Mentor/s
Danielle Legnard
Participation Type
Poster
Abstract
This project shares my experience teaching a three-day fairy tale lesson during my student teaching in a third-grade classroom. The lessons focused on helping students understand key story elements, like the main character, setting, and message. Students were grouped by reading ability, using data from the DIBELS assessment, and received texts that matched their skill levels. I used modeling, read alouds, and graphic organizers to support learning. Student work was scored using a rubric, and the data showed growth from Day 1 to Day 3, especially in identifying a story’s message. This experience showed me the importance of scaffolding, differentiation, and using data to guide instruction.
College and Major available
Farrington College of Education, Interdisciplinary Studies BA/BS
Academic Level
Undergraduate student
Location
Digital Commons & West Campus West Building University Commons
Start Day/Time
4-25-2025 12:00 PM
End Day/Time
4-25-2025 2:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Fairy Tales & Foundations: Exploring Student Growth Through Story Analysis in Third Grade
Digital Commons & West Campus West Building University Commons
This project shares my experience teaching a three-day fairy tale lesson during my student teaching in a third-grade classroom. The lessons focused on helping students understand key story elements, like the main character, setting, and message. Students were grouped by reading ability, using data from the DIBELS assessment, and received texts that matched their skill levels. I used modeling, read alouds, and graphic organizers to support learning. Student work was scored using a rubric, and the data showed growth from Day 1 to Day 3, especially in identifying a story’s message. This experience showed me the importance of scaffolding, differentiation, and using data to guide instruction.
Students' Information
Loriann Connolly, Interdisciplinary Studies, Honors, 2025