Mini Lessons: Reading and Writing Workshop on Early Childhood Education

Mini Lessons
Name
Institution
Course Code and Title
Instructor
Date
EDUC 551READING MINI LESSON PLAN
SUBJECT:

GRADE LEVEL:
* Prekindergarten (Early childhood education)

TEACHER:
Put YOUR Name Here

SCHOOL:

DATE: 25/7/23
NEW YORK STATE STANDARDS:This mini-lesson helps students comprehend key ideas and details in accordance with the New York State Next Generation English Language Arts Standards (2017) for Prekindergarten, "PKR2; Retell stories or share information from a text. (RI&RL)." (p. 12).
INSTRUCTIONAL OBJECTIVE(S):
After participating in this Literary Analysis Mini-Lesson, students will be able to recognize aspects in texts that draw their attention, which will enhance their ability to retell the stories or information they have derived from a text. They will be able to identify a story's setting and significance, analyze how the characters change, and connect characters with others they have read about before who are similar.
MATERIALS/TECHNOLOGY:
To successfully conduct this mini-lesson, several materials will be used. These include books with colorful images portraying a story, a blackboard, drawing tools such as pencils, plasticine for modeling, comfortable surfaces, and books.
The technologies that will be used will include cameras and recording equipment, which will be used to record, assess, and showcase the progress of individual students, listening exercises to aid in improving listening comprehension, and interactive games.
LANGUAGE SUPPORTS
The students will be able to analyze the different aspects within a text and connect them to form a story (Santos et al., 2012). This mini-lesson helps students practice this language function by helping them draw meaning from text and share the information or retell stories. Some of the common vocabularies that the students will need to be familiar with to practice this function include:
Image: A picture or drawing
Story: A set of words or speech that create meaning and describe a past, present, or future scenario.
Story-telling: The act of telling other people the occurrences of an event, including a past, present, or future scenario.
Read: To read out textual phrases that bring forth meaning.
INTRODUCTORY SCRIPT:"Today, students, you will read your books and tell us a story. When you turn to page one, what do you see? What is the character trying to do? Today we will look at all those characters and each one of us will tell us a story about what they have seen and understood."
MINI LESSON PROCEDURES or ACTIVITIES:
I will help the students identify and explain concepts behind the images within a text: I will allow them to describe what they see in their own words before correcting or backing them up. For instance, If an image depicts an image of a girl dancing, I will allow them to identify the action in the image and gently approve or correct their views. These concepts will be instrumental in developing the stories within their minds (Perry et al., 2023).
I will allow the students to practice the actions being performed within the images. By doing this, the students will be able to understand the images better and relate them to their daily lives. Students learn better by performing and not just by reading (Perry et al., 2023). Therefore, allowing them to perform as per the images within a text will allow them to understand the story and the concept behind the images better. For instance, if the image in the text depicts a woman sweeping, I will allow them to demonstrate that and understand the action through active experimentation.
I will demonstrate common words and vocabularies such as 'jump,' 'walk,' and 'run.' Demonstration enhances learning. Therefore, where the text may be more complex for the children to understand, I will demonstrate the meaning of that text through action or drawing on the blackboard. I will also allow them to practice the words themselves after observing me doing them (Perry et al., 2023).
I will give students a chance to tell a story about how they understood the text. One way to ensure that students have understood the text is by assessing their understanding by subjecting them to an action that allows them to apply what they have learned. In this context, I will give each student a chance to narrate the story and how they have understood the concepts displayed in the text in their own words and actions. I will give them an assessment test to either draw the images they saw in the story, match words with the pictures, color the pictures, or name the pictures identified in the story. I will also task them with re-telling the story to their families at home and have their parents assess their understanding, which they will record in the daily student academic monitoring record.
FORMATIVE ASSESSMENT:
To determine whether the students are able to understand and employ the strategies I have provided under the mini-lesson activities and procedure, I will perform several activities.
First, I will give the student an after-class assessment which they will complete shortly after the mini-lesson. I will then take time with each student, correcting them and ensuring they have understood and met the lesson objective.
I will ask questions such as; 'What was character A doing before they mat character B?' Such a question will refresh their minds back into the story and will help them develop clarity and more comprehension of the story.
I will allow them to volunteer and tell the story in their own words as they have understood it in front of the entire classroom. I will then make sure that each student is applauded and corrected gently to enhance understanding, steer interest in the lesson, and enhance understanding.
Finally, I will liaise with parents, guardians, or caregivers by giving the students a take-home assignment, where the guardians will assess their understanding and record their perspectives in the daily academic monitor.
CLOSING SCRIPT:
"I wish to applaud each one of us today for performing well in reading the book and telling us a story. You have seen several images and understood what the characters were doing. You have also told a story, drawn, and creatively colored each image. I want you to practice the actions you have drawn from the story after this lesson and keep it in your minds so that you can shar eit in our next lesson."
FOLLOW UP ACTIVITY—PRACTICING WHAT WAS LEARNED:After the mini-lesson, the students will receive an assessment test where they will complete questions relating to the images and the text they have read.
They will also receive a take-home assignment for further assessment.
The student will also remember the concepts they have learned in class, practice them, and narrate how they have practiced them during the next mini-lesson (Fountas & Pinnell, 2001).
SUMMATIVE ASSESSMENT:After the lesson and the follow-up activity, students will receive a weekly test to assess their understanding of the text and their ability to retell the story and the information obtained from it. Students who will score more than seventy percent on the weekly test will be perceived to have understood the concepts learned in the lesson. The way the students engaged in the follow-up activity did not provide a conclusive evidence of their understanding. The students will not be able to assess their own performance. Therefore, teacher and parent participation will be essential. My evaluation criteria will be whether the student has scored seventy percent or more on the weekly test and whether they can apply the concepts learned during their lesson in their daily lives. There is a distinctive rubric that I would use t evaluate the student's work.
DIFFERENTIATION:To accommodate diverse learners, I will use the individualized teaching method to attend to every student individually to assess their uniqu...