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Literacy Project
Jennifer N. Landburg
Missouri Southern State University
Running head: LITERACY PROJECT
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Minilesson
Name: Jennifer Landburg and Kathy Nicodemus
Grade Level: First
Content: Communication Arts
Lesson: Word posters with new vocabulary
Objectives:
After teacher read aloud, modeling, and instruction, students will be able to identify new
vocabulary words, as demonstrated by creating word posters.
GLE:
R 1 E 01
Develop vocabulary by reading, listening to, and discussing unknown words in stories using
context clues.
Modifications:
Basic Beginner: Students will be asked to demonstrate understanding of vocabulary through
physical responses including hand motions, whole body movement, and acting out.
High Beginner: Students will hear the story again and raise their hand when unfamiliar words
are read. Then, either the teacher or a peer will give a verbal definition.
Low Intermediate: When unknown vocabulary is read, the student will ask for assistance with a
clear and full definition.
High Intermediate: Students will use context clues to predict the meaning of unfamiliar
vocabulary.
Materials/Media/Resources:
Silverman, E. (1992). Big pumpkin. New York, NY: Simon & Schuster Books for Young
Readers.
Construction Paper
Crayons
Vocabulary words laminated with magnets on the back for the word wall.
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Anticipatory Set:
I would like to read this very interesting book to you, it is called Big Pumpkin. Can anyone
describe to me what they see on the cover of this book? Yes, there is a big pumpkin. Can
anyone tell me something else they see on the cover? You got it! There is a witch standing
beside the pumpkin.
Now, based on what you see on the cover, what predictions do you have about the book? What
do you expect or believe will happen in this book? Great job! These are all wonderful and
creative predictions.
I would like everyone to please take out their copies of the Big Pumpkin text. As I read the story
aloud, I would like each of you to follow along and join me in reading the parts that you know.
As we read along, pay attention to words that you do not understand or recognize.
Read story aloud.
Instructional Input:
Now that we have completed the story, we will then take those words in which you do not
understand or recognize and use them to create a word poster to help give you and your
classmates a better understanding of the vocabulary words. A word poster is an activity that will
help us visualize the meaning of a word. You will each choose a word and write it on a small
poster; then draw and color a picture to illustrate it. You will also use the word in a sentence on
the poster.
Modeling/Demonstrating:
I think I will use the word “pumpkin” for my word poster. First, I will write the word at the top
of my poster. I, then, am going to draw and color a picture of a pumpkin to illustrate it. I will
now write a definition of the word under my illustration. The idea is to visualize the meaning of
the word. Now let’s look at the poster that I just made. I first wrote the word and put the
illustration directly under the word. Now let’s look at my sentence: “The pumpkin is orange and
plump.” The definition should be short and recognizable. Make sure you write your definition
at the bottom of the poster, as you can see here on mine.
Display the word poster on the bulletin board so the students can refer back to it.
Guided Practice:
Now let’s do a word poster together on the smart board. Let’s use the word “witch.” Where
should I put the word “witch” on the paper? Correct! I will put the word at the top of the poster.
Now in the center of the paper I will draw a picture of a witch. Should I draw my picture big or
small? Great answer! I will draw my picture big enough for others to see it. Now someone
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please tell me what I am going to write beneath my illustration. Nice job! I will write a
definition beneath my picture.
Now with your partner I would like for you to discuss what your vocabulary words definition
and what you think the picture should look like.
.
Checking for Understanding:
I will monitor the students by walking around the classroom, actively listening, and watching as
they create word posters with their partners. They should be able to illustrate the word’s
meaning clearly. The depiction will communicate to me whether or not they understand the
word’s meaning. The short, student friendly, recognizable definition should be written at the
bottom of the poster. I should hear the partners verbalizing to each other what the picture should
look like and what the definition should be.
Independent Practice:
We made a word posters that contains the new vocabulary words with a picture of what the
word means, and a short definition at the bottom of our posters. I will now give you each
another word to from our story. You will make a word poster with this new word I have given
you by yourself. Follow the same directions that I used when I did my word poster and that you
followed while working with your partner. There are three steps to remember when you are
creating your word poster; 1.) write your word on your poster, 2.) draw a picture of what the
word means, 3.) write a short definition at the bottom.
