Students are from a split Year 3 /4 class setting which accommodates students with varying academic ability levels. The students have various levels of understanding, speaking and listening abilities within the Literacy learning area.
Teaching/Learning Purpose(s) (written in terms of outcomes):
At the conclusion of the lesson the students should be able to:
Demonstrate appropriate listening skills as a result of being part of a small reading group. Demonstrate appropriate speaking skills as a result of answering questions about the text. Display appropriate written skills by using correct grammar and spelling when completing comprehension worksheet related to the text. Ability to recall examples of text through verbal and written questioning e.g. identify the subject/theme and recall information about the text.
Preparation:
Provide copy of book for reading to small group Our Cat Flossie. Prepare comprehension worksheet. Ensure students have available to them a lead pencil for writing answers.
Learning Experiences:
1. How will I engage the learners? Introduction (5 minutes):
Ensure students are listening through use of classroom management techniques. Ensure 100% attention before commencement of lesson (e.g. clap hands hands on head, shoulders, arms folded, look at me, or finger to lip, look & wait until attention is gained. Any stragglers advise that I would like your attention in 5, 4, 3.. use a count-down method to indicate to the student/s I want their attention when I reach 1). Advise students that the lesson will involve me reading them a story. Tell them that one of my favourite things is cats (speak briefly of my own personal experience), then explain that because of my interest in cats I will be reading them a story about cats. Prior to reading the story inform the students of the title (Out Cat Flossie) and before reading the story I would like to ask some questions. Advise students that when I say Hands up.. that means I will only ask students who follow this instruction and that I will not ask students who call out. Conduct a short questioning session prior to reading the story: o Who likes cats? (closed group question) o Who has a cat? (closed group question) o What is your cats name? (closed question) o Describe your cat to me? (open question) o Describe the best thing about your cat? (open question) Read story to students, on conclusion praise good listening. Advise students of comprehension worksheet to be completed.
2. Student tasks and activities (what will the students do to achieve the lesson purpose(s)? Activity (10 minutes):
Students will complete a comprehension worksheet (see attached). At commencement of activity tell students how long they have to complete the worksheet.
3. Conclusion (how do you summarize the learning and relate it to the lesson purpose(s)? Conclusion (5 minutes):
Re-group and conduct short questioning session to discuss the answers the students have written on their worksheets (choose different students for different questions). To conclude the lesson, praise the students on their efforts in listening, speaking and recalling texts.
Assessment and evaluation: (How do you know the students have achieved the learning purpose/s)?
When students can display the ability to recall examples of text through verbal and written questioning.
Evaluate your own performance
I dealt with student management well by gaining the students attention immediately. I waited until all students were seated on the mat where the story telling session was being conducted. I successfully gained their attention by using strategies I had observed being used by the classroom teacher (arm up in the air, looking & waiting, then use of the script hands on heads, shoulders, arms folded, and eyes to me). I was pleased that I gained the students attention reasonably quickly and effectively.
I felt that I needed to improve in my ability to gauge the reading comprehension level of some of the students in the group (note the group comprised of 6 students). Whilst I chose well for approximately 60-70% of the group, there were a small percentage of students that appeared to be disinterested in the story. In the reading comprehension lesson held immediately afterwards I observed that the classroom teacher had selected text considerably higher than what I had selected for my group session.
I made good use of questioning by conducting a short verbal questioning session prior to reading the story and then again at the conclusion of the story. Subsequent to the story I provided each student with a worksheet which contained five questions about the text. I included both closed questioning and some short open questioning into my worksheet.
I made good use of the worksheet by also using it as an assessment tool. By marking each of the students worksheets I was able to evaluate their level of reading comprehension. I believe that I developed the worksheets used for questioning at a reasonably appropriate level. I think that for the majority of the small group the worksheet was developed at a reasonably suitable level. After some assessment I think that the worksheet was a bit easy for 1-2 students, and reasonably too high for 1 student.
On reflection I think that overall both my planning and performance during the small group session was successful. I think, however, that I neglected to cater the session for one student in particular. I did not allow myself the time to be able to provide 1:1 support for this particular student who initially sat well to listen to the story but refused to complete the worksheet. In hindsight, I think I should have omitted the second verbal questioning session. This may have enabled me give 1:1 support to this one student to achieve the whole group session instead of only part of the session.
Proven Speed Reading Techniques: Read More Than 300 Pages in 1 Hour. A Guide for Beginners on How to Read Faster With Comprehension (Includes Advanced Learning Exercises)