Chern Reflection 2

Reflection 2

            I was surprised to see how the students actively participated throughout the lesson. My first surprise was that the students have already learned about the 5Ws and one H. They even had a song memorized to help them remember what they are. Because the students already have some knowledge about the 5Ws and one H, they were eager to and able to come up with many kinds of questions with who, what, when, where, why, and how regarding to the picture book, Dog in Boots.

In the beginning of the lesson, they were able to easily come up with any type of questions. The process was easy for them, because I created a visual aid to support their thinking and learning. Whenever they were confused or frustrated, I would remind them of the 5Ws and one H poster I created. Since they knew the song about 5Ws and one H, I also encouraged them to sing the song if it helped them. However, the students had a difficult time formulating questions about the book based on the information given. In other words, they could ask questions with the 5Ws and one H, but found it difficult to use the information that they already know to make questions. The task post-reading activity was too difficult for them, because I did not provide enough modeling and guidance practices before having them come up with questions based on the information given.

As a teacher, I noticed that I did not try to communicate to other teachers when I should have. The students do not only go to one classroom and have one teacher throughout the week. Because they are learning a variety of things from different teachers, I could have used this great opportunity to deepen and support their learning. If I had communicated with their other teacher about what they had learned about asking questions (5Ws and one H), then I could have spent less time going over it and used more time for modeling and guidance to help them achieve the learning goal. In the future, I would use technology (blog or website) to communicate with other teachers about what the students are learning and how they can be supported throughout the different subject areas.

Chern Lesson Plan 2

TE 402 READING LESSON PLAN

Reading Lesson Plan # 2

Your Name:  ___Christine Chern_______   Grade Level:  __First__  

Date lesson was taught:  __April 24, 2013_____  Number of Students: _2___

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

From teaching the language arts lesson earlier in the semester, I noticed that none of the students asked a question during the discussion. Instead of posing a question, they made comments that allow the teacher to ask them about them. For instance, a student would say that he doesn’t brush his teeth in the morning. Instead of telling the teacher why, he waits for the teacher to ask him.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area):

Questioning

3) Objective for this lesson (performance, condition, criteria):

The two students will be able to come up with questions with who, what, when, where, why, and how after prompts are given based on Dog in Boots.

4) Materials & supplies needed:

- Dog in Boots

- a visual aid poster with 5W’s and one H

-post-its

-whiteboard and markers

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (8 minutes)

• Make participation norms explicit How will you prepare the children to participate according to your lesson objectives? List ways you will help them understand behavior and participation expectations during the lesson. Be explicit about any changes in expectations if these are different from patterns they are used to (e.g., raising hands, asking their own questions, talking with each other rather than the teacher).

-       I will ask them the basic behavior expectations, like what they should do when someone else is talking, and what to do when they have a comment to make.

-       I will also provide an expectation sheet with pictures to remind them throughout the lesson

-       Since we will be in the hallway, we will try our best to keep our voice level down, so that we do not disturb other classes

•  Introduce the text  List what you will say/ask to activate children’s background knowledge (e.g., brainstorming, quick write, KWL). How will you help students understand the purpose of the lesson? List what you will say to motivate them to become engaged in the lesson. 

-       “When you first meet someone, what are the few questions that you might ask to know about the person?” I will write it down on post-its as they say it.

-       “How do you know when someone is asking you a question?” “Are there words that always show up in a question?” (What, when, where, who, why, and how)

-       “Do you know what these are called? They’re called the 5W’s and one H. Why do you think it’s called this?” I will have a visual aid with 5W’s and one H.

-       What does each of the word tell you about the answer? In other words, what is the question asking for?

-       “I want you to tell me what you remember about this book, Dog in Boots”

-       “Now, I will read this book again. You will pay attention and listen carefully, while I read.”

-       “Think about what kinds of questions you can ask”

DURING READING: Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (12 minutes)

-       Read page 1. “What kind of questions can you ask about what I just read? Look at the 5W’s and one H”

-       First, which word(s) do you think is/are most appropriate? What, who, and why. Let’s try to make questions with these words then.

-       What kind of question can we have with what? First, for “what,” what do we want to be the answer? Let’s say, digging. What is a question that asks about digging? What are the rain boots for? Excellent! What about an answer for rain boots? What is good for digging?

