edTPA Task 1

Raelyn Hoskins
Student Teaching edTPA Learning Experience 1

Central Focus: 1st grade students will apply inquiry and literacy skills to discover the author’s
purpose through the exploration of text.

I. Title: Building Background for Tell Me a Story

II. Focus Statement: 1st grade students will learn new vocabulary and background for
Tell Me a Story.
III. Common Core Standards:
1. CCSS.ELA-LITERACY.RF.1.2.A: Distinguish long from short vowel sounds in
spoken single-syllable words.
2. CCSS.ELA.LITARCY.RF.1.3.G: Recognize and read grade-appropriate
irregularly spelled words.
3. CCSS.ELA.LITEARCY.L.1.5.C: Identify real-life connections between words and
their use.
IV. Objectives:
1. Students will be able to blend sounds into words.
2. Students will be able to read their vocabulary words in a text.
3. Students will be able to compare life long ago and life today.
V. Academic Language:
1. Because 6. Picture 11. Course
2. Cook 7. Why 12. Crocodile
3. Front 8. Young 13. Island
4. Listen 9. Abuelita 14. Sail
5. Most 10. Coal

VI. Instructional Strategies & Learning Tasks:

Instructional Strategies
Teacher will:
Explain that we are going to create our own
message about the things people did and
did not do in the past.. Guide them in
generating the message.
1. Are things the same today as they
were a long time ago?
2. What do you think it would have
been like to live long ago?
Write a message on the whiteboard.
Learning Tasks
Students will:
Come to the carpet for whole group
instruction and sit in their designated spots.
Respond to questions about a long time
ago and give examples of what it would
have been like to live long ago.
Turn to face the whiteboard.
edTPA Task 1

“Today is ____. Long ago, things were

different. People didn’t ___. They ___
instead. Would you like to live now or
then?”
Have students volunteer to read each Volunteer to read each sentence.
sentence.
Call attention to the word like and live. Identify vowel sound (long i= says its name)
Stretch it out. Ask students what they and ending (sneaky e makes the vowel say
recognize about the vowel sound and its name, i)
ending. Explain that this word is
pronounced two different ways, depending
on its meaning.
Help students fill in the blanks. Help fill in the blanks to the message.
Ask students to put a thumb up based on Put a thumb up based on their choice of
when they want to live. whether they would like to live then or now.
Explain that the story they will read this
week is about a grandmother’s experiences
when she was growing up.
Explain that we will be comparing life long
ago to life today since the story will be
talking about things that happened long
ago. Draw two columns on the board.
Explain we will write 3 examples on each Help fill in table comparing life long ago to
side. Ask the following: life today.
1. How do you think people went from
place to place? How do people get
around today? Do people still walk?
2. How did people get their meals?
How do people get their meals
today? Do people still cook meals at
home?
3. What did people play with? What do
people play with today?
Introduce the vocabulary words. Go over Repeat vocabulary words back to teacher.
the definitions and put each word into a
sentence. Have them repeat each back.
 Because: for the reason that
“I put on a jacket because I was cold.”
 Most: the largest amount
“I have the most pencils in my box.”
 Picture: imagine
“My dad told me to picture myself at the
beach.”
 Why: question word
“Why did you put a jacket on?”
 Cook: make a meal
“I will cook dinner tonight for my family.”
 Front: part that faces forward
“Please face the front of the classroom.”
 Listen: hear
edTPA Task 1

“I listen to my teacher every day.”

