Effective Reading Instruction

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School

Grand Canyon University *

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430

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English

Date

Feb 20, 2024

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docx

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Uploaded by MinisterWorld13080

Third grade  Wants the students to dig deeper and explain their reasoning.  The students can provide feedback with either a thumbs up or thumbs down for understanding of the lesson.  The students can fill in the blanks as the teacher talks, so they are actively engaging in the lesson.  Ask inquiries about the scaffolding while walking around.  As well as inquiries about the main idea and the details of what was talked about.  The teacher also allows the students who are falling behind different opportunities to participate and make a guess on what is going to happen in the lesson.  The teacher also uses quick responses to aid in the students, so they can organize their thoughts.  Many of the students were able to benefit from group time when discussing different aspects of the lesson.  The students were also able to connect what they had just learned to what they had previously learned impasse lessons. First grade  The teacher uses techniques to capture the student’s attention.  Introduces the vocabulary words by reading the definition first, and then allowing the students to try to guess the word that matches the definition.  Uses phrases like “hocus-pocus, everyone focusses” to grab the student’s attention to move onto the next part of the assignment.  The assistant job inside the classroom is to help the students who looked confused or need to be refocused, while the teacher moves from group to group to see the progress of the students have made.  For the kinesthetic students, this teaching practice is very helpful and useful because of the frequent hand movements.  The predictions that are made inside the classroom is done by looking at the pictures. Similarities  Both teachers use the previous vocabulary. Word to start the lesson.  The teachers can maintain the lesson in conversation by asking various follow up questions.  The teachers also make sure that the students are using the entire sentence when speaking or writing.  In both grades, they used to work in groups for learning new information the first-grade class used more direct student participation.  Both teachers check for understanding by listening to the student responses  For both classes, the students were asked to think about what could happen next in the lesson.

Reflection Literacy lesson of 1 st grade The success of this lesson can be contributed to many factors. The first factor would be the students were able to review the vocabulary that had been taught previously. The next factor would be how many visual aids throughout the classroom that the students were able to access at any given moment. These visual aids were able to help the students facilitate the creation and the use of predictions. Many instructional strategies were used in the classroom but the one that stood out would be Think, Pair and Share, it was effectively shown throughout the lesson. The students were able to show and demonstrate active engagement by listening to the tale that was being told and by engaging in different interactive discussions with other classmates. I think the quality of modeling increased because of his use of visual aids during the instructional time. While accommodating the students with exceptionalities there is another educator in the classroom who would go to various students who need extra help during the instructional lesson. This approach caters to the students to the students’ diverse requirements by allowing them to come to their own individual thinking also by allowing them to gain the confidence needed to express their thoughts and this help with their communication proficiency with language skills. The other learning strategy that was demonstrated was modeling with allows the students with different learning preferences. This provides them with a clear understanding for the visuals and verbal learners. The instructional session has multiple different hand gestures and the same actions which can be helpful to the kinesthetic learners. Main idea lesson 3 rd grade The success of this lesson can be linked to how the students are used to and familiar with the lesson by going back over what was already taught, so they regain the knowledge. The students were then able to answer the educator’s question and recall where the information was in the resource and reading that was provided to them. The lesson they were working on could be considered a “5E lesson” this is when the students are provided with the ability to have a more in-depth conversation and investigate the information better, make better connections for understanding, and develop a better comprehension within their group assignment. When using Direct Instruction sessions, the students tend to have a better effect on the students when it is used in educational contexts. Often when students can assist each other more easily when working in a group, they are able to see how others learn the material and each other’s viewpoints on the lesson. The students can then be organized in groups by their level of understanding because then the group with the lowest level of understanding can be pulled for a small group and get the extra help that is needed. The students in the video were able to work with the educator on different projects which can allow the educator to see what the students know, and the students are able to demonstrate what abilities they have mastered. While many instructional strategies were not noticed the first one, I noticed was adjusting the lesson to allow the students who had not yet gotten the key concept or the activities that required prediction. These were a few of the differentiations that were noticed.

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