Reading Reflection #2

What did you notice about your students’ participation and learning in relation to your objectives?

After my first reading lesson I was surprised when the students in my second reading lesson reacted differently, but similarly to my initial prediction.  The students in my second reading lesson are in a higher reading level than the students in my first lesson.  Since they are a bit higher, I think they have done more of the typical practice and it was a little low for the lessons and help they need.  Although my mentor teacher is the one who provided me with the students to choose and the lesson to use, I think she gave me more cooperative students rather than those students who need the most help or help in the area of sequencing.  I would say that my lesson objectives were met, since they "achieved" the goals. 

What were the strengths and limitations of your lesson for supporting your students’ learning?
I think this lesson could have been strong if done with the appropriate students who needed the extra help with sequencing.  The lesson I had for sequencing is very similar to the finding details lesson.  In my opinion, they do a fairly good job of scaffolding the students to learn the steps to take in order to understand and sequence the story properly.  The limitations of this lesson are centered around the inability to increase the difficulty or challenge students further.  I really think if there was a way to adjust this lesson, so it was not a cut and dry worksheet I would have been able to adjust the difficulty to reengage the higher level students.

What did you notice about yourself as a teacher? What questions do you have? 
After the first lesson, where the worksheet worked well I started to reconsider the strength of worksheets and simple/basic lessons.  However, reflecting on both lessons I have realized that worksheets should not be discredited, but used appropriately, occasionally and with the right students.  Similar to any other lesson, all students learn differently and some will enjoy and learn best through worksheets, while others cannot connect to the worksheets.  

Rachel Booker-Reading Lesson Reflection 2

Reading Lesson Reflection:  Discuss your experience after teaching each lesson: 

·       What did you notice about your students’ participation and learning in relation to your objectives?

Since this was the third time students were exposed to the book, they were very eager to participate. Dave, Kyle, and Julius were all present and fully participated.  At the beginning students needed scaffolding in finding details. “Voice in the Park” had a lot going on in their illustrations, which caused a few distractions when looking for details. I had to explain what “the big idea” meant and how to identify it in a story. Eventually students were giving various insights of each character and listing supporting details in each column.  Julius would take into account how the characters acted, Dave and Kyle mostly drew from surroundings in the illustrations and characteristics of the characters.

I began the lesson by reading the first voice then asking them what details stood out the most to them of that character, We discussed what made that character unique and then wrote it down. Many students would say “she is mean”, “lonely”, “rich”, and l ”likes to be clean”. I had to scaffold them through out majority of the lesson, hint towards what detail was more appropriate and to not be too led off by the complex illustrations. We worked as a team for each voice, they did well with identifying details but they struggled with circling the big ideas. It was easy for them to identify the big idea of the book as a whole, which were the park and the different people who come to it. On an individual level it was hard to make a text to world connection of the main idea of each voice/character. Circling the big idea among details was the most troublesome objective. The students did not get frustrated but began to just circle details they felt was best. Some details that were circled did not make sense to the big idea, which lead to me going back and clearing misconceptions.

By the end of the lesson students had a better idea of selecting important details but still needed scaffolding in determining the big idea. It kind of became a guessing game amongst them around the end. The lesson was not a complete failure and I do believe a different book may have resulted with better responses.

·       What were the strengths and limitations of your lesson for supporting your students’ learning?

The limitations of the lesson were using the same book the third time around. “Voices in the Park” is an exciting book full of complex illustrations and a fun theme. For this strategy it was difficult for students to stay focused on the task at hand sometimes. Dave did not respect the participation norms and often interrupted in excitement about what was in the picture, which led to further distractions. I would say that the strength of the lesson was using a homemade organizer. It was a strategy that I see them use sometimes, which made me happy. They learned how to make notes of things they found interesting or important.

·       What did you notice about yourself as a teacher? What questions do you have?

Despite how the lesson was going, I remained calm and positive, which I cannot say for other situations. I realized that I am flexible and more geared toward student needs than my lesson outline. I do wonder what better ways I could implement reading strategies. I do not read for leisure and often try to avoid it so I would like to know how to improve my attitude towards reading (as well as my future students).