Closure:
Yesterday, I introduced the book Big Pumpkin. We made predictions, did a picture walk, and I
read the book aloud to you. Today, we read the book, again, and you joined me in reading the
parts you knew. Afterwards, you watched as I took a word from the book and made a word
poster. You worked with a partner on another word and made a word poster together. You, also,
made a word poster by yourselves. We are going to hang all of our beautiful new word posters
on our new word bulletin board to help us remember what these words look like and what they
mean. You can look over at our bulletin board while you are reading to remind yourself what
these words mean.
Evaluation/Assessment:
Students’ word posters will be reviewed and graded to see if they could correctly illustrate the
new word’s meaning. Students will be asked to read their written definition and verbally explain
the word’s meaning and how it might be used.
Running head: LITERACY PROJECT
Rubric:
Criteria
1
Vocabulary word Word is on the
written on poster. poster.
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2
Word is legible
and with only
one letter
incorrect.
3
Word is spelled
correctly, legible
handwriting.
Illustration of the
word’s meaning.
Illustration was
made.
Illustration
partially tells the
word’s meaning.
Illustration tells
the word’s
meaning with
student’s verbal
explanation.
Definition
Definition
attempt made.
Complete verbal
explanation
needed.
Written
definition made
clearer with
student’s verbal
explanation.
Good definition
with some
misspelled
words.
4
Word is spelled
correctly, using
precise handwriting, all letters
are lowercase.
Illustration
clearly depicts
the word’s
meaning with
detail. Neatly
drawn.
Clear definition
written with
correct spelling.
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Minilesson
Name: Jennifer Landburg and Kathy Nicodemus
Grade Level: First
Content: Communication Arts
Lesson: Connecting strategies using text-to-self links
Objectives:
After teacher read aloud, modeling, and instruction, students will be able to make connections
between their personal experience and the story, as demonstrated by creating illustrations of textto-self links.
GLE:
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R 1 I 01
Identify connections between text-to-self (text and own experiences).
Modifications:
Basic Beginner: The student will read a visually supported, leveled text about a personal,
universal experience and draw a picture about how the text is related to student’s life with
teacher modeling and assistance.
High Beginner: The student will create a picture showing how the text is related to his/her
life and label the picture after having listened to a visually supported level text with a partner.
Low Intermediate: The student will sketch a picture relating text-to-self connections and
describing it using short phrases with a partner.
High Intermediate: The student will complete a Venn diagram comparing personal experiences
and a story character in a leveled text in a small group.
Materials/Media/Resources:
Silverman, E. (1992). Big pumpkin. New York, NY: Simon & Schuster Books for Young
Readers.
Construction Paper
Crayons
Anticipatory Set:
I want to show you a strategy that good readers use to help them understand stories they read or
listen to. How many of you read something and when you are reading, you are reminded of
something in your own lives? Great! I have also!
Now, based on what I just told you, we are going to again read Big Pumpkin. This time when we
read, we will try to connect what we hear to our own lives.
Instructional Input:
I would like everyone to please take out their copies of the Big Pumpkin text. This time when I
read, I will only read a few pages at a time and I would like for each one of you to follow along
and join me in reading the parts that you know. As we read along we will listen for the things
that remind of us something in our lives. When we do that, it is called making a text-to-self
connection. We are reminded of something from the text we read or are listening to and then
connect it to something from our own lives.
Read the story aloud, pausing every few pages.
Modeling/Demonstrating:
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Listen and watch as I make a text-to-self connection. I remember something in my life and parts
of this story make me think of it. I will write the statement, “planted a pumpkin seed” on my
paper. In the story, the witch planted a pumpkin seed. This triggers memories of when I used to
help my grandmother plant pumpkin seeds. I am going to draw a picture of a pack of pumpkin
seeds and a small pumpkin garden. I am going to write the explanation of my picture and
memory under my drawing. This helps me understand the story better because I am activating
prior knowledge.
Display the poster on the bulletin board so the students can refer back to it.