 Young: not old
“The first-grade students are young.”
Explain they are going to collect a Get out their reading notebooks and turn to
vocabulary sheet and glue them in their the next available page.
reading notebooks.
Have team captains go to the back of the Glue down their vocabulary in their reading
classroom and grab team buckets. notebooks onto the next available page.
Add color to picture at top of page.
Instruct students to put their reading Put away their reading notebooks once
notebooks away and to get out their they are finished gluing their vocabulary
reading books. down and get out their reading books.
Instruct students to turn to Tell Me a Story Turn to Tell Me a Story on page 100.
and remind them it is about a
grandmother’s experiences when she was
growing up.
Go over a few words. Tell students the Turn to the page each word given by the
page to turn to and discuss each word’s teacher is on and will be given the chance
meaning. to tell the teacher the word if they volunteer.
Page 102: Abuelita: the Spanish word for
grandmother is abuela but abuelita is used
more often.
Page 102: the capital C word is Camila: it
is the name of the granddaughter.
Page 106: Coal: this means a black or
dark-brown flammable material used as a
fuel.
Page 107: Course: this means to be
expected. “Of course, we will learn today.”
Page 112: Crocodile: it is a reptile with
long jaws, long tail, short legs, and a sharp
textured skin. It shows one on page 113.
Page 114: Island: this is a piece of land
surrounding water.
Page 116: Sail: a piece of material
stretched on a pole on the boat to catch the
wind and push a boat.
Have a volunteer read the title of the story: Volunteer to read the title.
Tell Me a Story.
Ask who might be saying “Tell Me a Story”. Volunteer to guess who might be saying
(the little girl on the next page) “Tell Me a Story”.
Read the name of the author and illustrator. Volunteer to remind the class what an
illustrator does. (draws the pictures)
Explain that the genre or category this falls
under is fiction. Explain that in fiction, an
author can tell a story through dialogue – or
what the characters say to each other.
Read aloud Tell Me a Story and instruct the Follow along to Tell Me a Story.
students to follow along.
edTPA Task 1

Stop on every highlighted word (vocabulary Tell the teacher what each highlighted word
words) and have a student tell you what is.
they word is.
Explain on page 108 that the illustrator or
the artist has used a special style to show
scenes from the past and the present.
Ask students if they can tell what it is. The Volunteer to tell what the special style the
past is shown on each left page in black artist has used in the scenes.
and white to show what really happened
and that it was a long time ago, and on the
pictures in color are the present and also
show how Camila is picturing the story in
her mind.
Instruct students to put away their reading Put away their reading books.
books.

VII. Assessment: (Formative)

1. Anecdotal Notes: Written down after from observations during lesson.
a. Were students able to understand the vocabulary taught?
b. Were the students able to compare life long ago to life today?
2. Thumb Up/Down: During lesson to judge where each student stands
VIII. Instructional Resources/Materials:
1. 8 neon notecards (to write vocabulary words)
2. Black permanent marker (to write vocabulary words)
3. Small pocket chart (to place vocabulary words)
4. SmartBoard
5. 21 vocabulary word and definition sheets
6. Whiteboard
7. Dry erase marker
8. 21 student reading books
9. 21 student reading composition notebooks
IX. Accommodations:
1. Special Needs Students: Visuals: vocabulary words plus definitions to keep in
their reading notebooks to reference back to.
2. Gifted/Talented Students: Students will have the chance to volunteer to tell what
they believe each vocabulary word is and means.
X. References:
1. Beck, I. L., Farr, R.C., and Strickland, D.S. Harcourt Trophies: Time Together
Teacher’s Edition. (2005) Harcourt School Publishers.
edTPA Task 1

Raelyn Hoskins
Student Teaching edTPA Learning Experience 2

Central Focus: 1st grade students will apply inquiry and literacy skills to discover the author’s
purpose through the exploration of text.

I. Title: Introducing Author’s Purpose

II. Focus Statement: 1st grade students will learn about author’s purpose and answer
comprehension questions from the text.

