Arts:

6. Show the online book [A Visit With Grandma] or the book [This Is the Way We Go to School]. Remembering that this is a review and reteach opportunity, the book selection should meet the needs of the students. Use the book that students have not memorized, yet are familiar enough with so that reviewing and reteaching is appropriate.

7. Tell students that the book has many different modes of transportation. Take a picture walk through the pages of the book. The purpose of the picture walk is to identify the modes of transportation, how it moves, and to identify any jobs being done to make the transportation work.

8. When viewing the title page of the book, model telling about the transportation, how it moves, and who makes it work.

9. Have students follow your model and explain the transportation on all proceeding pages. Be sure to select students identifies on the Formative Assessment Checklist or by the summative assessment results as needing further review.

10. As the activity progresses, formatively assess students as to their ability to understand basic modes of transportation, to name objects that slide, roll, or fly, and to know simple descriptions of work and jobs that people do. Can they locate the mode of transportation? Can they name which modes of transportation slide, roll, or fly? Can they explain who works on or with the transportation to make it move? The purpose of formative feedback is to tell the student why they are right (affirmative) or to guide them towards the correct answer (corrective). Mark the Formative Assessment Checklist.

11. Now read the book to the students.

12. Tell students that they will be finding the rhyming words in the story. Model finding the rhyming words by repeating the verse on the first page. Then, focus on the rhyming words. Say the two words several times stressing the rhyming sounds.

13. If using the online book, use the mouse to show the yellow box indicating a rhyming word and click the mouse to show the two rhyming words in the set.

14. If using the hard-copy book, have a student locate the rhyming words in the book.

15. With either book selected, use the rhyming chart built during previous lessons to discuss the attributes of rhyming words. All students should be active participants, but those students identified as needing further assistance should be given priority.

16. Complete the book in this manner.

17. As the activity progresses, formatively assess students as to their ability to understand the basic phonetic principle of rhyming words. Can they locate the rhyming words? Can they identify the rhyming sounds? Give both affirmative and corrective feedback. The purpose of formative feedback is to tell the student why they are right (affirmative) or to guide them towards the correct answer (corrective). Mark the Formative Assessment Checklist.

18. As you use the Formative Assessment Checklist, check to make sure that all students are receiving equal opportunity to contribute to discussions and answer questions. Donít allow a few students to dominate.

19. To further extend studentsí understanding of rhyming words and using illustrations to construct meaning of words, play the Silly Rhyming Pictures game again. Use the words and illustrations from the previous two days. This can be done in pairs of students or small groups to encourage peer tutoring.

20. After students have had the opportunity to play the game in pairs or small groups, display all twenty words from the game on the board or in a pocket chart. Donít read the words. Use the Formative Assessment Checklist and summative assessment results to determine which students to call on to make the sets of two rhyming words and the picture.

21. Guide students to reveal that they used the illustrations to construct meaning and they used what they have learned about the middles and ends of words being the rhyming sounds that have to match in rhyming words.

22. Continue until all ten of the pictures are grouped with the correct words.

23. If students get stumped, give a hint to spur thinking. Remember that this activity is being repeated for students who have not yet mastered the skills, so it is your responsibility to guide those students who still need assistance. Donít allow a few students to dominate.

24. As the activity progresses, formatively assess students as to their ability to understand the basic phonetic principle of rhyming words . Can they locate the rhyming words? Can they identify the beginning sound? Can they identify the rhyming sounds? Can they make sense of the rhyming words? Mark the Formative Assessment Checklist.

25. Formatively assess students as to their ability to understand the concept of words and construct meaning using illustrations. Can they use the picture to figure out the possible rhyming words? Can they use the rhyming words to construct meaning of the illustration? Can they select logical matches?

26. Continue Summative Assessment #2, Rhyme As We Go. Since this is an individually administered assessment, it may take several days to complete. Center time may be the best opportunity to call students to you to administer the assessment. The assessment is available from the unitís associated files.

