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.
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