III. Common Core Standards:

1. CCSS.ELA-Literacy.RI.1.1: Ask and answer questions about key details in a text.
2. CCSS.ELA.LITERACY.RL.1.8: Identify the reasons an author gives to support
points in a text.
3. CCSS.ELA.LITERACY.RL.1.5: Explain major differences between books that tell
stories and books that give information, drawing on a wide reading of a range of
text types.
IV. Objectives:
1. Students will be able to answer questions about key details of a text.
2. Students will be able to determine the author’s purpose of a text.
V. Academic Language:
1. Because 5. Most 10. Purpose
2. Cook 6. Picture 11. Persuade
3. Front 7. Why 12. Inform
4. Listen 9. Young 13. Entertain

VI. Instructional Strategies & Learning Tasks:

Instructional Strategies Learning Tasks
Teacher will: Students will:
Prep:
Create and print Author’s Purpose Book Sort.
Print Author’s Purpose: Sort Center and
Worksheet by Fun in 1st with Mrs. B
Lesson: Sit on the carpet and face the
Have students come to the carpet to review SmartBoard.
vocabulary words from Tell Me a Story.
Review the vocabulary words for the week. The Repeat vocabulary words back to
word is (teacher says the word). What’s the word? teacher.
(Students repeat back). Go over the definitions
and put each word into a sentence.
1. Because: for the reason that
edTPA Task 1

“I put on a jacket because I was cold.”

2. Most: the largest amount
“I have the most pencils in my box.”
3. Picture: imagine
“My dad told me to picture myself at the
beach.”
4. Why: question word
“Why did you put a jacket on?” Cook:
make a meal
“I will cook dinner tonight for my family.”
5. Front: part that faces forward
“Please face the front of the classroom.”
6. Listen: hear
“I listen to my teacher every day.”
7. Young: not old
“The first-grade students are young.”
Explain that the strategy we will be working on is
“Author’s Purpose”. Inform the students that when
people write, they write with a specific reason for
writing in mind called the “author’s purpose”.
Authors have different reasons for writing.
Explain that an author might write for 3 reasons.
To remember those 3 reasons are as easy as pie.
P.I.E. This will help you remember each reason.
Explain that P.I.E. is an acronym which means
that each letter stands for something else, each
letter stands for a different reason for writing.
Draw a pie on the board. (circle separated into 3
with P.I.E. written into it) Tape to the board 3
pieces of paper pies with a bold black P written on
the top, a bold black I written on the one below it,
and a bold black E written on the bottom one.
Explain that the P stands for persuade. Have the Repeat persuade back to the
students repeat this back to you. Explain that if teacher.
the author is writing to persuade, they are writing
to get you to do something or make you believe
what they are saying. Tape a poster next to the P.
Explain that while reading, we not only read to find
out who tells a story and what the story is about,
but also to figure out why the author wrote the
book. The question we need to ask is: Why did
the author write the book?
Explain that a helpful way to figure out why the
author wrote the book is to ask questions.
Write questions next to letter P.
P: Does the book try to make you believe
something? Does the book try to get you to do
something? Does your book try to get you to buy
or sign up for something?
edTPA Task 1

Write yes/no next to each question. Explain you

would ask yourself each question to determine if it
will fall under this category.
Explain the I stands for inform. Have the students Repeat inform back to the teacher.
repeat this back to you. Explain that if the author
is writing to inform, they are writing to give you
information about a topic and teach you facts.
Tape a poster next to the I.
Write questions next to letter I.
I: Is your text nonfiction? Does your book contain
facts and other information? Does your book have
photographs? Does your book tell you about a
person or a place?
Write yes/no next to each question. Explain you
would ask yourself each question to determine if it
will fall under this category.
Explain the E stands for entertain. Have the Repeat entertain back to the teacher.
students repeat this back to you. Explain that if
the author is writing to entertain, they are writing
to tell you a story that you will enjoy. Tape a
poster next to the E.
Write questions next to letter E.
E: Is your text fiction? Does your book tell a story?
Does your book have funny or silly events? Does
your book have illustrations?
Write yes/no next to each question. Explain you
would ask yourself each question to determine if it
will fall under this category.
Emphasize that being able to identify the author’s
purpose in writing helps us connect with the what
it says and understand what the author wants us
to know.
Pass out an Author’s Purpose Book Sort Cut out the books on their worksheet.
worksheet to work on together. Call students by
row to collect the worksheet. Have team or table
captains collect team baskets. Instruct them to
only cut out the books.
Call on students to read each book genre. Have Put a thumb up for what category
students put a thumb up for which category they they believe the book will be glued.
believe the book will be glued: persuade, inform,
or entertain.
Have students glue each one down as they Glue down each book as they are
discuss them. discussed.
Have the students glue their papers in their Get out their reading notebooks and
reading notebook and put it away once they are glue their completed worksheet. Put
finished. notebooks away when done.
Explain that yesterday we read through Tell Me a
Story. Today while we are reading through it, we
are going to answer some questions to be able to
better understand what is happening.
edTPA Task 1

