Lesson 3 Self-Assessment for ED 215R

Name: Libby Kent

Date: Wednesday, November 18, 2014

Literacy Objective: The students will be able to use the illustrations in nonfiction books to help
them to better understand what they are reading.

Balanced Literacy Component: Readers Workshop (Mini-lesson, independent reading with

conferencing, whole group share)

School/grade level/ number of students: Highland View Elementary School, grade 2, 20

students
Name of Cooperating Teacher: Mrs. Tonya Kabele
Planning and preparation:(AEA:Conceptualization,DiagnosisWTS:1,2,3,4,5,7DISP: Respect)
Clearly identify the range of literacy development of the learners in your classroom and describe
how you planned to address that range throughout your lesson plan. Thoroughly explain how an
effective theoretical model such as Holdaway or Vygotsky guided you as you planned your lesson.
Explain what worked well in your plan and what you would have changed/did change and why.
The reading level range in this second grade classroom is from emergent readers (Levels A-B)
through transitional readers (Levels H-M). I planned to address this range throughout my lesson.
First, I picked a book to project on the active board that was around the reading level of most of the
students. By doing this, I was able to focus on the pictures (the purpose for my lesson) and not let
the word difficulty get in the way of learning. I was also able to read the words out loud as a class so
that the students could practice reading as a group without being embarrassed. I also had students
use their own just-right nonfiction books from their book boxes to work on using the strategy I
was teaching during their independent practice time. This ensured that the lesson (about
illustrations) would be the main focus rather than trying to decode the words.
The Holdaway and Vygotsky theoretical models guided me as I planned my lesson. Both of these
models work hand in hand and the lesson plan format was set up to incorporate these models. The
Holdaway model was effective during the procedure section of my lesson plan. I introduced the
topic for the day and related it back to what the students were already learning. Then I used
demonstration to model exactly what I wanted the students to do with their nonfiction books
without any help from the students. They were to watch during this part and I was not to
incorporate any help from them yet. The next example I used in the book was used in relation to the
participation section of the Holdaway model. I prompted the students with questions and had them
turn and talk to their partners so that they were engaged. I noticed that they caught on quickly to
the concept I was trying to teach them. I had a small closure section as I transitioned the students
from the carpet to their reading places and asked them to get their materials. The practice section
of my lesson is also related to Holdaway as in the students do the work and I help them. In the end,
there was also a performance section of the lesson in which the students did the task and I watched
and gave feedback.
Vygotskys socio-linguistic theory was also evident throughout my lesson plan. I already had a grasp
on the students zone of proximal development ahead of time, so I knew at what level of difficulty to
plan the lesson, and where to add an extras for students at the high end of development. I
incorporated the more expert other during the minilesson, first off with my modeling, and second
when the students turned and talked to each other. This was a time where students were able to
build off each others ideas, or explain to their partner what to do if the partner was confused. I also
used the more expert other at the end when the students shared their work in the front of the

class. I used scaffolding, or varying the levels of support for each student, during the practice time.
Students that needed redirecting I prompted with questions. Those who were not understanding
the concept, I remodeled using their book. Also, the students who understood it got praise and
encouragement to continue what they were doing. The scaffolding model, (I do, you watch; I do, you
help; you do, I help; and you do, I watch) was incorporated again in the procedure section of my
lesson plan and was followed very closely when teaching my lesson. The explanation for this model
is very similar to what I have described above with the Holdaway Model.
Some aspects of my lesson that went well were following the procedures I laid out, using
scaffolding, and sharing time. The procedures I used proved to be planned in a way that worked
with the students abilities and their development as a person. The procedures gave them time to
talk, move around, think, and share. My plan for scaffolding instruction during practice time worked
well also. I was able to make it around to the students who needed help so that everyone was
prepared to share something when they came back to the carpet. Lastly, sharing time went very
well. The students were excited to share what they found and discuss the fun facts they read about.
They rest of the class was generally very interested in the work the students were sharing.
A part of the lesson plan that I did change while giving the lesson was transitioning from the
practice back to the carpet. The students had a hard time getting their post-its from the chart on the
wall and finding their place next to their reading partner on the carpet. Some students were very
concerned with the post-its left on the chart and who they belonged to. To accommodate this
confusion, I had the students already sitting on the carpet begin discussing with their partners what
they found in their books so that they wouldnt have to sit and wait for everyone to come to the
carpet. I could then focus my attention on the few students who were not sitting and discussing yet.
I found that this worked very well. I also had a few more students share on the carpet than I had
planned since we had extra time.
For next time, I would change the procedures for the tracking our thinking chart. I had planned to
have each student put one post-it on the chart during practice time so I could tell at a glance who
understood the concept and who needed help. This did not work as smoothly as I thought since
some students forgot to put theirs up, and other students became distracted when they went to put
their post-it on the chart. Small discussions between students began to form, which raised the noise
level in the room causing distractions for other students still working. My CT suggested a great
alternative to this in her feedback of the lesson. She said, next time you may want to have them
share their post its and then choose one to put on the board after share time. That way you can see
what they wrote without them moving around the room as much. I think that is would be a great
idea to try next time to avoid the problems I had.