Rachel Booker- Reading Lesson Plan 2

Reading Lesson Plan # _2__ Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Students recently underwent several reading assessments with the Mentor and Reading teacher. Their performance with comprehension was below grade level. Students have trouble making connections in text, to self, and to world. This lesson is to teach the skill of connecting text to self while highlighting details in the story. Objective for this lesson (performance, condition, criteria): “Identifying Big Ideas” Students will identify details of the story Students will circle the Big Idea of details Students will conclude the Big Main Idea of the book Materials & supplies needed: Book: “Voices in the Park” Paper (folded into 4 columns) Pencils

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (_5__ minutes)  Majority of my students (if not all) love to go outside to play and visit the park. The book was previously used to identify perspectives of each voice in the text.  This time around students will section their paper in four columns and write details of each voice, later students will go back and circle the big idea of each voice. “Remember when we read, “Voices in the Park”? “Today we are writing details of each character. We already personally connected with each of these characters but now we want to see the big idea or detail of each character. You being able to identify big ideas help you comprehend/ understand the story. I will read the first voice and model how we will use this strategy and then you will do it as well. We will do it for each voice then we will decide what was the big idea of the book. • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (_20__ minutes) We will go over participation and reading norms ·       We will be respectful by raising our hands, not interrupting, and waiting our turn. Most of all we will enjoy listening and reading. While one is reading, everybody else will be following along silently I will read the first voice in a clear and expressive tone. I will pause after Voice 1 is read and then model how to identify important details and list them. After I read, modeled, and them scaffold them through Voice 1. Each student will read 1 voice in the text but everybody will connect to each character. After voice we will pause, think, discuss, and then write the important details in the corresponding column  (for each voice) Once all voices have had their details identified students will ·       Discuss what details are most important of each voice/ character ·       Circle the big idea/main idea of each character ·       Discuss the big idea of the book o   Why is it the big idea? o   What details support it ·       Conclude our findings and big ideas • Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences?  How will you involve them making connections to prior lessons or prepare for future experiences?  What kind of feedback do you want from them at this time?) (5___ minutes) Did you notice how the details we identified helped us understand the story? How can we use this strategy with other books? My students will respond with how the strategy can be used with other books, they will share how it aids in comprehension, and discuss questions/misconceptions. Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) Students will use this skill/strategy during reading hour. I will monitor their use of the strategy and ask comprehension questions about the book they are reading. They will have to provide main ideas and supporting details.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will model and scaffold the strategy throughout the lesson and when needed.

Rachel Booker-Reading Reflection 1

Reading Lesson Reflection:  Discuss your experience after teaching each lesson: 

·       What did you notice about your students’ participation and learning in relation to your objectives?

The lesson was very informative in regards to what they understand. The lesson was relatively easy and the students enjoyed it. One of my students were absent, Dave was out sick. His absence caused a little change in the lesson in regards to reading turns but everything turned out great.

Each student participated by reading one voice (I read the first and last voice) and each shared his connection with the character during each pause. At first Kyle was making the connections with the same people, it does show connections and can be very possible, but I pushed him to make connections with other people and experiences. Julius is very soft-spoken and not very descriptive with his connections at first. I had to model the thinking aloud strategy several times about the character in the book and how their details relate to me personally. Eventually Kyle and Julius caught on and became very excited with their connections, they verbally expressed more as they became more confident in the strategy. They remained on topic for the entire lesson and both shared very good self to text connections. Kyle even connected a character to himself, which was Voice 2, a monkey that is lonely and bored until he goes to the park. Julius made several connections for one character, which shown that the connections to one character are endless.

            I feel the students met the learning objectives for various reasons. Julius would identify main and supporting details of each character. For an example, Julius connected Voice 1 to his grandmother. He said that Voice 1 was mean and had very nice clothes. He stated, “She doesn’t like to get her or her pedigree dog dirty at the park, she reminds me of my grandma. She can be mean and not let me play sometimes, she is always cleaning”. In this statement he drew several qualities of the main character and connected it to someone he knows. Both Kyle and Julius concluded that Voice 1 was a mean mother because she has to be clean at all times and won’t let her son have fun. They took their concluded main idea, supported it with details and made a relevant connection they could verbally and textually explain. They were able to contribute for each character with relevant supporting details.

There was not a time when they could not connect to a character or willing to share. All in all, the lesson was a success and the objectives were met. I did notice that “Voices in the Park” may have not been the best book to use since it has so much going on (some adult themes).