27. If students are still having difficulty with summative assessment #2, an alternate assessment is provided in Summative Assessment #4, We Have Arrived!, parts one and two.

Session 3 - Social Studies, Science, Language Arts:

28. Call on students to provide the definition of transportation as movement of people, products, or ideas from one place to another.

29. Review the movements of slide, roll, fly, and step by asking individuals to read the column headings. As the word is read, ask what that word means. Ask for demonstrations that show what the word means.

30. Call out a word on the lists and have a student point to the word. Allow the student that just pointed to say another word. Call on a new student to be the pointer. In this activity, students will read a word and identify one by pointing.

31. Continue until all of the transportation words have been identified by both reading and pointing. Consult your Formative Assessment Checklist and select students who need further assistance with identifying frequently used words to read and point. Be sure to give phonemic clues to assist students in remembering the words.

32. As the activity progresses, formatively assess students as to their ability to identify the words. Mark the Formative Assessment Checklist.

33. Show students the book [Get Around for Fun]. Ask students to specifically look for modes of transportation that have not been in any of the other books read as a class as you take a picture walk through the book.

34. The purpose of the picture walk is to review modes of transportation, whether they are used to move people, products (cargo), and/or ideas, their importance, advantages (a good about it), and disadvantages (a bad about it) and identify and discuss work and job responsibilities on the various modes of transportation.

35. Showing the cover of the book, ask students to name the mode of transportation. Then, you model telling what the transportation carries, why it is important, and its advantages and disadvantages.

36. Model discussing transportation related jobs. Talk about the main people that make the transportation work and what they have to do to make the transportation move correctly. Use the roller coaster on the cover of the book while modeling. Discuss that the person who runs the roller coaster is called the operator. The operator controls the speed, of the roller coaster and controls when it will start and stop.

37. After you have modeled these procedures several times, begin to have students fill in the information as to what the transportation is called, what is carried, why it is important, its advantages and disadvantages, who is working on the transportation, and what is done in the job. Call on as many students as possible while this discussion is progressing. Again, consult the Formative Assessment Checklist and summative assessment results to know which students need extra review or reteaching.

38. On the page title page of the book, a girl is rowing a small kayak type boat. At this point, remind students that the motion of an object can be changed by using a push or a pull. Remind students of the push and pull demonstrations from outdoor activities yesterday when they were pushing and pulling the box.

39. Ask if the boat is being pushed or pulled. Ask if the water is being pushed or pulled. Allow for discussion. Guide students to the consensus that the water is being pushed out of the way by the paddles and that pushes the boat through the water. The girl is not in front of the water or boat, so she cannot be pulling.

40. Ask students to be watching for anything in the book that is being pushed or pulled. Discuss changing the movement of objects by using a push or a pull anytime an example is presented in the book. Remember to consult the Formative Assessment Checklist and summative assessment results and gear the questioning and discussions towards those students identified as still needing assistance.

41. As the activity progresses, formatively assess students as to their ability to understand basic modes of transportation and to discuss modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages. Can they identify modes of transportation? Can they discuss what is being transported? Can they discuss advantages such as how fast the mode moves or how much it carries? Can they discuss disadvantages such as lack of tracks or lack of drivers? Can they discuss importance such as boats are important for transporting across water because they float.

42. Formatively assess students as to their ability to know that the motion of an object can be changed by a push or a pull. Can students tell how they know an object was pushed or pulled? Can they explain movement of objects using the words push and pull?

43. Also, formatively assessing whether students know simple descriptions of work and jobs that people do. Do they know what the job is called? Do they have an idea of what is done in the job? Remember that the standard states that they know simple descriptions, so great detail is not necessary. Give affirmative and corrective feedback. Mark the Formative Assessment Checklist.

44. Check the Formative Assessment Checklist to see who has not yet mastered these standards and focus on giving opportunity and assistance to these individuals.

45. When the picture walk is complete, remind students that they have seen a lot of different kinds of transportation in the book. Wonder out loud as to how fast the different modes of transportation are, comparing them to the speed of a car and whether the transportation moves by sliding, flying, rolling, or stepping.

