Lesson Self- Assessment for ED 315 Name: Char Skenandore Lesson topic: Language Arts Text evidence, Determine

e theme, Clarify meaning Date: 3-11-13 School/grade level/ number of students: Milwaukee College Prep/5/23 Name of Cooperating Teacher: Dianne Jackson Planning and preparation: Describe how your plan provided opportunities for active engagement. How did you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if you did. *My lesson plan provided multiple opportunities for active student engagement. One opportunity was when I asked the students, What is another word you would use to describe or define unique? Another opportunity for active engagement was during the reading of the story when the students were invited to shout out a word for which they didnt know the meaning. Active engagement was also encouraged during the preplanned stopping point of the read-aloud. Lastly, students were able to participate after the reading when I asked them to reflect on the story and asked what they thought were some themes in the story. I think this lesson did meet the needs of diverse learners through the format of a read aloud. The students were able to hear the story, see the pictures, and engage in both whole group and partner conversation, which allowed students to both share their thinking and hear the thinking of their classmates and partner. My lesson took longer that I had anticipated so I was not able to complete the Word Conscious sheet. At first, I allowed the students to choose the one word they wanted to do for the Word Conscious but ended up assigning the words since students wanted to only do certain words. Unfortunately, after the words were assigned, we had to end the lesson because the students had to get to an AMP class. Classroom environment: Evaluate the ways in which your encouraged student participation. How did you elicit student responses? How did you engage them in responding to you and each other? Evaluate your plan for individual, small group and/or whole class work. How effective were these different organizational techniques for keeping students involved in your lesson? *I think the setting of the lesson (large group on the floor in front of me) encouraged student participation because of the closeness and somewhat unconfined sense of not being in their desks. The setting may have created a more risk-free and open atmosphere. I was able to elicit student responses through open-ended questions. The questions were directed to the whole group, but at times the discussion was whole group, partners, and the word conscious activity was to be individual work that would have been shared with a partner and with the whole class. I think the use of the different types of sharing kept students involved throughout the lesson. It not

only helped each student to have a voice, but it also allowed students to hear and learn from their classmates that I hope added to their learning. Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the needs of all learners met? What changes would you make if you repeated this lesson? *I liked that way I planned this lesson. I think it allowed all students to be engaged and met each student at their developmental level. I had hoped that students would be willing to identify words that they may not have known, as well as give them opportunities to respond to the text/questions while using text evidence to support their thoughts. If I were to repeat this lesson, I would make sure that I know the lesson would take at least 45 minutes for a class of 20+ students and that I would need to limit the number of responses and length of response time for each stopping point. I had tried to give every student that raised their hand a chance to share his thoughts at each stopping point but realized that takes too much time. Assessment: What assessment processes did you plan and how did they work? What did you learn from listening to student responses, examining their work or listening to their interactions? How well did your assessment procedures inform you about student attainment of your lessons objectives? *In my lesson plan, I determined that I would observe and monitor student participation during the reading, looking specifically for suggesting words, making connections, sharing ideas, and asking questions. I did this using an objective lesson coded seating chart. Another assessment tool I planned to use was the I am word conscious sheet that I was going to have them complete at the end of the lesson; unfortunately, I didnt get to do that activity. One thing I would do differently to help me track Suggesting unfamiliar word would be to write the name of the student on the post-it as I am writing down the word. This would be easier than going back to my seating chart. Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson? How will you apply it to future lessons? *My CT said that she really liked how my lesson used a picture book to teach students how to use text evidence to support responses and how I used student generated unknown vocabulary words and identified them on post-it notes for all to see. She also suggested that I not be afraid to assert my authority and discipline during my lessons. During my future lessons, I will make sure that I address any off-task activity during my lesson. I will not identify individual students, but as a whole group, starting with a call and response tactic such as 1, 2, 3, all eyes on me or a hand clapping sequence. I will also remind students that we need to be respectful listeners and that

everyone has something important to say so we all need to make sure we can hear the speaker. Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your planning for future teaching? *I learned that it is important to monitor the student learning of the lesson objectives so that I, as a teacher, can determine if my lesson was effective and to determine whether the students understood the objectives and can apply the strategies and skills that I was teaching. I learned that it will take lots of practice to be able to smoothly and accurately use some type of informal assessment record. While I recorded some responses, I know I missed quite a few too. This was the first time I used a coded seating chart and I think it was easier to record on this versus a checklist of alphabetical student names. Since I am still trying to learn the names of students, the seating chart made it easier to find the students name. In the future, I will continue to try to record student responses more accurately and consistently. I will try to use the seating chart again, coded appropriately to the lesson objectives. I will also try to use other recording devices to see if other ones work better or are easier. As I mentioned earlier, I would also list the students name on the post-it while I am writing the suggested word. Another thing I might do in the future is to identify a few students that I want to informally assess so that I know to specifically record their responses, while still taking responses from other students.