This reflection is based on my Three Little Pigs lesson that I used with groups 2 and 3 this past week.
What students learned and which students struggled with the lesson?
Groups 2 and 3 spent two days with this lesson. Our word work focused on the sound /ow/ which makes two different sounds. Ow as in ripping off a bandaid "ow", and then ow as in "oh". I wrote down all these words on notecards: grow, slow, blow, mow, row, snow, throw, town, frown, owl, now, how, brown, and flower. I then distributed the cards out to the students and they were to group the cards together based on the /ow/ sound. Within any group, there are always those that like to be the leaders, or those that know what to do. Therefore, two students had no problem sorting the cards, and the students that did pretty much followed along and waited for the cards to be sorted for them.
What are alternate interpretations of your students' performance or products?
As students read, I listened to each individual read. The more times they read the book, they recognized the repetition of words and sentences in the book. I found this to be a good and bad thing. Its great that my kids recognized the repetition and followed along in such way. But then I realized that as they kept reading, it was almost like they memorized the words and were actually reading... if that makes sense. I didn't want them rushing through, so I emphasized slowing down and taking their time when they read.
What did you learn about your students' literacy practices that extend beyond your objective?
This lesson I was pleased to see my students using background knowledge to help them read. The word Mama and Baby were written throughout the text. These words were at first difficult for my students. They attempted to sound out the words, but I told them the letters were "not cooperating" and that they should use background knowledge and illustrations cues to help them. And for the majority of students, the words clicked. So beyond my objective, students are recalling the reading strategies: lips the fish (says the first letter sound), stretchy the snake (stretches out all sounds in the word), and eagle eye (looks at the pictures for help).
When and how will you re-teach the material to students who need additional support?
With the /ow/ sound, next lesson I plan to pull aside those students who struggled one at a time and go back over the note cards. It is important they recognize the different sounds and that the letters and context can help them indicate which sound they need to be saying.
If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students' learning?
The comprehension discussion for this book was short and lacked depth. Our group time was already cut short due to a morning assembly, so I decided to cut out the anchor chart. However, if I were to teach this same lesson again, I would use an anchor chart. The anchor chart helps students organize their thoughts, and allows them to document their ideas. I wanted students to be able to recall "The Three Little Pigs" and make predictions on "The Three Pigs". Also, I asked after students read, what problem did the pigs have? How did they solve their problem? I was hoping students would give me answers and use the illustrations to give support. I didn't get so much. So after students were done talking, I ended up showing them that if they look back through and pay close attention to the illustrations that they may be able to conclude some different understandings.
What did you learn so far about implementing your 'core practice' and what do you need to do to continue your professional learning?
I need to continue keeping our group meetings organized! If students become familiar with the schedule of our meeting (word study, predictions, reading, comprehension), I firmly believe my students will have a better chance learning and recognizing the skills I am introducing to them.
Saturday, November 16, 2013
Sunday, November 3, 2013
Rule-Literacy Reflection 1-11/3/13
Guided reading has finally become a re-occurring routine in our classroom in the mornings. Students this week were more familiar with the centers and are beginning to move about the room to the correct stations without teachers instruction. I see three different groups for 20 minutes each.
What students learned and which students struggled with the lesson.
My first group consists of students who struggle the most in reading and writing. They are considered to be below level A readers. These students have not started reading books yet with me. During our time together we work on the alphabet, letter identification, letter sounds, point and read, find and circle, and instructed writing worksheets. Basically we are working on the foundation and starting from the beginning. Within this group, I saw 3/4 students learning and making progress. I saw that they began to memorize some of the worksheets we had been working on, and their writing was more clear and level appropriate. But the one student still can't seem to grasp on like the others. She has trouble concentrating and staying on task, and simply giving effort to any activity. She has trouble identifying letters and sounds without the help of others. Her writing is poor, it is hard for her to copy worksheets without being reminded simple instructions like, stay on the lines, or say the letter as you write it.
My second and third group consists of students that are all level D readers. All of them are closely similar in ability except two students. Those two are actually a bit stronger than the rest of the group. We keep them in this group so all 6 groups get an appropriate amount of time in guided reading. I noticed that before, during, and after reading the book, students were able to make connections. They pointed out familiar words, words that ended in -ing, and they asked related questions. For the most part, everyones behavior was great. They were intrigued and stayed involved. One student struggled to read on his own. I know for sure he is capable of way more than he shows. I've worked with him one on one when he is behaving and showing his potential. But unfortunately, more often than not, his behavior gets in the way.
What are alternate interpretations of your students' performance or products?
For both groups, there was a sense of rushing and urgency to get done. There was a lack of focus and no one took their time, except one or two students out of the 13. In the first group, they rush to copy the words, and rush when they are reading. They end up making up completely different words. Some of the students in the second group would shout out "I'm done!" when they finished reading. So I wanted for both groups to realize that it wasn't about who finished first. I wanted their reading to slow down and take your time.
What did you learn about your students' literacy practices that extend beyond your objectives?
For the first group, I noticed one of my students has an interesting habit. He is catching on to the activities but he seems to have potential negative tendencies. During reading, he gets angry when its too loud or when he thinks his neighbor is reading to loud and "telling him what to say." Repeatedly you will see him write and then erase, write and then erase. He uses a lot of force on the pencil and will draw one line over and over again too. Another student likes when I do the worksheets with them, and compare my work with their own.