Explain that we will be deciding the author’s

purpose: persuade, inform, or entertain, after we
read through it again.
Read aloud the story and ask the students guided
comprehension questions on each page. (pg. 102-
117 in Teacher’s Edition: Time Together)
Have students put a thumb up for whether they
think the story is written to persuade, inform, or
entertain.
Follow along and answer guided
comprehension questions on each
page.
Put a thumb up for what reason they
believe the author wrote the story.

VII. Assessment:
1. Thumb Up/Down
2. Anecdotal Notes (Taken during lesson in journal)
i. Were the students able to answer questions about key details of the text?
ii. Were the students able to determine the author’s purpose?
VIII. Instructional Resources/Materials:
1. SmartBoard
2. Whiteboard
3. Dry Erase Marker
4. Author’s Purpose Book Sort Worksheet
5. Author’s Purpose Response Sheet
6. Author’s Purpose Sort Center and Worksheet
7. P.I.E. letter pie pieces and whole pie
IX. Accommodations:
1. Students will receive visual cues for better understanding.
2. Students will respond to questions on key details to retain the information.
X. References:
1. Beck, I. L., Farr, R.C., and Strickland, D.S. Harcourt Trophies: Time Together
Teacher’s Edition. (2005) Harcourt School Publishers.
2. Barnett, S. Fun in 1st with Mrs. B. Sort Center. (2017).
edTPA Task 1

Raelyn Hoskins
Student Teaching edTPA Learning Experience 3

Central Focus: 1st grade students will apply inquiry and literacy skills to discover the author’s
purpose through the exploration of text.
I. Title: Sorting Author’s Purpose
II. Focus Statement: 1st grade students will apply what they have learned about author’s
purpose and sort genres and phrases into the correct reason for writing.
III. Common Core Standards:
1. CCSS.ELA.LITERACY.RL.1.8: Identify the reasons an author gives to support points
in a text.
2. W.1.2: Write information/explanatory texts in which they name a topic, supply some
fact about the topic, and provide some sense of closure.
3. L.1.5a: Sort words into categories to gain a sense of the concepts the categories
represent.
IV. Objectives:
1. Students will be able to decipher author’s purpose.
2. Students will be able to write a complete sentence on author’s purpose with
teacher assistance.
3. Students will be able to sort words, phrases, and genres into the correct author’s
purpose category.
V. Academic Language:
1. Purpose
2. Persuade
3. Inform
4. Entertain
VI. Instructional Strategies & Learning Tasks:
Instructional Strategies Learning Tasks
Teacher will: Students will:
Review “Author’s Purpose.” Ask if they remember Sit on the carpet and repeat back to
each letter. Go over each letter and what it stands the teacher the 3 main author’s
for. Have the students repeat them back to you. purposes.
P: Persuade
I: Inform
E: Entertain
Explain that each letter stands for a piece of the
pie.
edTPA Task 1