-       Let’s try a question with who. You can also ask questions by looking at the picture. Remember what you want to ask yourself first? What is the question asking for. Who, so it is the dog. Who is looking for rain boots? Who is digging?

-       What about why? Why does the dog need rain boots?

-       Repeat the steps with every page, but only have each student come up with one question. The other student will then answer each other’s question.

-       If they use the same words, encourage them to use other words.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (10 minutes)

-       I will have a bag of small pieces of papers with words and sentences from the book. The pieces of papers will be the answer for the questions that they will be coming up with. It will be a competition for the two students to see who can come up with the most questions.

-       First, one student will pull out a piece of paper, and come up with as many questions as possible, while I keep track of them on the white board. Then, the next student will pull out another piece of paper, and do the same thing.

-       In the end, both students will receive pieces of candy, but the one with most questions will receive more. However, they will not know about this until the end.

ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (__ minutes)

-       Throughout the lesson, I will note their accuracy of formulating questions based on the answer.

-       By the end of the lesson, where they have a competition for coming up with the most questions, I will make note of their improvement and ability to make questions.

-       I will pay attention to whether or not they use the visual aid to help them think about what kind of questions to ask, and using the answer given to come up with an appropriate question.

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

 -One of the students will need a social support for classroom behavior. I will have a paper with all the expected behaviors (presented in the beginning of the lesson) on the table throughout the lesson as a reminder.

- When the a student does not follow the behavior expectation, then I will point to the paper to remind him/her

- When they do, for example, raise their hands though, I will point to the paper and tell them to keep it up

Muer Reflection 2

My objectives for this lesson were seeing if the students could recall and summarize the main points of the story. These skills are needed in order to fully comprehend a text and become able to discuss about the plot. Due to time restrictions I had to do both of my lessons on the same day. Ideally I would have done this second lesson the next day as a follow up activity. I ask the students to write a paragraph summary of the story such as plot, setting, and characters in the book. When the students were finished writing they shared what they had written and compare the story lines what details were focused on, notice similarities and differences.  This writing recall activity can also be an assessment on the student’s writing abilities. While reading the paragraphs I noticed many spelling and punctuation errors. These work samples could then be connected/ used during the writing portion of the day.
The students seemed very engaged and excited to write their paragraphs. After the allotted time for writing was up they asked for five more minutes so they could add more things. I think it really helped that we read a book that was a fun story, unusual and different from a regular academic short story.This lesson provided a written script for the student about what the story was about. When we discussed what they had written or their final thoughts about the story they were able to organize and summarize their thoughts. We talked about what the narrator did when she left the town and things we were curious about such as how does she grow her balloons out of the ground. The biggest thing my lesson focused on and was able to bring out of the students was becoming reflective readers in the sense that they should ask questions about what they are reading and search for their answers. So many times the students read their books without really focusing on the main points or overall meaning of the story.During this lesson I noticed a lot more how little I need to do during the activity which is my goal. I don’t want the lesson to be teacher directed but a joint conversation/ discussion about the book. Many times it ends up being the teacher telling their perspective of the book instead asking the students what outlook they saw the book from. I do have some questions about strategies of how to stick with a focus of the lesson and not get side tracked by trying to instruct about writing skills or spelling.  

Muer Lesson Plan 2

TE 402 READING LESSON PLAN

Reading Lesson Plan # _2__

Your Name:  _____Megan Muer_____________   Grade Level:  _________  

Date lesson was taught:  __4/17/13____________  Number of Students: ___2____

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

My MT told me to specifically work with these two students on comprehension skills.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area):

Summarizing the entire story, including details as well.

3) Objective for this lesson (performance, condition, criteria):

Recalling the events in the story and writing a paragraph describing the events that stood out to the student.

4) Materials & supplies needed:

Paper, pencil and Harvey Potter’s Balloon Farm

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (_5__minutes)

• Make participation norms explicit

·         Quietly have the children sit and write a paragraph summarizing the main points in the story. What details do they remember?

•  Introduce the text 

·         Quick write before sharing with others.