Guided Practice:
Let’s practice making text-to-self connections on the smart board. I am going to draw an
umbrella. Now I want you to think of something that reminds you of this item. Share with your
shoulder partner what you have thought of. Now who would like to share what memory you
have when you see this picture? Teacher draws two more items on the smart board, a cat and a
baseball cap. The connections made with the cat will be done as a group and shared with the
class. The connections made with the baseball cap will be done with partners and shared with
the class.
Now that we have made text-to-self connections together and with our partners, we will now
work independently to make text-to-self connections with the book Big Pumpkin.
Checking for Understanding:
I will monitor the students by walking around the classroom, actively listening, and watching as
they create their own illustrations of text-to-self knowledge and discuss their drawings with their
partners. They should be able to illustrate past experiences in connection to the story clearly.
The depiction will communicate to me whether or not they understand how to make relevant and
strong connections. I should hear the partners verbalizing to each other what the picture is and
how it relates to the story. I will ask students to point out what part of the story they are linking
to their past knowledge.
Independent Practice:
You all have made a picture of something you were reminded of in your own life that was a part
of the story Big Pumpkin. You described the picture to your partner and showed me where in
the story you made your connection. I will now give you each another piece of paper so that you
can make another picture of something else from our story that reminds you of something in your
life. Think about how I used the connections in the story to better understand the story. There
are three questions to ask yourself when you are creating your picture; 1.) What am I reminded
of when I hear and read Big Pumpkin? 2.) Does my picture really show something that I
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remembered when I heard the story? 3.) Can I show someone what part of the story my drawing
relates to and how the connections help me understand the story better?
Closure:
We have been working with the book Big Pumpkin. We made predictions, did a picture walk,
and I read the book aloud to you several times. Today, we read the book just a few pages at a
time and you joined me in reading the parts you knew. Afterwards, you listened and watched as
I remembered something in my life and how parts of this story make me think of it. You drew a
picture of something you were reminded of and explained your picture and memory to your
partner. You, also, made a picture of something else you were reminded of by yourselves after I
read another few pages of the story. We are going to hang all of our beautiful artwork on our Big
Pumpkin bulletin board to help us remember all of the connections we can make to this story.
You can look over at our bulletin board while you are reading to remind yourself of things that
you relate to in Big Pumpkin.
Evaluation/Assessment:
Students’ illustrations will be reviewed and graded to see if they could correctly illustrate text-toself connecting strategies. Students will be asked to verbally explain their text-to-self
illustrations.
Rubric:
Criteria
Illustration of text-toself connection
0
No relevance or no
illustration made.
1
Partial completion.
Verbal explanation of No relevance or no
text-to-self illustration explanation made.
Partial explanation.
2
Illustration clearly
shows a strong and
relevant link to the
story.
Explanation of
illustration shows a
strong and relevant
link to the story.
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When the witch planted her pumpkin seeds, it
made me remember the times I planted pumpkin
seeds with my grandmother.
Minilesson
Name: Jennifer Landburg and Kathy Nicodemus
Grade Level: First
Content: Communication Arts
Lesson: Story mapping
Objectives:
After teacher modeling and instruction, students will be able to distinguish the sequence of a
story, as demonstrated by creating a story map.
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GLE:
R 2 C 01
Use details from text in independent reading and read-alouds to identify events in logical
sequence.
Modifications:
Basic Beginner: Have the student arrange a set of picture cards in logical sequential order from a
familiar leveled text from their browsing box with teacher modeling and assistance. Teacher will
use the following vocabulary: before, after, then, next, after that.
High Beginner: The student will draw or use a graphic organizer indicating the beginning,
middle and end to sequence events in a familiar leveled text with a partner.
Low Intermediate: The student will use a sequential graphic organizer to illustrate events in a
leveled text in a small group.
High Intermediate: The student will share 3-5 events in sequential order using sequencing words
and phrases in a small group. Vocabulary used: first, second, third, etc.
Materials/Media/Resources:
Silverman, E. (1992). Big pumpkin. New York, NY: Simon & Schuster Books for Young
Readers.
Construction Paper
Crayons
Anticipatory Set:
Most stories have a beginning, middle, and an end. Today, we are going to read the book Big
Pumpkin. This time when we read the story, I will have 3 groups. Each group will be assigned
to read a portion of the story aloud to the class; each portion will represent either the beginning,
middle, or the end. Pay close attention as you read. Teacher will divide the class into 3 groups
and assign pages of the book to each group. Each group will represent one of the following:
beginning, middle and end. Grouped students will read their assigned section aloud.