Remind students yesterday we sorted genres into Volunteer to give examples of each
the correct author’s purpose category, P, I, or E. category.
Call on students to give examples of each
category. Write them on the board.
P: commercials, billboards, ads, opinions, reviews
I: documentaries, nonfiction, history, news
articles, recipes, biography
E: fiction, fantasy, mystery, comics/jokes,
fairytales
Explain that we left off yesterday talking about the Write the title and the author of the
author’s purpose of Tell Me a Story. book on top.
Pass out Author’s Purpose writing response
sheets. Explain you will fill out together so you will
be going over what they will be doing. Have
students get a pencil out.
Explain we will write the name of the title and the Volunteer to give the title and author
author of the book at the top. Ask if they of Tell Me a Story.
remember both.
Ask why did the author write this story?
Ask if it is P, persuade, did the author try did get Answer yes or no based off of Tell
you to do something or make you believe Me a Story.
something? Ask questions next to each letter on
the board for students to respond to on Tell Me a
Story. (thumbs up for yes, thumbs down for no for
each letter). Do the same for I and E.
Explain that the author’s purpose of Tell Me a Circle the correct answer. To
Story is to entertain. entertain the reader.
Ask how do you know? Call on a couple of Answer how they know the author’s
students. Write the responses on the board and purpose is to entertain.
instruct them not to write yet. Tell them to write
this on their first line: “I know because…” (for the
reason that) Choose 3 responses. Possible
response: “I know because the author is telling a
story.” Or “I know because the story is fiction.” Or
“I know because there is dialogue.”
Instruct the students to choose between the 3 Write their response chosen from the
responses written on the board. board on their paper.
Collect papers when students are finished. Hand their papers into the teacher.
Have students collect an Author’s Purpose Color Write their name on their worksheet.
Sort worksheet by rows before returning to their
tables. Have students write their name on their
worksheet only.
Explain that we are going to be coloring the books
a specific color based off of what the author’s
purpose is.
Have students get out the three crayons (orange, Use the crayons to color the
blue, and green) it shows on the top of the corresponding name.
worksheet. Instruct them to color the first crayon
orange, where it says the word orange, the o
word. Orange will represent to persuade. Then
edTPA Task 1

have them color the next crayon blue. Blue will

represent to inform. Then have them color the last
crayon green, to entertain.
Explain that this is practice before trying it on our
own so make sure to really use those listening
ears.
Call on volunteers to read each book title. Put a thumb up when the teacher
Teacher will ask students to put a thumb up based says the color they believe the book
on what they believed each book should be will fall under.
colored.
Have the students put their worksheets in their red Put their worksheets in their red
folders on the keep at home side. folders on the keep at home side.
Have team captains collect blockers from back of
the classroom. Have the person across from them
grab team buckets for the glue sticks.
Call students up to collect their Author’s Purpose
sort by tables.
Go over the instructions and read each
description. Use one as an example to ask the
questions to give students a hint to the correct
answer.
Collect worksheets when the students have Hand in worksheet when completed.
finished.

VII. Assessment: Author’s Purpose Sort on their own

1. Can the students sort descriptions into the correct author’s purpose?
VIII. Instructional Resources/Materials:
1. Glue
2. Pencils
3. 21 Author’s Purpose Color Sort
4. 21 Author’s Purpose Sort
5. 21 Author’s Purpose Response Sheet
IX. Accommodations:
1. Students will be split into reading stations based on reading level. ST will work with
individual students.
i. Station 1: Word sort with pictures (working with ST)
ii. Station 2: Word work (working at tables)
iii. Station 3: Sentence word sort (higher level; working at tables)
iv. Station 4: Word sort with pictures (partners)
X. References:
edTPA Task 1

1. Beck, I. L., Farr, R.C., and Strickland, D.S. Harcourt Trophies: Time Together
Teacher’s Edition. (2005) Harcourt School Publishers.
edTPA Task 1

