Documente Academic
Documente Profesional
Documente Cultură
1st Grade
Giselle Taraboletti
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XI.
k. Use the remaining time before morning centers to do phonics activities on the
SMARTBoard.
l. Leave ten minutes at the end of Guided Reading and have the students return to
their seats and take out their whiteboard, marker, and eraser.
m. Have the students split their whiteboard into 4 sections. Dictate their spelling
words to them, having them put the words into sections labeled o, oa, ow,
and oe. Dictate the words again to have the students erase them.
Differentiation
a. Differentiation comes during morning centers, working with Mrs. DeNardo to
complete activities with leveled readers.
Closure
a. When dismissing the students for morning center, call each group to stand up, and
ask them one thing they learned during Guided Reading today. Once they have
answered, they can quietly go to their first center.
Formative/Summative Assessment of Students
a. Gauge student understanding of ask and answer and the understanding of how
animals survive in the wild through observation of class discussion, marked on a
checklist.
b. Gauge student understanding of the long o sound by walking around the room
while students are writing their spelling words and checking off whether or not
the students spell the words correctly and write them in the correct section.
Materials/Equipment
a. Long O Sound Card
b. Interactive Read-Aloud Cards
c. Reading Wonders Books (20)
d. Whiteboards, markers, and erasers (20)
Technology
a. SMARTBoard
b. Reading Wonders Unit 4 Week 3 presentaion
Reflection on Planning
a. Having taught lessons from this book in the past, I already know that it is likely
that this lesson plan will not follow the exact framework I have laid out. We may
not even have time to complete phonics activities on the SMARTBoard and will
have to skip to practicing the spelling words. If this happens, I would much rather
have the students practice spelling than doing phonics games because last week, I
did not devote enough time to the spelling words, thinking that the students would
get enough practice with the words at home, so I could focus more on the other
activities. However, when it came time for the test, the lower level students
grades suffered drastically. I do not want this to happen again, so I am making it a
goal of mine that I practice the spelling words with the class more.
Reflection on Instruction
a. I have been teaching Guided Reading using the Reading Wonders materials for a
few weeks now, so I feel as though I am becoming more comfortable with the
activities. One thing I am still struggling to balance is fitting everything in on Day
One of the week because there is just so much content that the book expects you
to cover. It gets easier as the week continues because the lessons become shorter
and shorter leading up to the test. I have been thinking about how to approach this
in the future, and I have decided to cut down on the content covered during whole
group and more fully utilize centers to teach the other parts of the lessons. If not
for the science unit I am teaching partly during morning centers, I would already
be implementing this.
An aspect of my lesson that I am proud of is the strategy I have been using to send
the students to get their books and return to the carpet. It gives the students a chance
to get up and move and take a short break. They are still working on completing this
activity quietly, but it is also something that they have not been doing for very long,
so they are not used to it yet. Repetition of the activity and repeating the instructions
should be a great help.
One thing I was not a fan of was the implementation of a checklist in my lesson. It
could just be that I am not used to using them, but I didnt feel as though I gained any
benefit from using the checklist, and it took me out of the lesson and made it harder to
listen to the students. This is something I will obviously have to work on and figure out in
my own classroom.