Liz Light Activity Done- March 31, 2014 Discussed with Teacher- March 24, 2014

A. Math Time Read Aloud a. Just Enough Carrots by: Stuart J. Murphy B. Context of Lesson a. I will be reading this book as a review of a past topic that the students have covered in their math curriculum, the idea of comparing two quantities. I will be doing this activity as a way to check the students understanding of this before moving on to the next topic. This fits into the curriculum sequence, as it has to do with a first grade Virginia SOL, and with what the students have already done. C. Learning Objectives Understand- Some broad generalizations that students should begin to make after this read aloud would be that there are many different types of quantities that can compared, not just straight numbers, such as amount of food, like in the book. I hope that they will learn to take some of the learning that takes place in the classroom, and learn to apply it to real-life situations, such as looking at different amounts of other things around them. Know- Following this read aloud activity, the students should be able to use proper vocabulary to compare two or more number quantities, using either greater than (more), less than (fewer), equal (same), not equal, and sometimes most. I will check this understanding throughout my reading by asking students to compare the quantities mentioned in the book. Students should feel comfortable comparing two numbers, and determining which is larger or smaller. Do- Students will be following along with me as I read this story to them, as well as thinking about the different quantities mentioned in the book. They will be thinking about if these quantities make sense- like if the bird should be the animal to buy the most worms, or if it makes sense for the rabbit to be buying worms. The students should be thinking about comparing the quantities of food being purchased by the animals.

D. Assessing Learning a. First, during the activity I will take note of which students volunteer to answer the questions I ask them, to make sure all of the students understand I may call on some of the students who are not volunteering.

b. I will look for the appropriate language in the students responses. c. I could ask each student to compare two quantities that they see in the classroom as an exit pass for the activity. E. Virginia Standards of learning 1.19- The student will interpret information displayed in a picture or object graph using the vocabulary more, less, fewer, greater than, less than, and equal to. F. Materials Needed a. For this activity, as my teacher wishes it to be a review, I will only need the book that she has provided me, and a data sheet for my collecting information on the students understanding. G. Procedure a. I will first invite all of the students to join me on the carpet, where most read-alouds in the classroom take place. b. I will then ask if anyone can tell me how they compare one number to another. c. Then, I will introduce the book, stating the title, Just Enough Carrots, and the author, Stuart J. Murphy. d. The first two pages do not have any words, and set the scene of the grocery store, I will ask if any of the students know where the story is taking place by showing them the picture. e. On page 11 I will read all the way through, and then stop. I point to the Rabbits carrots saying that is how many they have, I will then ask which animal has more carrots, the same amount of carrots, and fewer carrots, than the Rabbit. I will also stop here to ask if anyone knows a different way to say more (looking for greater than), same (equal to), and fewer (less than). f. I will repeat this process of asking the children to compare the quantities for the peanuts (stopping on page 17) and the worms (stopping on page 23). g. To wrap-up, I will ask the students if they can compare any quantities in the room, such as the number of desks to the number of chairs. h. I will then wrap-up the activity by asking if anyone has any questions. i. No clean-up will be required, the students will then return to their desks. j. In order to gain assessment data from two students, I will pull two students aside after the read aloud is done, and ask them to give me examples from the story of comparisons, such as the elephant had fewer worms than the rabbit, and I will take anecdotal records of what the students say. If the students provide two accurate sentences from the story, or two that use the correct comparison language, I will consider the activity to be a success.

H. Differentiation a. By being a read aloud activity, it will already appeal to the students who are auditory learners. To appeal to the visual learners in the classroom, I will show the pictures to the students as I read the book, pointing to the different quantities of foods. The kinesthetic learners can also point to the different quantities if they wish, as they answer my question. There are no English language learners in my classroom, so I will not need to make any accommodations for that. I also do not have to worry about any of the students finishing this activity faster than others, as we will be reading the story as a group at the same pace. To support the learning of the children who are struggling, I may call on them to answer a question, and talk through it with them if they struggle, or invite their peers to help explain the concept in a different way. I. What could go wrong? a. The first thing that I can picture going wrong with this activity would be that the students get distracted and begin to talk while I am reading to them. If this happens, I will try to regain their attention by asking them to be quiet, or to raise their hands when they have something to contribute. b. Another thing that I see going wrong would be that the students are not engaged or interested, to avoid this I will put a lot of energy into my read aloud, reading enthusiastically, in the hopes that the students may mirror my enthusiasm. c. I also worry that the students will not listen to me, as I am not their regular teacher. If this happens, I will ask the students to return their attention to me. d. Lastly, I could mess up in my read aloud, or forget some of the cues that I have planned to talk about. In order to avoid this, I will look over this lesson plan several times before doing the lesson, and practice reading my book aloud to a peer. After reflecting on the lesson, I can change it if necessary.