Jennifer Stewart

Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
Read Aloud Outline
A. Title of Lesson
Read aloud of the book: Otis
After reading the book aloud to the class, we will connect what happened in the story to
what actually lives on a farm and what is made up.
B. Context of Lesson
Within my short time in practicum, I have been closely watching all of the students in the
Kindergarten class to understand what type of learning they prefer over the other types.
Although all the students learn in their own capacity, a lot of the kids enjoy the hands on
activities and visualizing what is happening. I have also noticed that the children love to

listen to different types of stories during library time.

This is an appropriate activity for these students at this time because they are learning
about farmers and living on the farm, so reading the book, Otis, will tell them a story
about a tractor and what the tractor does all day on the farm. This is appropriate because
the story goes over some silly things that he does during the day both while the farmers
are there and not there. This book is a picture book which is perfect for the

kindergarteners to listen to and follow the words as I read it to them.

This lesson fits the curriculum sequence because this segment in library they are learning
about farmers and what it is like on a farm and the different areas of a farm. They are
also learning about real and fake so this will give them a chance to see what parts of the

story are made up and what parts are real.

This lesson fits in with my knowledge on child development because it will allow the

students to think outside the box and see what is real and what is make believe.
C. Learning Objectives

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
Understand
The students will recall what parts
of the book are fantasy and what
parts of the book actually happen
on a real farm.
The students will recall three facts
of tractors from the book.

Know
The students will know the
difference between the real and the
make believe parts of the story.

Do
If the student can recall three differe
events and properly state whether it
was real or make believe.

The students will know three

different facts about tractors after
reading the story.

If the student can recall and tell me

three different facts about tractors fro
the story.

D. Assessing Learning
Objective
The students will recall what
parts of the book are fantasy
and what parts of the book
actually happen on a real
farm.
The students will recall three
facts of tractors from the
book.

Mastered
The student will
recall three different
events and be able to
tell me if they are real
or made-up.
The student was able
to recall three facts of
tractors from the
book.

Working Hard
The student will
recall only two events
or only properly label
two events from the
book.
The student was able
to only recall two
facts of tractors from
the book.

Getting there
The student will recall only one
event, or only properly label one
event from the book.
The student was able to only
recall one or less facts of tractors
from the book.

E. Related Virginia Standards of Learning

Oral Language:
K.1- The student will demonstrate growth in use of oral language.
K.2- The student will expand their understanding and use of word meanings.
K.3-The student will build oral communication skills.
K.4- The student will identify, say, segment, and blend various units of speech sounds.
K.5- The student will understand how print is organized and read.

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
K..8- The student will demonstrate comprehension of fiction and nonfiction.
Reading:
K.6- The student will demonstrate an understanding that print conveys meaning.
K.8- The student will expand vocabulary.
K.10- The student will demonstrate comprehension of nonfiction texts.
Civics:
K.8- The student will demonstrate that being a good citizen involves taking turns and sharing;
following rules and understanding the consequences of breaking rules; practicing honesty, selfcontrol, and kindness to others; participating successfully in group settings.
Visual Communication and production:
K.2- The student will express ideas and feelings through the creation of works of art.
K.4- The student will create a work of art that commemorates a personal or historical event.
K.7- The student will identify objects within the environment that occupy space.
Community Health and Wellness:
K.6- the student will identify expectations for personal behavior in school and social settings.
Key concepts/skills include acceptable behavior in classrooms and during play.

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
Responsible Behaviors:
K.4- The student will use appropriate behaviors and safe practices in physical activity settings
demonstrate good listening skills when learning procedures and receiving instructions;
demonstrate ability to share and be cooperative and safe with others; demonstrate an
understanding of general and personal space.
F. Materials Needed
The book, Otis
G. Procedure
Before:
1. When the students arrive to the library, they will all take a seat on the rainbow rug and
wait to get started.
2. I will start out by reviewing what they have previously learned about the farm as well as
the difference between make believe and real.
3. Before I read the book I asked a few questions about it.
a. Who is the author of the book?
b. What is the title of the book?
c. Are the pictures real or do they look fake?
d. What do we think this story is about?
During:
4. Next I will read the book to the class.
After:
5. Then we went over the follow up questions.
a. What in this story is real?
b. What in this story was fake?
c. What happened to Otis the tractor?
d. Does that happen to all tractors?
e. What else did we learn about tractors from reading this story?
H. Differentiation

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th

The class has a handful of students who are English Language Learners so I will make
sure that if it is difficult for them to understand what is happening on in the book and
possibly find a copy of the book in Spanish for the students who are still struggling to

understand.
Each student learns differently, so if the class is not understanding what is happening
within the book, separating the class into smaller groups so it is easier to focus may be
better to assess who knows what is real and what is made up within the story.

