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This activity came off a bit confusing to the students as they began working, so the
teacher began to re-explain to the students. The students struggled but worked through
the activity together, as rows. This activity allowed them to practice describing, as well as
determining the sequence of the plot.
Students What were the students doing? How were they engaged in the learning?
Were they engaged in the learning? Any off-task behaviors?
I have never been in an 8th grade classroom, so it was all very new to me. The students
were somewhat engaged. They definitely respected the teacher, but as preteens, it was
easy for them to want to socialize and get off track. This class period is inclusion, so there
naturally were distractions because of the varied learning levels of each student. In the
classroom, there was the 8th grade special education teacher, the teacher and the student
teacher. So, there were extra hands, which is always helpful.
Interesting observations: What did you see that was interesting, unusual,
surprising?
I found it interesting how much the teacher let the students talk. It was interesting to me
because I am used to lower grades and being more in control of how the students act. But,
while they were talking a lot, I could tell they were engaged and paying attention. The
teacher did a good job of giving them that flexibility.
Questions you have after the lesson about the teacher, teaching techniques, students,
content of the lesson, literacy learning, literacy instruction, etc. What did you leave
the lesson reflecting on, wondering about, etc.?
N/A
Positives: List two positive things (related to literacy learning) you observed from
each:
1.
2.
Teacher
Choice of engaging video
She chose a video with the type of
music that her students like.
Choice of an activity having
students be descriptive about the
plot in order to determine sequence.
Students
Responsive to teachers questions about
plot
Silent during video describing plot.
Support: List two areas in which you could assist or support the teacher with this
lesson or topic. Include the specific standard # you would be assisting the teacher
with (see list below), a description of your suggestion, and cite a resource the teacher
could use (this could be a textbook, article, website, video, book or any other
resource that could enhance or extend their lesson). Even if the lesson is absolutely
wonderful, consider what adaptations for individual literacy needs (both high and
low) might be made, what extensions could follow, etc.
Support:
Idea 1: IRA standard #5 Literate Environment: Candidates create a literate
environment that fosters reading and writing by integrating foundational
knowledge, instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments.
Description of idea: My idea for this teacher would be as they were reading the
story aloud and determining the different components of the plot, it would be
beneficial to have included a visual map to fill in as they went or to have picked a
story where she could have brought in and/or created props to demonstrate the
different components/phases of the plot. I choose this idea because it would be
beneficial for this group of students because they are her lowest group and
inclusion. This idea is derived from the focus of IRA standard #5, specifically,
approaches and methods, curriculum materials
Resource the teacher can use to support this idea:
Assessing and Correcting Reading and Writing Difficulties by Thomas G.
Gunning
Idea 2: IRA standard #4 Diversity: Candidates create and engage their students
in literacy practices that develop awareness, understanding, respect, and a
valuing of differences in our society.
Description of idea: My idea for this teacher would be to further the instruction
of plot and provide examples or opportunities to complete activities with
nonfiction text. This would allow for students to recognize that this connected to
real-life situations. From there, students could retell true stories or create a story
with a plot that could happen in real life.