Instructional Input:
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Now that we have read the story together, we are going to share from our groups what we read
and begin to identify the beginning of the story, the middle of the story, and the end of the story.
When we find the beginning, middle, and end of a story, this helps us identify the events in a
logical sequence. We are going to make a story map to guide us in to identifying the logical
sequence of the story. The story map will be divided into three sections: the beginning, middle,
and end. We will illustrate each sequence.
Watch and listen as I read Little Red Riding Hood and demonstrate to you the sequence of event
on the smart board.
Read Little Red Riding Hood aloud
Modeling/Demonstrating:
Now that we have read the story Little Red Riding Hood, I would like for you to direct your
attention to the smart board. As you can see I have drawn three boxes. The first box represents
the beginning, the second box represents the middle, and the third box represents the end of the
story. In my first box, I will draw Little Red walking to Grandma’s house with a basket in her
arms. In my second box, I will draw Little Red in Grandma’s house with the wolf disguised as
Grandma. Finally, in my third box I will draw a woodsman carrying the wolf away.
Keep story map on the smart board so the students can refer back to it.
Guided Practice:
Now with your partner I would like for you to make a story map that shows what we do at the
beginning, middle, and end of our school day. What do we do at the beginning of every day?
Correct! We say the Pledge of Allegiance. That may be something you illustrate in your first
box. Now, continue to work with your partners completely your sequence of events of our
school day.
Checking for Understanding:
I will monitor the students by walking around the classroom, actively listening, and watching as
they create a story map using the sequence of our school day with a partner. They should be able
to illustrate clearly something we do as a class in the beginning of our day, middle of our day,
and the end of our school day. The depiction will communicate to me whether or not they
understand the logical sequence of events. I should hear the partners verbalizing to each other
what the picture is and what comes next in the school day.
Independent Practice:
Now, I want you, by yourself, to make another story map like I did and like you did with your
partner of the story Big Pumpkin. Be sure to make the map like mine with three sections. In the
first box will be a picture of what happened in the beginning of the story. In the second box, you
will draw what happened in the middle of the story. In the third box, you will draw what
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happened at the end of the story. Be sure to draw the most important ideas for the beginning,
middle, and end; not just your favorite part.
Closure:
We have been working with the book Big Pumpkin. We made predictions, did a picture walk,
and I read the book aloud to you several times. Today, you all watched and listened as I made a
story map of Little Red Riding Hood. Then, you, together with a partner, made a story map that
showed what we do at the beginning, middle, and end of our school day. You, also, drew
pictures of what happens at the beginning, middle, and end of Big Pumpkin. We are going to
hang all of our beautiful artwork on our Big Pumpkin bulletin board to help us remember the
sequence of events in the story. You can look over at our bulletin board while you are reading to
remind yourself of the order in which events happened in Big Pumpkin.
Evaluation/Assessment:
Students’ illustrations will be reviewed and graded to see if they could correctly illustrate logical
sequence of events using the main points of the story.
Rubric:
Criteria
Story map
illustrations for Big
Pumpkin show events
from the beginning of
the story.
0
No relevance, no
logical sequence or no
illustration made.
1
Partial sequential
order and partial main
point illustrated.
Some verbal
explanation needed.
Story map
No relevance, no
illustrations for Big
logical sequence or no
Pumpkin show events illustration made.
from the middle of the
story.
Partial sequential
order and partial main
point illustrated.
Some verbal
explanation needed.
Story map
illustrations for Big
Pumpkin show events
from the end of the
story.
Partial sequential
order and partial main
point illustrated.
Some verbal
explanation needed.
No relevance, no
logical sequence or no
illustration made.
2
Illustrations clearly
show strong, logical,
and relevant
sequencing of the
story. Neat work
without the need for
verbal explanation.
Illustrations clearly
show strong, logical,
and relevant
sequencing of the
story. Neat work
without the need for
verbal explanation.
Illustrations clearly
show strong, logical,
and relevant
sequencing of the
story. Neat work
without the need for
verbal explanation.
