Jaime Jones Reflection 4 SE 591 Winter 2014 On Monday, March 31st, I spent an hour in the afternoon observing in Colleen

n Krafts ASD classroom. Her seven students are in 4th and 5th grade. On this day, I observed a reading comprehension lesson. In addition to Mrs. Kraft, there are two paraprofessionals who were working in the classroom, Ms. Angela and Ms. Linda. When I entered the classroom, students were nearing the end of their break time. When the timer went off, Mrs. Kraft called students to the bench area and went over the afternoon schedule, providing visual supports. She began by having students review what had happened in their read aloud chapter book thus far, reminding students that Good readers summarize and retell, a strategy used in Daily 5/CAF. As the teacher began reading, a student became very upset. He had a loose tooth and was upset. The teacher paused the lesson and asked the student What should you do if you have a problem that is not an emergency? and went over the steps with the whole group. She reminded the student that it wasnt the first time hed had a loose tooth and asked him what had happened before. The student replied I was fine and Mrs. Kraft reminded him that he would be fine again. She returned to reading the story after showing students a Quiet PEC. As she read the story, Mrs. Kraft wrote down interesting and new words on a piece of chart paper, reminding students that good readers tune into interesting words, another CAF strategy. As she read, another student began to mimic a peer. She asked him to move his clip and return to the group. She then continued to read, pausing to question students and remind them of the reading comprehension strategies they had learned. The same student began to mimic another student. She paused quickly and told him to move his clip. She then asked Ms. Linda to take the student to another area of the room to complete a think sheet. When the chapter was finished, the teacher told the students to return to their desks and begin their activity schedules (an individualized schedule of activities for students to practice and retain skills). The parapros circulated to assist students with the activities. Mrs. Kraft then had a conference with the student, telling him that he should not mimic other students because She already has one T., she wants S. to be himself. The student then went to his desk to begin working. One thing I really have noticed more and more is that Colleen uses visual supports far more often than I do, and I think that I really need to change this. I need to use my existing visual supports more effectively. I also like the idea of an activity schedule and I am working to implement something similar in my classroom. The lesson observed addressed many competencies, but specifically competency 1, 2, 3, 4, and 6 were displayed.