46. Read the book. As you read, ask students to classify each mode of transportation as to how it moves and whether it is faster or slower than a car. Several pages of the book, such as page seven, have multiple modes of transportation, so be sure to address all the modes. Also, several of the modes of transportation display more than one way of moving, so be sure to address all possible types of movement.

47. Take every opportunity to have students construct meaning of words from the text. When an unfamiliar word or phrase appears in the text, model using the illustrations to construct meaning. Ask students to discuss the meaning of the word or phrase using the content and illustrations. Continue to consult the Formative Assessment Checklist and summative assessment results to identify which students need your assistance. Direct questions and discussions to these students when possible.

48. As the activity progresses, formatively assess students as to their ability to understand that different things move at different speeds, whether they can name things that roll, slide, or fly, and understands meaning of words and constructs meaning from text and illustrations. Ask the students how they know what they are discussing. Listen for an explanation of using the content, text, and/or illustrations to help the student comprehend. Give formative feedback. Mark the Formative Assessment Checklist.

49. Continue Summative Assessment #3, Transportation. Summative Assessment #4, We Have Arrived is available as an alternate assessment for those students who have not been successful using Summative Assessment #3, Transportation.

Session 4 - Mathematics:

50. Refer students to the graph, Going to Grandmaís, that was constructed previously.

51. Remind students that the graph on the board shows the transportation Grandma used to visit the students.

52. Consult the Formative Assessment Checklist and call on students who still need practice to read the words along the left of the graph.

53. Call on students who can successfully create number stories to use the graph to model creating a number story. This form of peer tutoring often assists reluctant learners.

54. Call on students who can successfully use objects (unifix cubes) to act out the stories to model acting them out.

55. After students have modeled using the graph to tell math stories and how to use objects to act out the stories, consult your Formative Assessment Checklist and summative assessment results to identify students who still need practice. Call on those students to use the graph to create and act out number stories. Formative feedback given during this process will help guide students to success.

56. As the activity progresses, formatively assess students as to their ability to create and act out number stories using objects. Can they create a number story? Can they act it out? Give formative feedback. Mark the Formative Assessment Checklist.

57. Continue using Summative Assessment #1, Number Stories for those students who have not yet had the opportunity to complete the assessment. Summative Assessment #4, We Have Arrived is available as an alternate assessment for those students who have not been successful using Summative Assessment #1, Number Stories, part 3.

Session 5 - Centers Ė Round 2, Day 2 of 5:
Group the students into five groups. Each group participates in one center per day for five days. Explanations of the various centers are available from the unitís associated files. Although, depending on the abilities of the students, formal lesson may end with this lesson, be sure to complete the center rotation to give each student an opportunity to show what he/she have learned and to celebrate in their success.

Session 6 - Outdoor Activity:
When planning the outdoor activity for today, consult the Formative Assessment Checklist and summative assessment results, and plan an activity to reinforce standards still lacking by students.
* If students are still having difficulties acting out stories, play a game where you tell a story and the students are required to act it out.
* If students are still having difficulties with rhyming words, play a game like Mother May I except have students tell a rhyming word that matches a word you say in order to take a giant step.
* If students are still having difficulties with knowing a simple description of work and jobs, play a game like Mother May I except students tell a job from the description given by the teacher before they take a giant step.
* If students are still having difficulties with knowing that motion of an object can be changed by a push or pull, have students practice these concepts by pushing and pulling objects around the playground.
* If students are still having difficulties with naming objects that slide, roll, or fly, have students pretend to be a mode of transportation and demonstrate how they would move. For instance, if the student claims to be a boat, he/she could state that they move by sliding and then demonstrate sliding. If tumbling mats are available, this can be a fun tumbling activity as students roll or slide down the mat.

Assessments

Summative Assessment #4, We Have Arrived!, is provided as an alternate assessment for any students still not demonstrating mastery of the skills using the first three summative assessments. Not all students need to complete Summative Assessment #4; however, it can be given to all students to reaffirm mastery or to aid in documentation.

