Design a Literacy Center Darcy Stallone & Cassandra Silva

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I & S30

Submitted By: Darcy Stallone & Cassie Silva CCSS: RL.1.2

B. Summary of the Literacy Center Students will work independently in a literacy center about the story The Puddle, which will assess their comprehension skills. C. Student Population Grade level 1st Grade Skill level All levels: below-level, on-level, advanced-level and ELL-level. Grouping Independent for this lesson (but can be used for small groups of students of about 4-5). D. Materials Scissors Glue Pencils Crayons Activity sheets Full copy of story. Teacher Ed. pages 153I-155B, Teacher Ed. pages 126-147. E. Photographs

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I & S30

Submitted By: Darcy Stallone & Cassie Silva CCSS: RL.1.2

F. Objectives Common Core State Standard RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Learning Targets Knowledge Targets: Students must retell a story, including key details. G. Procedure Students will work individually and rotate through the different centers. This specific center will assess the ability of the student to comprehend key details in a story. Dependent on the students level, they will choose the activity coded for them. Each level is described below by color. Red (English Language Learners) 1. Remove activity sheet from folder. Review the pictures at the top and review the sentences at the bottom. 2. Cut out the sentences. 3. Paste them in an order that retells what happens at the beginning, middle, and at the end of the story. Purple (Below Level) 1. Remove sentence strips from folder. 2. Place all sentence strips in front of you and carefully review all sentences. 3. Rearrange the strips to show what happened in The Puddle. 4. Write the complete sentences out on a separate piece of writing paper. Orange (On Level) 1. Place all sentence strips in front of you and review them carefully. 2. Decide which part of the sentences comes first and which part comes second. 3. Put the sentences in separate piles (first part, second part). 4. Match sentences together and rearrange the strips to show what happened in The Puddle. 5. Write out the complete sentences on a separate piece of writing paper. Green (Advanced Level) 1. Recall the characters and the plot of the story. 2. Think of another animal that could come to the puddle. 3. Draw a picture of that animal.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I & S30

Submitted By: Darcy Stallone & Cassie Silva CCSS: RL.1.2

4. On a separate piece of writing paper, write at least 4 complete sentences about the animal and what it might do at the puddle. H. Assessment How will you know they got it? The students will be able to successfully complete the designated activity at the center. Is there an assessment rubric? There is no real assessment rubric. Students will be graded based on their ability to correctly complete the assigned activity. How does the assessment measure student mastery of the lesson objectives? The students ability to put the story in sequential order will show that they have the mastery of beginning, middle, end and the ability to retell stories with key details. I. Reflection 1. What skills do students need in order to be successful with this center? Students will learn to know how to tell the beginning, middle, and end of a story. They will need to be able to recognize the key details of stories as well. 2. How will students be held accountable for completing this center? Students will be responsible for turning in their finished product/center papers. 3. How can you follow up or extend this lesson? There are sections in the Teacher Edition that are available for review if the concept is not understood. This also could be a center carried over into other stories. Can also review 149C, 153B, 155B, 155L. 4. What can you do for students who dont grasp the concepts? Review the sections in the Teachers Edition (T9) 5. Where do you anticipate having problems with this center? I am not exactly sure where issues might lie until fully used. I would think though that my most difficult area will be the ELL students. The ideas are the same for the activity as the others, but it is a picture form instead so the student has to be able to visually recognize the concepts as well. 6. How can this center be changed to work with other stories? I think that this center is pretty versatile. The activities are flexible and can easily be changed. There is nothing permanent in this center. One suggestion might be to take the pictures that the more advanced students draw be kept and used in something like a small puppet play within their group.
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center Fall 2012 Karen Powell- Instructor

Lesson Title: The Puddle Center Trophies Teacher Edition: Gather Around-Theme 1-5 Trophies Story: The Puddle T Ed Pages: 153I & S30

Submitted By: Darcy Stallone & Cassie Silva CCSS: RL.1.2

7. When you were developing this center, what was the most difficult part for you? The hardest part for me was coming up with activities for all the levels in my class. To have an activity that teaches the same concept to everyone but in different ways was hard to create.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor