Sara
Wieder 3/31/12
Comprehension:
Teaching Procedures
Assignment
#1:
1) How might small-group literature
discussion groups fit into an overall literacy program, designed to help
students experience the pleasures of becoming effective readers of
literature?
Small group literature discussion gives students the opportunity to
express their thoughts and insights freely and openly. This gives students the
confidence in themselves by expressing their personal reflections to their
peers and teacher they experience the pleasure of becoming an effective reader.
2) How does informal assessment such as
that demonstrated by Mr. Thompson help a teacher design effective lessons?
Informal assessment is a great tool to assess students’ comprehension
and understanding of the text. In this way, a teacher can evaluate what each
child comprehended and what they did not understand. Then, a teacher can design
effective lessons by addressing the needs of all learners.
3) What ideas form the video would you
like to try in your own classroom? I really liked the idea of
response logs and “critical reader thoughts. It’s a great way to engage
students in the reading by giving them the opportunity to write down and
express their thoughts
Assignment
#2:
1) What are some ways this teacher helps
students cope with the complexities of a new literacy text?
This teacher encourages the students to write down a difficulty in the
text that they may not have understood and ask questions, Why did this happen,
or what’s the purpose of this character? Asking questions can help students
comprehend the text better.
2) As viewers, did you think the use of
students to present mini-lessons to the class was an effective strategy, why or
why not?
I think that the mini-lessons are a great strategy because it builds the
confidence of the students by giving the students a chance to express their
thoughts to the class and helps them be better readers.
3) Mr. Hoonan talks about the importance
of considering context when assessing student performance, what example of this
can you share from your own classroom?
During
my field observation, I have observed the teacher considering context when
assessing student performance. The teacher gave a child that has difficulty
reading and writing a chance to express her thought without asking her to write
her thoughts on paper. This gave the student confidence and developed her
reading and writing skills.
4) What ideas from the video would you
like to try in your own classroom? I would use the idea of the
post-it strategy which is a great tool that builds comprehension. Also, I like
the small-group discussion and the use of web, in which everyone participated
and wrote down their questions and thoughts.
Lesson Plan: The Dairy of a Fly
Grade Level:2
Standards:
·
Determine
the meaning of unfamiliar words by using context clues, dictionaries, and other
classroom resources
·
Comprehension
strategies, ask questions when listening to or reading texts
·
Work
cooperatively with peers to comprehend text
Overview:
students will read the story Dairy of a Fly written by Doreen Cronin and use
comprehension strategies to understand the story. The lesson plan involves
read-aloud, small- group discussions, independent writing, and response
journals.
Time: two 45
minute lessons
Day #1:
Activity #1: Read Aloud- teacher will read the Dairy of a Fly to the class on
the carpet. Teacher will read that the fly is nervous on the first day of a
school. Ask students why do you think the fly is nervous? Were you nervous on
the first day of a school and why? Write down the word “regurgitated” on the
board, and ask students to use the context of the sentence and think what the
word may mean. Then, write the suggestions on the board. Teacher will continue
to read about the fly and that it learnt in school that you must always have a
flight plan.
Activity #2:
Small group discussion and building vocabulary; students will work together in
groups and use dictionaries or other resources to find the meaning of the word “regurgitated”.
Then, students will discuss about the need to plan ahead, why it is better to
have a plan and strategy before you do something.
Activity #3:
independent writing, students will write in the journals a reflection of what
they learnt today from the story. Students will answer the question; imagine
you were a fly and write your feelings and experiences. Also, students will
write about an experience that because they planned ahead it was successful or
when they didn’t plan ahead and was unsuccessful. Then, students can share their
reflections to the class.
Day #2;
Activity #1:
Read Aloud, first the teacher will review what they have read yesterday. Then,
the teacher will continue with the story. The fly dreams of being a hero. Ask
students what is a hero? And why does the fly think he is a superhero? Discuss
the food chain, and the importance of all living things in a food chain. Then,
conclude how the fly learnt that all people can be heroes in their own way.
Activity #2:
literature groups/ small-group discussion, students will discuss the story and
add an thoughts or observations they have learnt from the story
Activity #3:
independent writing, students will write in their journals:
1) What is the lesson of the story?
2) Have you ever dreamed about being a hero,
and what do you think makes a person a hero?
3) Have you ever had a situation where
you did something extraordinary and felt like a hero, explain.
4) What did the worm mean when he said,
“the world needs all kinds of hero’s” and what can we learn from this.
Activity #4:
Class discussion, students will read aloud their reflections and response to
journal questions. Teacher will discuss the moral of the story
Extension:
students will be given the opportunity and encouraged to keep their own diary
and write down their feelings and experiences every day
Assessment;
teacher will assess student understanding by reading the journal response logs
and informally assessing their participation in the whole-class and small-group
discussions
No comments:
Post a Comment