For the second and third group, I recognized my students using the reading strategies we had talked about in previous lessons. The eagle eye strategy reminds students to look at the pictures for help, lips the fish reminds them to sound out the first letter in the word, and stretchy the snake says to stretch out each and every sound in a word. I noticed that the first time they read "The Very Busy Hen" they momentarily forgot about these strategies. But once reminded, I saw them using the strategies and reading successfully. I also noticed some of the students using inflection while they read, or at least trying to.
When and how will you re-teach the material to students who need additional support?
For the first group, I will continue the same work with my student this next week, and continue to do so until I see that she is ready to move forward. I will modify/ differentiate instruction throughout the group based on what I see. I may have students complete different tasks to keep them engaged and progressing.
For the second and third group, in the beginning of the next lesson I will revisit the -ing ending, and what words you can add it to. I will remind students to double check the sound of the word and how they are using it. Does it make sense? And quickly remind them while going through the previous book. Those students who seem real behind, I will have them continue to work on that book before moving on the the next book.
If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students' learning?
For the first group, instead of having students do what I do, I should have them tell me what to do. Have them tell me how to spell words, make them think more and give more reasoning. I would also try and trick them to implement another way of showing them how to do something.
For the second and third group, I would give each of them a dry erase board and marker so they can practice writing the words planting, watering, cutting, mixing, and baking. I think this will help them remember the word to say it and write each letter.
What did you learn so far about implementing your 'core practice' and what do you need to do to continue your professional learning?
For the second and third group, I learned so far about implementing my core practice that my students need more structure. When we do anchor charts it's hard for them to generate their own sentences. I need to continue to use anchor charts, but also give my students sentence starters that will help them narrow down their thoughts and fill in the blank. Therefore, I can get a better sense of their background knowledge and comprehension.
What students learned and which students struggled with the lesson.
My first group consists of students who struggle the most in reading and writing. They are considered to be below level A readers. These students have not started reading books yet with me. During our time together we work on the alphabet, letter identification, letter sounds, point and read, find and circle, and instructed writing worksheets. Basically we are working on the foundation and starting from the beginning. Within this group, I saw 3/4 students learning and making progress. I saw that they began to memorize some of the worksheets we had been working on, and their writing was more clear and level appropriate. But the one student still can't seem to grasp on like the others. She has trouble concentrating and staying on task, and simply giving effort to any activity. She has trouble identifying letters and sounds without the help of others. Her writing is poor, it is hard for her to copy worksheets without being reminded simple instructions like, stay on the lines, or say the letter as you write it.
My second and third group consists of students that are all level D readers. All of them are closely similar in ability except two students. Those two are actually a bit stronger than the rest of the group. We keep them in this group so all 6 groups get an appropriate amount of time in guided reading. I noticed that before, during, and after reading the book, students were able to make connections. They pointed out familiar words, words that ended in -ing, and they asked related questions. For the most part, everyones behavior was great. They were intrigued and stayed involved. One student struggled to read on his own. I know for sure he is capable of way more than he shows. I've worked with him one on one when he is behaving and showing his potential. But unfortunately, more often than not, his behavior gets in the way.
What are alternate interpretations of your students' performance or products?
For both groups, there was a sense of rushing and urgency to get done. There was a lack of focus and no one took their time, except one or two students out of the 13. In the first group, they rush to copy the words, and rush when they are reading. They end up making up completely different words. Some of the students in the second group would shout out "I'm done!" when they finished reading. So I wanted for both groups to realize that it wasn't about who finished first. I wanted their reading to slow down and take your time.
What did you learn about your students' literacy practices that extend beyond your objectives?
For the first group, I noticed one of my students has an interesting habit. He is catching on to the activities but he seems to have potential negative tendencies. During reading, he gets angry when its too loud or when he thinks his neighbor is reading to loud and "telling him what to say." Repeatedly you will see him write and then erase, write and then erase. He uses a lot of force on the pencil and will draw one line over and over again too. Another student likes when I do the worksheets with them, and compare my work with their own.
For the second and third group, I recognized my students using the reading strategies we had talked about in previous lessons. The eagle eye strategy reminds students to look at the pictures for help, lips the fish reminds them to sound out the first letter in the word, and stretchy the snake says to stretch out each and every sound in a word. I noticed that the first time they read "The Very Busy Hen" they momentarily forgot about these strategies. But once reminded, I saw them using the strategies and reading successfully. I also noticed some of the students using inflection while they read, or at least trying to.
When and how will you re-teach the material to students who need additional support?
For the first group, I will continue the same work with my student this next week, and continue to do so until I see that she is ready to move forward. I will modify/ differentiate instruction throughout the group based on what I see. I may have students complete different tasks to keep them engaged and progressing.
For the second and third group, in the beginning of the next lesson I will revisit the -ing ending, and what words you can add it to. I will remind students to double check the sound of the word and how they are using it. Does it make sense? And quickly remind them while going through the previous book. Those students who seem real behind, I will have them continue to work on that book before moving on the the next book.
If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students' learning?
For the first group, instead of having students do what I do, I should have them tell me what to do. Have them tell me how to spell words, make them think more and give more reasoning. I would also try and trick them to implement another way of showing them how to do something.
For the second and third group, I would give each of them a dry erase board and marker so they can practice writing the words planting, watering, cutting, mixing, and baking. I think this will help them remember the word to say it and write each letter.
What did you learn so far about implementing your 'core practice' and what do you need to do to continue your professional learning?
For the second and third group, I learned so far about implementing my core practice that my students need more structure. When we do anchor charts it's hard for them to generate their own sentences. I need to continue to use anchor charts, but also give my students sentence starters that will help them narrow down their thoughts and fill in the blank. Therefore, I can get a better sense of their background knowledge and comprehension.
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