Lesson Reflection

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The teacher was instructed to teach the learner a series of word pairs which would be used to test the learners’ memory. The teacher would then read one

Show the list of words to the student and have the student attempt to read the words.

For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Mrs. Nappier had me work with one student in her reading SIT group. He was having a hard time following along with the rest of the group. I had him practice writing his word family words. I told him an ending and he put different onsets onto the beginning to make new words. He did a good job working with me. I think having the one on one time helped him focus on the task given to him.

Self- Correction and Teacher Assist: At first, Azlynn would mostly look at me when she didn't know a word for me to give her the answer or would totally guess at it if she didn't feel like solving it. The first technique I gave her was chucking and blending. We would make different words reviewing the chuck and blend technique.

This lesson was about the word family –at, spelling those words, and beginning sounds of words. They also read the book The Ginger Bread Man and she explains what adaption means when one author writes a book that is different from the original story. They practiced spelling –at family words, some short and some longer, and students come up with words that are in the –at family, even if they are not real words.

The third lesson was focused on sight words that followed the “sneaky e” rule. The student reviewed the nine previously taught sight words, the first objective of the lesson was for Skylar to recognize all of these words by sight. The second objectives was for Skylar to write the words “there, like, came, ride and ate” with their correct spelling patterns. The passing criteria for both objectives was 6 out 7. The student was shown flashcards of the previously taught words. The student read the card aloud, if the student read the word incorrectly, the student was asked to reread it and the card was put into a different pile. After going through all the words, the teacher candidate went over all missed words with Skylar. Then she watched a video

Language Arts: Use the vocabulary workbook (Advanced Vocabulary) to go over and define this week’s words with the whole class. Have students complete Exercises: 1, 3, and 4 independently. When students finish they can work on reading their Accelerated Reading (AR) book. They should all have brought it to class. If they didn’t pleas make a note of their name and have them pick a book off of the bookshelf at the back of the room to read for the class period.

Before I began to read the words from the spelling inventory list Mesiah, I assured her that this was not for a grade and just explained to her to try the best she can. As I administered the spelling inventory, I made sure to read the words more than once as well as use them in a sentence. Mesiah did struggle with many words, but she tried her best and that is all I asked

The students got up one by one after I called them to place the cardboard image next to the vocabulary word.

One of the aspect the website offers is videos on different phonic rules and spelling patterns. The videos offered are fun for students to watch but teaches the students the different rules for spelling. For example, the website has a video for the letter “F” in a fun manner the students learn “f” was lazy and asked “ph” and “gh” to make the “f” sound. The video goes through each scenario where the spelling is different and highlights it in each of the words. The teacher could make this an assignment for older students during centers where they could watch the video and use a dictionary to find more words that make the “f” sound with different spellings. This video can

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.