Reflection: The students at Lathers Early Childhood Center in Garden City responded with excitement when I

presented this lesson to them. My instructional strategies were prompt and clear while I was reading the story. The
students behaved so well, and loved being active in the story process by being able to come up and feed the old lady
I had created. My supervisor from Madonna University College of Education was there to evaluate me. She gave me
great feedback and suggestions to make this lesson better. Some included modeling my graphic organizer longer,
and giving them a visual resource of the sequence of the story incase they struggled with comprehension. I learned
that students at this age need meaningful activities to engage them and keep them focused on the objective.






Standard 8:
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Madonna University provided me the opportunity to meet this standard in the course EDU 4500: Theory and
Techniques of Instruction. The evidence I have to support this standard is a mini lesson I developed and
performed at my field placement. I used a variety of instruction strategies to encourage the students to make
connections, and build skills in retelling, comprehension, and sequencing. I read, I Know and Old Lady
Who Swallowed a Pie by Alison Jackson. I created an old lady and the pieces of food she ate in the story
out of poster board. To engage students while I was reading, they were instructed to come up and feed the
old lady when the piece they were holding was read. Throughout the story, I would ask them what the old
lady had eaten so far to guide their comprehension. After the story, they were given their own food pieces to
color, cut, and paste onto a graphic organizer I developed to help them sequence the food pieces in order of
how the old lady ate them. The activity was a formative assessment to observe how well the students
understood the content, and comprehended it, in order to sequence and retell the story to their classmates.