·       What were the strengths and limitations of your lesson for supporting your students’ learning?

The strength of the lesson was that it was used with a previously used book. My students were familiar with the events in the story and therefore made it easier to implement self to text connecting strategies. They were able to focus on the strategy and not be overwhelmed with a new book and its information.

      The limitation is that it depends on the student the number of connections they make self to text. It is possible that they only think a set few of people can be used to connect to, like when Kyle was connecting characters to a certain person several times. Students need to know that self to text connection are not necessarily character to person but could be anything that is relatable to you. I still have to work with this skill with my students.

·       What did you notice about yourself as a teacher? What questions do you have? 

Patience is a virtue that I definitely have! I did not mind modeling the skill/strategy several times I remained positive and consistent. I did go over time because I hate rushing student learning, I allow them to explore and question as much as possible. My students and I have a great relationship, we are very relaxed with each other, which I like very much. I want students to be comfortable around me.

Am I possibly to easy going with my students? How do I maintain a relaxed atmosphere and structured learning at the same time (that is well behaved)? I always felt reading strategies are used less in less in my MT’s class…How can I incorporate reading strategies throughout all curriculum?

Rachel Booker-Reading Lesson Plan 1

Reading Lesson Plan # _1__ Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Students recently underwent several reading assessments with the Mentor and Reading teacher. Their performance with comprehension was below grade level. Students have trouble making connections in text, to self, and to world. This lesson is to teach the skill of connecting text to self while highlighting details in the story. Objective for this lesson (performance, condition, criteria): “Connecting” ·       For students to connect events in the book to past experience. ·       Identify main idea of character that contribute to connection ·       Identify supporting details that contribute to connection ·       Explain verbally and textually how they connect self to text Materials & supplies needed: Book: “Voices in the Park” Paper (folded into 4 boxes (squares) Pencils

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (__5_ minutes)  Majority of my students (if not all) love to go outside to play and visit the park. The book was previously used to identify perspectives of each voice in the text. This time around students will take turns reading (after each voice) and think of one experience, person, or event that reminds them of the event in the story. After each voice we will stop and think how the story connects to us. “Remember when we read, “Voices in the Park”? “What do we remember from the story? Well today we are reading the book again but instead of looking at their perspectives, we are going to think about our experiences. We are going to see how the characters are like us, or possibly remind you of. We all have a piece of paper; we will divide/ fold the paper into four sections. Each box/section is for a picture and or sentence of something or somebody that reminds you if that character (Voice 1,2,3,4). After each voice is read, we will stop, think, and share how this characters connects to us (via drawing, writing, and discussing) • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (_20__ minutes) We will go over participation and reading norms ·       We will be respectful by raising our hands, not interrupting, and waiting our turn. Most of all we will enjoy listening and reading. While one is reading, everybody else will be following along silently I will read the first voice in a clear and expressive tone. I will pause after Voice 1 is read and then model how to think and connect this character to my personal experiences and me. ·       Oh wow this character (Voice 1) reminds me of  _______ they share the same quality such as dressing nice, staying clean, and has a very nice dog. See how the character in the book can remind you of somebody? Think of all they have in common. I am going to write it in box 1 and draw a little picture of this person. After I read, modeled, and them scaffold them through Voice 1. Each student will read 1 voice in the text but everybody will connect to each character. After voice we will pause, think, discuss, and then write/draw the connection we have with that character. Sample Questions I will ask… ·       What is the main idea of the character? What details make them unique? ·       Who does this character remind you of? Why? ·       How are they the same? How are they different? • Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences?  How will you involve them making connections to prior lessons or prepare for future experiences?  What kind of feedback do you want from them at this time?) (_5__ minutes) Did you notice how each character relates to you and me? Although each character is different, each character reminds us of somebody we know, seen, or an event we experienced. Every time you read a book you can find characters, settings (surroundings), how they act (mannerisms), family set up, or anything that connects to you! We can use pictures and text to connect with our personal experiences. We will share our pictures of connections with each other and discuss any misconceptions and questions. I will then ask for examples of other self to text connections with other books. Can you think of a book, possibly your favorite book, that connects to you (who/what does it remind you of and why? See all books can be connected to you! Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) I will observe my students as they read (during my placement) and ask them who or what the story reminded them of and why. I will witness students drawing details and connecting it to real personal events or experiences, which will support comprehension of the story as well as self to text connection.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will first read the first voice aloud and model how the story should be read as well as the strategy we will be focusing on. We will pause after each voice and practice the strategy so details of each character/voice stay fresh in their minds. They do not have any special needs such as ESL, visual impairments, etc.

