Learning Experience 2

Teacher Candidates:

Maddy Wimmer

Date:

Bogan Elementary, Kindergarten

03/02/2016

PLAN
1. Activity Title & Source, & description
of activity:

Conventions: Telling Part

Students will identify the telling part of different sentences
through classroom discussions and independent practice.

2. Differentiation:

Differentiation: Gifted Students - For the students independent practice the students will be are asked to write the
telling part along with cutting and pasting the picture to the
correct sentence.
Struggling Students- For their independent practice the
worksheet the pictures and boxes have numbers in the corners. The students cut and paste the pictures to the corresponding numbers. Once all the pictures were glued to the
appropriate boxes the students must read the sentences they
created to the teacher.

3. Common Core ELA Standards:

Strand: Writing
Grade: Kindergarten
K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.

4. Student Learning Objective:

Through a combination of drawing, dictating, and writing,

the students will be able to compose a complete sentence
with 80% accuracy.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

5. Instructional Materials, Equipment &

Technology:

Smartboard
Easel

Markers

Learning Experience 2 Assessments

6. Academic Language:

Conventions

7. Key Vocabulary:

Naming Part
Telling Part

ENGAGE & INSTRUCT

8. Opening:

First I will refresh my students memory on what a sentence looks

like by giving them the same examples as I did the day before.
We will then give examples of places that we see sentences so
my students are able to make real world connections to the topic
as we did the day before. Once my students have given multiple
examples of where sentences can be found I will then remind
them how yesterday we explained a sentence has 2 parts. I will
then revisit how yesterday we talked about the naming part of a
sentence, refreshing their memory by reciting our chant that we
learned about naming parts. I will then ask my students to give
me a few examples of naming parts, reminding them that a
naming part is who or what that the sentence could be about.
After we have reviewed what a naming part of a sentence is I
will then tell my students that today we are going to learn about
the telling part of a sentence. I will explain to my students that a
telling part is everything else in a sentence, by teaching them the
rest of our chant along with the motions. The second part of our
chant says, The telling part is everything else! After they have
learned the second part of our chant we will put the chant we
learned yesterday and the chant we learned today together. This
will say, The naming part is who and what the sentence is about.
The telling part is everything else! After we have practiced the
naming and telling part chant a few times sitting down, we will
then get in a line and march around the room saying our chant as
we did the day before.

9. Teacher Modeling:

10. Guided Practice:

11. Independent Practice:

Once they walk around the classroom I will have my students

sit in front of the easel. Once all my students are sitting we
will look at the naming parts that we created yesterday and i
will explain that we will be adding the telling part to these
naming parts in order to create a sentence. I will add telling
parts to the examples that I started the day before which
were, My Grandma and The giraffe. I will add the telling
part to both naming parts so that they will read My Grandma
is short. and The giraffe is tall. I will make sure to write
these examples down on the easel as I go so that my students
are able to visualize how to add a telling part.

Once I have provided my two examples to my students I will

then tell my students that I cannot think of any more, and that
maybe they could help me. From this point forward I will go
through each naming part that we created the day before asking
my students how we could finish this sentence, asking them
about each naming part and wondering what is something that
we could say about each naming part. From here we will add a
list of telling parts to the naming parts we created the day before
to create complete sentences.
After we as a group have generated a list of sentences using
the naming parts and telling parts I will then explain to my
students that they will be completing a worksheet (Learning
Experience 2 Assessments) back at their desk independently.
On this worksheet my students will be required to cut out the
different telling parts at the bottom of their page, and glue
them to the appropriate box to help add the telling part to the
sentences. To help differentiate this independent instruction
for my struggling students I will have their worksheets numbered with the telling parts and the boxes. Meaning that I
will put a number one in the corner of the first empty box
and then put a number one in the corner of the telling part
that should match to that box. For my advanced students I
will require them write the different telling parts instead of
cutting and pasting. They will use a word bank at the bottom
of the page to help guide them on what the telling part of the
sentence should be. While waiting for the other students to
finish the independent practice I asked the students to illustrate a picture of one of the sentences they completed for the
independent practice on the back of their paper.
ASSESS

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

12. Application

This activity will allow my students to expand their knowledge of a

sentence, and understand that in order for a sentence to be complete it
must have a naming part and a telling part. By the end of the year my
students are required to write three complete sentences in order to meet
grade level standards. By understanding that each sentence must have a
naming part my students will be better prepared for the end of the year
and transferring that knowledge onto first grade.

13. Assessment

Informal Assessment: I will collect the students completed Learning

Experience 2 Assessments and read through each one to see if they
were able to understand the concept of telling parts with 80% accuracy.
I will also make notes on my personal observations based on classroom
discussion and engagement, as well as students self reflection.