Professional Portfolio

Fall 2007 - EDUC 330 Reading In EL I
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Summer 2007 -- Educational Software Applications - EEL 2302
Fall 2007 - EDUC 330 Reading In EL I
Fall - 2007 EDUC 361 Math in EL
Fall 2007 - EDUC 333 Oral & Written Language
Fall 2007 - SPCD 493A Work with Special Needs Populaltion
Spring 2008 - LLSS 443 Children's Literature
Spring 2008 - LLSS 315 Educating Linguistically Diverse Students
Spring 2008 --Teaching Science in Elem
Fall 2008 - EDUC 331L Teaching Reading in the El School II
Fall 2008 - Learning in the Classroom
Fall 2008 - EDUC 321 Social Studies in El


Instructor:  Becky Ferris

College:  University of New Mexico

           Farmington Branch, New Mexico


What a wonderful teacher Becky Ferris is.  Her enthusiasm in teaching children to read is contagious.  She not only taught us about phonics/word study, read alouds, guided and shared reading, but sent us out into the classroom to observe and then teach these lessons.  Reading is such a crucial part of the beginning years of a young child’s learning and I took this opportunity to soak up as much knowledge as I could from Becky.  I believe this class helped me grow as a teacher in understanding how important it is to recognize the level that a child reads on and help them set goals to become successful readers.  


Every child can learn to read and as an “educationalist” it is my goal to inspire a love of reading, open doors to new adventures, and help every child continue to grow in their reading endeavors.


The textbooks for this class were great and will provide a great resource in locating different methods and strategies for meeting the needs of all levels of readers.

duck2.jpg

Teacher:  Vickie Driskell

Date:  September 25, 2007

Lesson Title /Topic:  Shared Reading Lesson

                                        Five Little Ducks

Grade Level:  First Grade

Standards/Benchmarks:

Standard (Strand):  Reading and Listening for Comprehension:  Students will apply strategies and skills to comprehend information that is read, heard, and viewed.

Benchmark:  C.  Demonstrate critical thinking skills to comprehend written, spoken, and

                             visual information.

2.     Predict and explain what will happen next in a story.

 D.  Acquire reading strategies.

 5.  Increase vocabulary through reading, listening, and interacting.

Objective:

            To help students recognize predictable patterns.

            To help build comprehension skills and increase vocabulary.

Focus:

            The teacher will show the students the cover of the book.  The teacher will ask the class what they know about ducks.  The teacher will have a hand puppet of the mother duck and give each student a baby duck puppet.

           

Material:

            Big Book:  Five Little Ducks by Raffi

            Word Cards

Desired Goals/ Student Learning Outcomes:

·      The students will be able to recognize a predictable pattern of words.

·      The students will be able to read the word patterns together.

·      The students will be able to identify words and their meaning.

·      The students will be able to use hand puppets to interact with the predictable word patterns.

Procedures/activities/methods:

1.     The teacher will spend approximately 10 to 15 minutes on the shared reading lesson.

2.     The teacher will begin the lesson by showing the cover of the book.

3.     The teacher will ask the class what they notice about the front cover of the book.

4.     The teacher will ask what the class already knows about ducks.

5.     The teacher will give each student a paper duck puppet on a stick.

6.     The teacher will begin to read the story.

7.     The teacher will have the students hold their hand puppet duck high in the air and read the words, “Quack, quack, quack, quack” together.

8.     The teacher will call attention to the expressions of the illustrated duck.

9.     The teacher will use post-it notes to cover words in sentences.  The teacher will check to see if the students can tell what the missing word is.

10.  The teacher will begin to have students read more of the predictable parts of the book with her.

11.  By the end of the book the entire class will be encouraged to read together.

12.  The teacher will ask the students how the mother duck feels when none of the baby ducks return.

13.  The teacher will ask the students what they think will happen at the end of the story before reading the last few pages of the book.

14.  The teacher will ask the students if the mother duck is happy in the end and why she is happy.

Accommodations:

The teacher will make sure all students are able to see the big book and the printed words on each page.  The teacher will provide a safe environment with enough space for students to raise hand puppets in the air.  The teacher will set aside time during free centers to help students that are unable to model reading patterns.

Assessment / Evaluation:

The teacher will access the lesson by observing student participation.  The teacher will assess comprehension and vocabulary from the questions asked during the shared reading lesson.