DURING READING: Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (_10_ minutes)

·         Have each child share their summaries and use to book as a resource for the correct sequence. Compare summaries and pull out specific details by asking both children; who were the main characters, what was the main conflict in the story? Who was the narrator? These questions will tell me how well the student paid attention while reading, remembered and can comprehend.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (_5_ minutes)

·         Have the student’s think of any additional questions they have about the story such as how does the lady grow her balloons out of the ground? Also share why about the story they liked?

ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (2__ minutes)

·         The students will share their paragraphs out loud but also use the work sample as an assessment of not only their comprehension abilities, recall and summarizing but their writing abilities too.

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

I will have the students share their summary paragraphs out loud in order to fully understand their comprehension abilities and not just focus on their writing abilities in the paragraph. Using vocal and writing methods together helps meet the needs of all the students depending upon if they are auditory or visual learners. 

Muer Reflection 1

My first lesson planned with my students went very similar to the lesson plan I had written out. When asking the children to predict what the story was about they said “a cow in an air balloon and everything turns into a balloon or a cow finds a balloon and blows it up.” These predictions made before the story help when comparing what the children say at the end.  They each took turns reading two pages and then switching off. While they were reading I was able to do some assessments on their reading skills as well such as strategies to figure out a unfamiliar word or sound it out. Both of my students followed the text with their hands which was something that surprised me for their grade level. We stopped half way through the book and talked about their original predictions were they correct what is happening in the story so far.

Having the children stop and talk about what they read before getting to the end of the story will help the students comprehend the story with more depth and understanding. My students also talked about questions they have about the story things they want to figure out while reading. Such as is Harvey Potter good or bad and what is Harvey Potter going to do with his farm? This lesson provided many opportunities for the students to connect with themselves and their own thoughts about the story. Stopping throughout the story provided a time for the students to summarize the main points and organize all the characters and details about the story in their head. I also think it helped working with a partner because when you talk out loud you realize things about the story you may not realize reading quietly by yourself. Also your partner may notice things you didn't think of or see.

Reflecting on myself as a teacher I think I was able to structure the lesson in a way to keep it open ended and mainly student directed. I sat there and asked some open ended directing questions but then let the students discuss between themselves what they thought of the story and what the main points were. I would not give the answer to the students either leaving it up for them to comprehend/ process the information in the text and create an overall idea or plot. 

Muer Lesson Plan 1

TE 402 READING LESSON PLAN

Reading Lesson Plan # __1_

Your Name:  _____Megan Muer______________   Grade Level:  ____4th____  

Date lesson was taught:  _________4/17/13__  Number of Students: __2_____

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

My MT told me to specifically work with these two students on comprehension skills.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area):

Predicting and identifying the big ideas.

3) Objective for this lesson (performance, condition, criteria):

The students will predict what the story is about, read out loud the book and identify the big ideas in the middle and end of the story.

4) Materials & supplies needed: Book: Harvey Potter’s Balloon Farm

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (_2__minutes)

• Make participation norms explicit

·         The students will be prompted with open ended questions about the story. First start off with asking “Looking at the cover what do you think the story will be about? What makes you think that..?” “You both will read the story out loud rotating every two pages who reads. While reading make sure you think about the plot of the story and what is happening in the story.”

•  Introduce the text

·         “You both will read the story out loud rotating every two pages who reads. While reading make sure you think about the plot of the story and what is happening in the story.”

DURING READING: Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (_15_ minutes)

·         Stop half way through the book and have the students talk out loud if their predictions were right in the beginning or what has happened differently.

·         “What is happening in the story?”

·         The students may point to the words with their finger to follow the sentences as they read.

·         Sounding out words they are unfamiliar with or breaking the word into parts that they know

. Talk about what questions they have about the story so far, what are things that grab their curiosity.

·         Example: “Is the main character good or bad? Or “how are the balloons grown?”

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (_2_ minutes)

Pull out the main points of the story; main conflict, characters why they were relevant?

ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (_2_ minutes)

Go back into the story and pull out words that were unfamiliar to the student or a word that was hard to read out loud. Create a list of words that will be discussed and what strategies help in understanding the word.

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

As the students are reading help them sound out words or identifying them. Segment the word and piece together the blended sounds. Also could have the student stop and look at the sentence trying to figure out what the word could mean based on context. 