Classroom environment: (AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6 DISP:

Respect, Responsibility, Collaboration, Communication)

Explain how you set up a positive learning environment and encouraged student participation in
the learning. How did you focus student attention throughout the learning experience to engage
them productively in the learning the lesson objective? Evaluate your interactions with the students
and their interactions with each other.
I set up a positive learning environment by not cutting down any ideas the students had, and
allowing much participation throughout. I could tell that the students were willing share their ideas
even if they were unsure because I was there to steer them onto the right path. I had students raise
their hands when they wanted to talk and quieted the rest of the class down so that everyone was
listening to the speaker. I encouraged student participation during the carpet time and when they
went off on their own by asking engaging questions, and having students build off of one anothers
ideas. Focusing student attention throughout the experience was somewhat challenging. I had to
call out names once in a while to make sure they were facing the front and listening. I also tried to

make sense of answers that seemed a little far-fetched by bringing them back to my question.
Relating the student ideas back to the learning objective proved to help the students stay on task.
For example, when walking around during work time, I asked the student to show me the post it
they wrote, and then show me the path they used and thinking that went along with it.
The interactions throughout the lesson were very positive. I felt as though my interactions with the
students were very meaningful. Students looked forward to having me come around and look at
their work during the practice time. When a student was not on task, all I had to do was remind
them of what to do and they refocused themselves to the lesson. I rarely had to ask anyone more
than once to do what asked of him or her. This shows that the students have respect for me as a
teacher and I show that same respect back to them. The students interactions with each other were
also fairly unproblematic. I have observed certain partnerships not working when my CT gives
lessons, but during mine, most everyone was engaged with each other.

Instruction: (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS:

1,2,4,5,6,7,10 DISP: Respect, Communication)

Thoroughly explain how you taught this lesson to meet your literacy objective. Evaluate your
implementation of your plan in relation to student learning/performance and the theory. Did it
have the effect you intended? Were the needs of your literacy learners met? Explain what you found
most difficult in teaching this lesson. What changes would you make if you repeated this lesson?
Why?
I taught this lesson to meet my literacy objective in a few ways. First, I modeled what I wanted the
students to do and then gave them a change to try it on their own. After they worked on it for a bit, I
met with each student to see if they understood it. They were also able to show that they met the
objective during the large group share. I thought that I implemented my plan very well in regards to
student learning. The students gave me feedback (whether they knew it or not) when they
answered questions related to the objective and the way they acted. I used this feedback to guide
my instruction and carefully pick the words I would use. The students learned what I wanted them
to and showed in during the sharing part. Vygotskys theory really took hold in my lesson as each
part was evident. Cambournes conditions for learning were also evident during my lesson. I
immersed the students into using the pictures when reading nonfiction text. I demonstrated how I
wanted them to do this which also set the expectations. I made the students responsible for their
learning by assigning them to write at least one post-it related the pictues/text in their book. The
students employed their learning during practice time and I left some room for approximations.
Many of these were fixed as I walked around to help. Lastly, throughout the lesson, there was must
response from the student both verbally and nonverbally. The needs of the learners were definitely
met as I asked questions to students to get them onto the right path and really look into the pictures
to help them read. The needs of my literacy learners were met as I walked around and conferenced
with them. If I were to repeat this lesson, I would try to do more assessment and I would extend the
mini-lesson with some more examples. The students were interested in the topic of ants and
probably would have liked to read more of the book. The practice section of the lesson was also a
bit long since the students were getting very restless toward the end and started talking to each
other.