Running head: LITERACY PROJECT
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Middle
End
Reflection
Before this particular course I had never written a mini lesson. I enjoyed learning about
the mini lesson and everything involved within the mini lesson. The mini lessons were scripted,
which I found interesting. At first when I heard the directions of a scripted lesson, I thought to
myself, “Really, why all the work!” But after doing them, it made perfect sense. Writing the
mini lessons made me really think about what I going to say which also was helpful with the
ideas for preparing and thinking about the lesson. I found the scripting very helpful and
beneficial. I discovered that the mini lessons provided direct and categorical instruction for one
specific teaching point. Mini lessons, from what I understand, are lessons that are about 15-20
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long. Each mini lesson touched on a different comprehension and reading strategy in which I
enjoyed working on and learning about. Each lesson had something different and also all three
of them had many similarities.
The first mini lesson I created educated me on how to incorporate word posters to help
develop and enhance a student’s vocabulary. The students were to develop vocabulary by
reading, listening to, and discussing unknown words in stories using context clues. The lesson
contained modifications for all types of learners. Within the lesson was the anticipatory set in
which the students were to listen to the teacher read a certain text and then make predictions
about the text. After predicting the text, the students read aloud with the teacher and kept track
of words in which they did not understand. This is where I introduced vocabulary and had the
students use the words in which they did not understand and develop a word poster to help them
and their classmates gain a better understanding of those vocabulary words. I think that word
posters are very beneficial for the fact that they relate to the styles of learners. They incorporate
visual learning, auditory learning, and read/write. The word posters made learning vocabulary
fun and easy. The students were not just writing words and definitions, but using the illustrations
provided the students with something to also look at. I will use this technique in my classroom
because I find it interesting and very beneficial to students learning.
The second mini lesson I created educated me on how to use text-to-self connections to
teach the students how to make connections between their personal experience and the story, as
demonstrated by creating illustrations of text-to-self links. This is a strategy that will enable
students to activate prior knowledge. In the mini lesson, I modeled the strategy first and then
had the students practice the strategy. I learned that having students use prior knowledge-like
experiences and emotions-will help and facilitate what the students comprehend when they read.
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I believe that students will enjoy any text if they can relate to it. In this mini lesson, I also
modeled and demonstrated the strategy as well as guided the students through the strategy. I
believe that students would get very involved in using the text-to-self strategy and would give
them an exciting way of learning others ways of comprehending while they read a text.
The third Minilesson I created educated me on how to incorporate and teach students to
be able to distinguish the sequence of a story by using a story map. I loved this comprehension
strategy because I myself am a visual learner and this strategy incorporates that learning style.
The students were to use detail from the text in independent reading and read-alouds to identify
events in logical sequence. In this mini lesson, students were put into groups and assigned each
individual part of the sequence: beginning, middle, and end, and then they were to tell the class
about what they read. In the mini lesson, I modeled and demonstrated the sequence using the
story Little Red Riding Hood. With the guided practice, the students created the story map with
their partner that showed what the class did at the beginning, middle, and end of their day. Then
with the independent practice, the students used the original text to create their sequence of
events story map. The three different matters or ideas were used so that the student would relate
and gain a better understanding of the sequencing and word maps. I will use word mapping in
my classroom. I think that it can help the students writing by helping them understand the
process of a story.
Overall, I felt that the mini lessons have helped me prepare for teaching my students in
the future. I gained so much knowledge from the lesson I created and helped me better
understand the strategies and techniques of teaching and how to incorporate them. I gained a
much better knowledge on instructional input, guided, and independent practice. Until working
on the mini lessons and having to script them out, I didn’t quite understand those teaching
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methods. That’s why I found the scripting so helpful and beneficial. I feel as though I can better
teach my students how to read and comprehend material and not just read a text to get it done. I
want to encourage my students and teach them different approaches to reading, learning, and
comprehending. I learned that unless you comprehend what you read, then the whole purpose of
reading is defeated. I want to do that for my students so that their purpose of reading is not
defeated. I will use a variety of reading comprehension strategies to help my students become
effectual, thriving readers. I want students to want to read and enjoy it and not make it a chore. I
look forward to applying what I have learned in order to have successful students.