Rubrich Reflection #2

Reading Lesson Reflection: Predicting

For this lesson it was predominantly run by Kim. As much as I tried to give Mike an option to answer the questions Kim would jump in and answer it for him. This proved to be very frustrating because when Mike would answer it would be completely wrong, to the point where I knew he wasn't even trying. I thought that allowing Kim to answer would show him how he should be thinking about it. For the initial prediction portion of the lesson Kim understood what to do but I don’t know if I could say the same for Mike. He was extremely distracted during this lesson and had no idea what was going on. Eventually after I read the book and we tried to reorganize them. Mike had a better understanding this time. Even though he was still distracted he knew which note cards had to be moved because they were in the wrong place. Kim also had a better understanding too.

I think one of the strengths of this lesson is, ordering the cards before you read. It gives the students a clue as to what the book is going to be about and gives them a heads up of what they need to be looking for. This is very helpful for their comprehension. One of the limitations of my lesson was the fact that I had too many index cards. They were focusing so much on just reading the cards that by the time they finished reading them all they couldn't remember what they said. I think that next time I should have fewer cards or at least fewer words on the cards. This lesson is based more on comprehension then the actual reading.

Again I noticed myself not really knowing how to keep a very distracted student focused. I should have had a better hook into this activity so that he was actually interested in what we were doing. This is definitely something that I need to be working on. When I have a student in my class who has trouble focusing I need to make sure I have a way to keep them involved. I need to know their likes and dislikes so that I can plan a lesson to fit their needs.

Rubrich Lesson #2

TE 402 READING LESSON PLAN

Reading Lesson Plan # _2_

Your Name:  ______Alyssa Rubrich____________   Grade Level:  _____1st____  

Date lesson was taught:  ___April 17^th 2013_______  Number of Students: _____2__

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

I believe that both Kim and Mike could really benefit from this type of activity. I have never seen the students working on prediction before and I believe it could help their comprehension. Seeing the ideas of the story before we read it will especially help Mike. He really benefits from hearing what the story is about before it is read. This lesson will also be beneficial to Kim. Her comprehension is average and predicting/ seeing what the story is about beforehand will really assist her. Discussing the story afterwards also really helps her remember all of the points within the book.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area): Predicting: Literature webbing.

3) Objective for this lesson (performance, condition, criteria): To have the students predict the order of events in the story and then compare/reorganize what they thought to what really happens in the book.

4) Materials & supplies needed:

Predictable narrative text

Index cards with major plot points on them (can include pictures)

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING:  (7 minutes)

• Make participation norms explicit

I will have Kim and Mike work in the back corner of the room or out in the hallway. I will explain why I am just working with them and that nothing they will be working on is for a grade and that they are helping me with my homework. Explain that during this lesson they will be working together as a team. They need to listen and be respectful of each other’s ideas. They are not to shoot down someone’s idea but ask more questions to better understand what they mean. I will assist them as they discuss with each other to make sure they are listening to each other and that they are working together.

•  Introduce the text 

To introduce the lesson I will review what we did on Monday. I will talk about the different ways to remember what we read. We drew the pictures of what we saw in our heads on Monday and today we are going to predict what is going to happen in this story. Ask, “Do you know what it means to ‘predict’?” Discuss what it means to predict and give the directions.  Tell them we are going predict the order of events of this book. Each of these cards has a part of the book on it. We are going to put these index cards in order based on what we think is going to happen. Have the students then work together to put them in order.

DURING READING: (3 minutes)

Students will listen to me read the story. Make sure they are paying attention and thinking about how we thought the plot was going to go compared to how it really is.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (5- 7 minutes)

At this point we will discuss the differences between what we predicted and what actually happened in the book. They will move the index cards around so to fit the actual plot. I will guide them along as them move the cards around as well as ask questions about why they are moving a certain card. I will lead a discussion as to why we predicted it the way we did and how different it was from the actual book. Discuss how predicting what happens in a book can help us remember the order of events and when we remember the order it can help us remember even more about the book.

ONGOING-ASSESSMENT: (__ minutes)

I will be watching how the students order the cards originally and how they change them after the story is over. I will also be paying close attention to their reasoning when they explain why they need to change the order of the cards. As a further assessment I might take away the cards and see how many major plot points they can remember.

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

I need to make sure Mike is focused during this lesson as well. So I have picked out two different texts and I will allow Mike to pick which one we are going to read. This will hopefully keep him focused because he is actually interested in the book he picked.