I. What could go wrong with this lesson and what will you do about it
Something that may go wrong is the students may not pay attention and therefore may

not be able to answer the follow up questions I ask for their assessment.
Or maybe the students do not completely understand what is happening in the book and it
has to be read multiple times over and over.

Lesson Implementation Reflection

I. How did your actual teaching of the lesson differ from your plans? Describe the
changes and explain why you made them.
When we first went over this assignment I thought I would be teaching the lesson within the
classroom and not during library time. After talking with my cooperating teacher, she said
that it would be better if I taught the story during library time since they have been learning
about make believe stories. Within make believe stories, the theme for this week was farm.
With that, the librarian said I could read the story, Otis, to the class. Looking back this

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
worked out better because the story fit right in with the theme and the kids loved the story I
read to them.
II. Based on the assessment you created, what can you conclude about your impact
on student learning? Did they learn? Who learned? What did they learn?
What evidence can you offer that your conclusions are valid?
The students within the class definitely learned. They were able to recognize the parts of the
book that were make believe and the parts of the book that could happen in real life. They also
were able to tell me three facts they learned about tractors on a farm. Whether it was the
different parts of the tractor or what they are used for on a farm, the students all really
understood the concept of a tractor.

III. Describe at least one way you could incorporate developmentally appropriate
practice in a better or more thorough way if you were to teach this lesson again.
A way I could incorporate developmentally appropriate practice in this lesson would be to have
copies of the book for every child and have them use their tracking finger to follow along as I
read with their own books. During reading in the classroom this is what we are working on, so
to have it in a different context will help the students practice pointing to every word and practice
tracing the words with their fingers.

IV. Based on the assessment data you collected, what would you do/teach next if you
were the classroom teacher?

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
I would definitely have had done this in the normal classroom and not the library. Although
everything worked out fine in the library I would have liked to see the students within an
environment that they are more comfortable with. If the students were able to read and write
better, I would definitely have them write down their answers or even make a Venn diagram
on what happened within the classroom and what happens in real life.

V. As a result of planning and teaching this lesson, what have you learned or had
reinforced about young children as learners?
These kids are able to listen to a story and know what happened within the story. I think this
is an important skill to acquire. So although they are not actually reading the book they were
able to follow along with the plot and still understand what happens in the beginning, middle
and end of the story.

VI. As a result of planning and teaching this lesson, what have you learned or had
reinforced about teaching?
I learned that a lot of learning does happen outside of the classroom as well. When teachers drop
off their students at a special, there is a lot that goes on within the dynamics of the students as
well as with that the class is learning as well. I think this is important to remember because
maybe something you wanted to teach was just learned during a special so it may be better to just
go over it and review rather than to reteach it entirely. This was awesome to see how everything
came together over the week and not just seeing it from one day at a time.

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
VII. As a result of planning and teaching this lesson, what have you learned or had
reinforced about yourself?
I have learned that discussion flows really well within a class full of kids who love to talk. I
thought at first getting a discussion going would be difficult but then after only a few questions
were asked it was easy to have the kids answer and respond.
I also learned that reading in front of a class is harder than it looks. I have practiced with a few
books reading them but to my friends I do not have as much pressure as when I am reading to my
students and to a class. But after the first few pages it just flowed well together.

Assessment:
For the assessments, I sat down separately with a few students and asked them what they learned
about farms, tractors as well as what was real and make believe. I prompted them a bit if they
needed it, but for the most part both knew exactly what was going on.
Student One:

I found it silly that the tractor could talk. Is that real or make believe? Well Miss

Stewart, that is make believe since tractors do not have mouths

The tractors best friend was also the sheep Was that real or make believe? Made up

since sheep cannot talk either.

I also learned that tractors plow the fields.
Or they can even pull things.
Or the farmers use them to help with big jobs.
What else did you learn? That farms grow a lot of food on them.

Jennifer Stewart
Ms. Shifflett
Cub Run Elementary School
Tuesday October18th, 2016
Due Wednesday October 26th
Student one knew what he was talking about. He covered a lot of information and also covered
all of the learning objectives as well. He needed a bit more prompting though with some of the
questions, but had a funny sense of humor when answering them.

Student Two:

Tractors do not talk in real life. But tractors are real since I have been on one at the

farm near my house.

Farms also have a lot of different animals on them, but the animals do not talk. My dog

at home does not talk either. But the animals are real too.
Farmers are nice people. Are farmers real or fake? Farmers are real since they have

to grow the food on the fields.

Farmers usually ride the tractor to collect the food. Like the farmer did in the book.
Other people go to the farm to pick up their food after it is grown. What type of food
is grown on a farm? Pumpkins and corn!

Student two did not need as much prompting and followed the learning objectives as well. He
did have his facts straight though. And even connected his answers to his real life like living by
a farm or even connecting it to his dog at home too.