Rachel Booker-Reading Lesson Overview

For my reading lessons I will work with the same three students who struggle with comprehension reading factors.  My MT shared that all three students are below reading level and should work on comprehension strategies, especially ones that build meaningful connections. For each lesson I will focus on one skill.

            All three of my students are males that are in a second grade Spanish immersion classroom. Kyle reads great in Spanish but struggles with English and comprehending the text. He often goes off topic when asked comprehension questions (verbally and orthographically). Dave is the lowest of the group and struggles with connecting to text. He struggles in both Spanish and English texts and thinks that they “aren’t important” or relevant to his education. Dave does not know how to select main ideas and supporting details. Julius is a very soft-spoken boy who is a monotone reader. He lacks expression and often incorrectly identifies the big ideas and the theme of the story. Julius does not connect events in the story with one another and often mixes up their order in the story.

            Using the same book I used for my ELA lesson, I will work on self to text and text to world connections. I want my students to be able to comprehend and make meaningful connections with events in the story to real life. This way they can see the relevance of the text as well as learn how to identify what’s important and why. Both lessons will be based on Tompkins chapter 8.

Matthews Reflection #2

Book Used: “Tight Times” by Barbara Shook-Hazen. It’s a book about a young boy who wants a dog- but his father loses his job. The young boy finds a kitten in a trashcan outside later that day. It’s a short picture book with most words students can understand.

What did you notice about your students’ participation and learning in relation to your objectives?

                To start off the lesson, my students and I went to the library since the rest of the class was engaged in learning a new math game that was very distracting. Although the library had another class in it during this time, it was still quieter there for the students in my group than in the classroom.

                Before I started reading the book, I went over with the students what I planned on doing with them, how I was going to stop every couple of pages to talk about the pictures to help them figure out what certain words mean. We were going to be using “context clues” – as soon as I said that I had Ollie asking me “What’s context clues?” After explaining it to them, they were ready to go.

                During the lesson, we would stop every couple of pages and use context clues to figure out what was going on in the story or what certain words mean. A good example of this was when we wanted to figure out what “tight times” meant- we used instances of the text and pictures to figure out it might mean something to do with when parents didn’t have a lot of money or things. Recognition came mostly from Sunny- Ollie didn’t recognize faces but was quick to pick up other context clues such as other words or other pictures.

                One cool thing that happened during the lesson that I did not plan on was Sunny asking me “What does his dad do?” referring to the dad in the book- what job he might have lost. I almost told her that the book didn’t tell us that and moved on, but then we decided to use context clues from the pictures to figure out what job he might have. We looked at the dad’s clothing – Ollie drew a connection to what his dad wore, and Sunny noticed that the dad had a briefcase, so they were able to figure out what jobs he might have had- they decided it was probably some kind of an office job.

                After the lesson, I ended the lesson by asking my students why using context clues while reading a story could be useful. Both students agreed that using context clues could help you figure out a phrase or word you might not have known the meaning of beforehand.

               

What were the strengths and limitations of your lesson for supporting your students’ learning?

                I think the biggest limitation overall was that there was another class in the library- Sunny was easily distracted, and I spent a lot of time getting her back on task. This made it so that my students were not super involved in my lesson and were cons­tantly looking around.

                Another large limitation I had was that my students had trouble recognizing the expressions on the characters faces in the book.  I think it would have been beneficial to them for me to create a quick pre-activity where we looked at faces and determined what expression they were showing.

What did you notice about yourself as a teacher? What questions do you have? 

                 I noticed that I had little patience with Sunny when she got off task- at first I would gently remind her, but as she would continually find something to distract herself with, whether that be with books or watching the other class, I had to get more forceful with her. How do I keep my students on task, without being too harsh/strict?

                I wrote about this is my first reflection- but luckily this time I  allowed my students to go off on a slightly unrelated note- what was his dad’s job- and I was able to make it connect to the lesson and help supplement what I was trying to teach.  I hope I can always allow myself to be so open minded to see what new directions we can go in. How do I keep students on task while still allowing occasional forays into new territory?