Strategies for target student (week 5)

video about how to help Rebecca

Graphic Organizer (week 5)

link 

Comprehension Lesson Plan (4:3)

Click here to view my lesson plan. 

Running record, miscue analysis, lesson plan and reflection

The links have all my work. 

* running record and miscue analysis
* lesson plan
* reflection 

Teaching Philosophy (2:3)

            A teacher takes on an important role when she enters her classroom.  Her responsibility is tremendous. That being said, I have some beliefs that every teacher should have in mind when teaching and I hope to take these beliefs with me into my classroom.  

            Before everything, a teacher’s heart must be in her work. If she walks into the classroom without the feeling of wanting to inspire and wanting to educate, she will fail, she won’t succeed in her job.

I believe, that when a teacher cares about her students’, about their education and about them in their future, then the students will gain in the best way possible. To start, since the teacher cares about her students’ she will look out for each of their strengths and help develop them in those areas. She will also constantly be improving her methods, with the goal of helping her students’ learn the most possible.  In addition, since the teacher cares about her students future, she will make sure that her students are active learners in the classroom and give them the tools to continue learning well after they leave her care. She will incorporate the use of technology, even if it takes more work on her part, because she cares about their future and how they will need to use technology a lot as time goes on.

When a teacher has these few things in mind, when she uses these tips in her teachings, her students will be educated well and have the ability to continue learning and accomplishing for life.  

           

Closer Look at Ms. Perez lesson (2:1)

1. SHARED READING: 

• On your Observational Checklist, note the Essential Components that are addressed during the first part of the shared reading activity. How does this activity engage students who are at different levels of literacy development? The students engage in a shared reading activity. This activity engages them because the poem perked their interests as she tries to make the poems exciting for them. Ms. Perez also chose a poem that had a lot of sight words, high frequency words, rhyming words so they can all practice. She also introduced the vowels in a systematic way for the students who need that.
• link to check list https://drive.google.com/open?id=1z9k-4OSMgo-uuL985UIu21umgTlAsjF6 
• During her explicit phonics lesson, how does Ms. Perez support students’ problem-solving skills? She shows them how if h-o-t says hot, then o-t says ot and you can then add a beginning sound to o-t and make another word. ( all this is practicing the short o sound)
• Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy? Shared reading can help students with sight, high-frequency and rhyming words, comprehension and fluency. Just like in the video, the poem can focus on a certain skill, like the ‘ot’ rhyme.  

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2. GUIDED READING:

• Why does she think it’s important for students to verbalize their strategies? Ms. Perez believes that the more they verbalize the more they internalize (and then they use those strategies).
• What else do you notice about how she helps students build meaning in text? She covered a word (looked at the beginning sound), so they would have to use the other words in the sentence to figure out what the word was. They  see if the word they chose would make sense based off of context clues.

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3. DIFFERENTIATED INSTRUCTION: 

• How does Ms. Perez organize her classroom to support a wide range of learners? Ms. Perez created different activities based off the student’s skills. While, she had one kid practicing creating words (with a teacher), she had another two more advanced students reading a book on a fourth grade level and she showed them how to take notes on it. The students then created their own book based off the information the wrote. She even showed them how they can highlight the different parts of their notes to help them organize the information.
• How are reading and writing connected in classroom activities? By both activities reading and writing were very much connected. By the first activity the student listened to the word and then wrote it and by the second activity, they actually wrote a book!

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4. ASSESSMENT: 

·         How does Ms. Perez use ongoing individual assessment to guide her instruction? How can the class profile be used to help group students and differentiate instruction? Ms. Perez does assessments during the first two weeks of school and then again in December. Then based off those assessments she can decide what activities/ learning she does in her classroom to help her students with the skills they still need. (She revisits the assessments in March and at the end of the year.) She created a graph to mark were students should be at each benchmark.  She also walks around during centers and sees what the children know and what they need to be working on.

·         How can ongoing assessment be integrated into your own classroom practice? Just like this teacher did, assessing students to see what they know in the subject area, then marking it down to create your lesson from or to be able to refer back at a later point is important.

Lesson Critique (1:2)

This lesson is great! As the teacher goes through the lesson, she scaffolds instruction until the new information and skills are ‘easy’ for the students. She uses the readers/ writers workshop model for teaching this. She starts with ‘I do’- reading a book and found poetry. Then goes on to ‘We Do’- where the class creates a found poem together and then ‘You do’- where the students present the poem.  

Learning Outcomes:
(The lesson can be aligned with your state standards for grade K-2) 

The teacher has clearly defined outcomes and what she wants her students to come out of the lesson knowing.  Which is to identify appealing words from the story, select their favorite words and part of the story, create a poem with the words they chose, preform their poem to the class, listen to others as they preform and assess their own efforts.  

Learning Activities: 
The teacher has her students create a poem together as a class and then present it.  

Instructional Grouping:
 In pair students share their favorite words, phrase etc. (from the second story that was read).  

Instructional Procedures: (in short) The teacher starts by reading a book, then they read a found poem about that story. She then shows her students how to create a found poem and reads another book to them. She then has her students find their favorite words etc. with a partner and together as a class they create a poem from the words they all chose. They then read the poem together, discuss their rubric for when presenting the poem, the students then practice for presentation, students present in front of class and parents and finally she discusses the performance with her students.  

Resources (Including Technology):  

2 books, found poem, poem planning page, rubric, word mover (helps students create found poetry)

Teaching Practices (connected to learning theory): As mentioned above, this lesson is great, The teacher scaffolds instruction and helps her students learn how to create a found poem.  

 Assessment:  Throughout the lesson the teacher monitors the students’ progress and takes notes on what she sees. In addition, there is a rubric that both she and her students will see how they did. 

Accommodations: There are no direct accommodations for students who may need special instruction, but there is room for that to be easily added.  (like: explaining the hard words/ having students get help with finding words for the poem etc.)