Assessment: (AEA: Diagnosis, Integrative Interaction WTS: 1,2,3,7,8,9 DISP: Reflection) Explain

how you knew if the students learned what you taught them. What did you learn from listening to
student responses, examining their work or listening to their interactions? What were your
assessment procedures and how well did they inform you about student attainment of your lessons
objectives? To follow-up this lesson, what would you teach next? Why?

I used observation and anecdotal notes to assessment my students. I was also able to read their post-its to
see if they were understanding the strategy I was teaching them. I leaned from listening to student
responses that some students were very good at the strategy and others were in the dark. Examining their

post-its, some kids were just reading the words instead of also using the pictures to help them. When the
students interacted with each other during share time, they really went into depth with each others postits which made them want to share the illustrations in their book. Those interactions really helped to show
the students what they should have been looking for. My assessment procedures were to take notes next to
each students name based on how well they were doing the task. They informed me very well about how
the student was reaching the learning objective. I would have to read all of the post-its to really
understand if the student gets it, however reading a few let me see if they were on the right path. The next
thing I would teach to follow-up this lesson would be to have the students use the illustration strategy
when writing/illustrating their own books. If they could not only take what I have taught them and use it
in a variety of books, but also apply it their own work, I would know if they really understood it.

Professional responsibilities: (AEA: Communication, Integrative Interaction WTS: 1,2,6,7,9,10

DISP: Respect, Responsibility, Reflection, Collaboration, Communication

Explain how you will apply what you learned from the feedback you received on this lesson to
teaching future lessons.
My CT gave me a whole list of great feedback. She wrote down strategies that I used naturally in my
lesson and areas that needed improvement. On my future lessons, I will have this feedback in front of me
while writing the lesson plan so I can be sure to incorporate the language that she suggested and tips for
classroom management. Some specific strategies she recommended were regarding redirecting the
attention of the whole group at one time so that I wouldnt have to keep pointing out the unwanted
behaviors of a few students who were causing disruptions. This tip was also given from Robin as she said
to continuously scan the room to see if I needed to make a large announcement about staying on task or
the noise level. Sometimes waiting those few extra sections while everyone gets situated and quiet really
help with the lesson as a whole.

Reflection: (AEA: Diagnosis WTS: 9 DISP: Reflection)

What did you learn about teaching an effective literacy lesson from this teaching experience? How
will it affect your planning for future teaching of literacy? Explain how this lesson demonstrates
your growth in ONE Wisconsin Teaching Standard and ONE Alverno Education Ability. (Make sure
to state the WTS and AEA in your own words in your explanation.)
I learned that it takes a lot of planning and preparations to teach an effective literacy lesson. Even though
I had a pretty detailed lesson plan, I still changed it up a bit while delivering it. Managing the class is also
half the battle when teaching as well especially with energetic second graders. Keeping the students on
task will be an ongoing goal I have with teaching. My future literacy plans will have more mention of
classroom management techniques and make sure that I am trying to incorporate the students into my
teaching as often as possible.
This lesson demonstrated growth in Wisconsin Teaching Standard number seven and the Alverno
Education ability of coordination. WTS number seven is about using lesson plans to meet the needs of the
students and realizing that the plans are ever-changing. When teaching the lesson, I had to tweak the
lesson plan when the circumstances changed. This is what the teaching standard is all about. Relating the
lesson to the students and curriculum is also important, and something that I strived to perfect along the
way.
Coordination is making sure that the resources I am using help contribute to the teaching of the learning
goals. During the lesson I taught, I set clear goals, used the time accordingly, monitored the students
learning during the practice time, and assessed each student based on their work. Leaning to balance all
these components to reach the end goal was not easy, but I had to fit every aspect together to produce the
end product. In this lesson, I had to coordinate the pages of the book I wanted to project on the active
board for my mini-lesson ahead of time. I emailed a pdf of the pages to my CT and she helped me to put
them into the Active Board program and add boxes over the words to help with my lesson. I also came in
early on the day of the lesson to practice using the smart board and make sure that everything was
working correctly.