Candidate Name___________Gabrielle Palmer_______________Date__04/03/2014_____________ School__Kelsey Norman__________________Teacher____????

______________Grade level___1st___ Practicum Reflection-Guided Reading Lesson Name of Book_______The Hungry Goat______________________Level________B__________ Our class was on a field trip that we didnt know was going to be happening so the teacher across the hall accepted us to come observe. She gave us the option to teach our lesson with her kids if we wanted and all three of us in that room decided to go ahead and teach a lesson. I retaught my lesson from last week though and just emphasized the Text to Self and Text to World connections which are more focused on in 1st grade than they were in kindergarten. 1. What was the area of focus today during the lesson? What activities related to the area of focus did the teacher include in the lesson today? During the lesson I taught: The area of focus in my lesson was connecting pictures to words to what we already know to provide context. I included identifying the characters, setting and plot on a white board and a retell to your neighbor activity. During the whole class lesson: The teacher that we observed did a lesson on the 3 decoding questions and some decoding strategies. Does it look right? Does it sound right? Does it make sense? She then went over chunking, flipping the vowel from short to long, and other decoding strategies. 2. What went well with the instruction? What did students learn? During the lesson I taught: Students were above a B level in reading but became consciously aware of linking pictures to words for clues. They also learned that plot is what is happening in the story and is the main part you use when you retell a story. During the teachers lesson: Students learned that there are many ways they can try to decode a word themselves before they ask the teacher. They also learned where to find reminders of the strategies in the classroom. 3. Explain a growth moment for yourself where you realized, learned, or confirmed something from today dealing with student achievement in the area of reading. (phonemic awareness, phonics, fluency, vocabulary, comprehension, before/during/after reading Todays lesson by the teacher in the class we observed really cemented how natural teaching reading can be for students if we model, model, model and that think aloud strategies really do help. It provides students with a direct and applicable method to use and presents it in a way that they can copy instead of trying to figure out how to apply something they were told. Showing students the strategies with different books is also important to help them generalize.

Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

4. Describe a moment when a student grasped an idea/concept-that got it! kind of moment. How was the teacher able to facilitate this experience? Explain the situation. The most noticeable moment that a student really grasped an idea was during the lesson when the teacher asked a student to figure out a word in the big book they were reading. The teacher facilitated the moment well by providing minimal and simple prompting for the student such as What strategy could we use to figure this word out? This allowed the student to really dig through what she knew and feel accomplished when she was able to decode porcupine mostly by herself.

Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13