Continue Summative Assessment #1, Number Stories. The assessment tool and all instructions are available from the unitís associated files. This assessment must be given one-on-one.

Continue Summative Assessment #2, Rhyme As We Go. The assessment tools and all instructions are available from the unitís associated files. This assessment must be given one-on-one.

Continue Summative Assessment #3, Transportation. The assessment tools and all instructions are available from the unitís associated files. Parts of this assessment can be given small or whole group; however, the conferencing section must be given one-on-one.

Formative assessments of the identified standards will be conducted as described in the procedures. Results of the formative assessment are recorded on the Formative Assessment Checklist from the unitís associated files. For a link to the unit see the top right corner of this lesson plan or the extensions section for the URL.

Assess students as to their ability to know simple descriptions of work and jobs that people do. Can the students name various jobs that relate to transportation such as a driver, pilot, farmer, astronaut, etc.? Can the student give a simple description of what the worker might do in the job? Remember that the standard specifically says that students know a simple description, so only a general description with few details is adequate as long as the description is accurate.

Assess students as to their ability to know the names of objects that roll, slide, or fly. Can the student name the object? Can the student demonstrate knowledge of the meaning of the words slide, roll, and fly?

Assess students as to their ability to know that the motion of an object can be changed by a push or a pull. Do students know the difference in a push and a pull? Can students demonstrate a push or pull? Can students discuss how objects are moved using a push and/or pull?

Assess students as to their ability to understand the basic phonetic principle of rhyming words. Could they tell you which words rhyme? Did they understand that the rhyming sounds come from the middle and end of the words and that the beginning sounds can be different? Could they recognize rhyming words?

Assess students as to their ability to discuss whether modes of transportation are used to move people, products, or ideas from place to place, their importance, and their advantages and disadvantages. Can they tell what is good and/or bad about each mode of transportation? Can they tell why it is important? Can they tell what is moved by the transportation?

Assess students as to their ability to understand that different things move at different speeds. Can they tell which objects are slower and faster?

Assess students as to their ability to understand basic modes of transportation. Can they identify which objects are modes of transportation?

Assess students as to their ability to understand the concept of words and to construct meaning of words from shared text and illustrations. Do they use the text to make meaning of words? Do they use the illustrations to make meaning of words? Do the context of the words and the illustrations aid in comprehension?

Assess students as to their ability to identify frequently used words. Can the student read words after they have been presented? Can the student locate the word in a passage or from the bulletin board?

Assess students as to their ability to create and act out number stories using objects. Can they tell a number story? Do they use the objects to act out the story?

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3852. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, ďAssociated Files.Ē This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
2. The graphing activity can easily be extended to include, the student interprets data exhibited in concrete or pictorial graphs. Allow students to interpret data exhibited such as: Which modes of transportation have wheels? Which modes of transportation move by flying?
3. Any of these activities can be modified to accommodate whole groups or small groups.
4. ESOL students may need a peer tutor to assist in translations.
5. The list of vocabulary may be sent home for parental assistance in learning the words.
6. All sessions of this lesson can be adapted to whole group or small group to meet the needs of individual classes.
7. See the Effective Reading Instructions document from the unit plan's associated files for a correlation between strategies from this lesson and effective reading instruction.
8. As a culminating art activity for students to take home a candy airplane can be made using two sticks of gum, two Life Savers, a roll of Smarties, and three Starbursts. Stick a rubber band through two Life Savers (wheels). Then, pull the ends of that same rubber band up around athe two sticks of gum. See the associated files for pictures of a finished candy plane.
9. For a field trip, students can go for a trolley ride, visit a train, go to the airport, etc.

Web Links

Students interact with rhyming words as they use this poem to explore various modes of transportation children use to visit their grandmas. Audio is available for this online book.
A Visit With Grandma

Attached Files

Photos of a candy plane†††††File Extension: pdf

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