Raelyn Hoskins
Student Teaching edTPA Learning Experience 4

Central Focus: 1st grade students will apply inquiry and literacy skills to discover the author’s
purpose through the exploration of text.
I. Title: Writing the Author’s Purpose
II. Focus Statement: 1st grade students will apply their inquiry skills to determine the
author’s purpose of an appropriate grade-level book.
III. Common Core Standards:
1. CCSS.ELA.LITERACY.RL.1.8: Identify the reasons an author gives to support points
in a text.
2. W.1.2: Write information/explanatory texts in which they name a topic, supply some
fact about the topic, and provide some sense of closure.
IV. Objectives:
1. Students will be able to decipher author’s purpose of a text.
2. Students will be able to write a sentence on author’s purpose in a text.
V. Academic Language:
1. Purpose
2. Persuade
3. Inform
4. Entertain
VI. Instructional Strategies & Learning Tasks:
Instructional Strategies Learning Tasks
Teacher will: Students will:
Review “Author’s Purpose.” Go over each letter Sit on the carpet and repeat back to
and what it stands for. Have the students repeat the teacher the 3 main author’s
them back to you. purposes.
P: Persuade
I: Inform
E: Entertain
Divide Persuade, Inform, and Entertain on the Place the books into the correct
whiteboard in 3 categories. categories.
Show previously selected books and have Place thumb up when the category
students place into categories. The teacher will they believe the book will fall under is
ask questions from the board to get to the right called.
answer.
Place the book under the correct category on the
whiteboard ledge.
edTPA Task 1

Explain that today they will be writing about the Read a book for silent reading time.
author’s purpose of a book of their choice. They
are going to read their library book or if they do
not have theirs, they have 2 minutes to choose a
new one. Tell them to read it carefully and think
about why the author might be writing the book
they chose. Explain we will be doing this silently.
Show the paper to the students. Go over the
directions. “Choose a book you’ve read. Explain
why the author wrote it and how you know.”
Yesterday we wrote about author’s purpose for
Tell Me a Story. We wrote either, “I know because
the story is fiction.” Or “I know because there was
dialogue.” Or “I know because the author is telling
a story.” They will be using the book they choose
for read to self time.
Explain that they will write the title of their book
and the author. Then they will circle why they
believe the author wrote the book. What is the
author’s purpose? Go over each definition.
Explain that they will then write a sentence about
how they know the book is the purpose they
chose. It gives you the beginning of the sentence.
I know this because… They need to write this on
the line and then write how they know.
Explain that if the students don’t know why the
author wrote the book, they can look up on the
board and ask themselves the questions to help
them figure it out. If you can say yes to the
questions in the category then it will probably go
under that reason for writing.
Go over what needs to be in each sentence:
uppercase letter at the beginning, punctuation at
the end.
Explain that students should draw a picture to go Students will draw an image to go
with their sentence on the back. with their sentences.
Pass out Author’s Purpose Writing worksheet to
each student as they are told to either read their
library book or to choose a book.
Let students who have their library books in the Sit quietly and read at tables. Fill out
classroom go back to their seats. Next let worksheet after reading their book.
students who have their library in their bookbags
go get them and go back to their seats. Let
students who do not have their library books with
them have 3 minutes to quietly find a book to
read and sit down in their seat when they have
found one.
Collect papers when students are finished. Raise their hand when they are
finished.
edTPA Task 1

VII. Assessment:
1. Summative: Author’s Purpose Writing (individually done by each student)
VIII. Instructional Resources/Materials:
1. Whiteboard
2. Dry erase marker
3. Student library books
4. 3 “Persuade” books
5. 3 “Inform” books
6. 3 “Entertain” books
7. Author’s Purpose Writing Worksheet
IX. Accommodations:
1. Students are given the start to their sentence: “I know this because…”
2. Students will be split into reading stations based on reading level. Student Teacher
will work with individual students.
i. Station 1: Word sort with pictures
ii. Station 2: Word work (working at tables)
iii. Station 3: Story card sort (higher level; working at tables)
iv. Station 4: Reading leveled book with ST
Guided Questions:
1. Based on the title, why do think the author wrote this selection?
2. Which words do you think best describe the main reason the
author wrote this selection: to provide readers with information?
To persuade or convince the reader of something? Or to entertain
the reader with a story?
3. Can you give an example from the text to support your choice?
X. References:
1. Beck, I. L., Farr, R.C., and Strickland, D.S. Harcourt Trophies: Time Together
Teacher’s Edition. (2005) Harcourt School Publishers.
2. N.a. Author’s Purpose (2017). Education.com LLC