Reinink, Reflection #2

Just as I mentioned in the first lesson reflection, this lesson went super great as well! My MT and I have been so surprised how well these two students have done with me throughout these past two lessons. I really think that they need to do more hands-on, interactive game-like lessons in order to stimulate their brains. Throughout this lesson they were catching on, a little slower than the first lesson but by the end they were telling me the amount of sounds in the tougher words like ‘Jesus’. I was super proud of them and felt very accomplished. At first they were both struggling with the fact that not all words had the same amount of sounds per the amount of letters in the word. I can see why this would be confusing. By the end they were doing it completely by themselves and really liked the words with more sounds because that meant they got more bean bags and more throws for more points.

A strength in this lesson was that the children were learning how to identify sounds in words they learned in the previous week or already knew. I used the same set of words I used in my previous lesson. This allowed familiarity to help them  at first learn how to hear the different sounds. Again like the first lesson, I only focused on the 24 words. However, this lesson could allow me in the future use as many or as little amount of words as possible. Like the first lesson, this lesson also did not allow the students to see the words in a sentence, which may have been more beneficial, and a limitation to the students. However, the students seemed to learn a lot from this lesson from the way it was set up!

As a teacher again I noticed that I was quick to correct them. After the first few times I caught myself and stopped correcting them. I also caught myself getting frustrated with them when I KNEW they knew the answer but for some reason wasn’t saying the right word or correct amount of sounds. They had showed me before they knew those sounds and words but seemed to act like they did not at times, and it made me annoyed and felt like we were going backwards. What do I do in that situation?

Reading Lesson Plan #2

Reading Lesson Plan # _2__ Rationale: After speaking with my MT she told me that Caleigh and Zee needed more help in the area of phonemic awareness. I haven’t really seen this need in action in the classroom, but told her my idea for my lesson and my MT said they would benefit a lot from the lesson. Objective for this lesson: o   Performance: The students will be expected to tell me the word and the amount of sounds they hear in a word I show them. Then they are allowed to toss that amount in bean bags into the box o   Conditions: Students will do this in the gym after I show them a word on a card. o   Criterion: The students will need to attempt and try sounding the word out in order to be acceptable. However, they will need to answer the amount of sounds correctly in order to fulfill that word on the checklist. Materials & supplies needed: 6 bean bags, a box, 2 lists for the students (‘how many sounds’ at the top of one column and ‘points’ at the top of the other column), word list, my checklist and 3 pencils. (Lesson adapted from: http://www.readingresource.net/phonemicawarenessactivities.html)

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) “Today we are going to be learning how to identify sounds in a word and be able to count how many sounds are in words we learned last week. We will need to learn the sounds of these words so that they can help us learn new words in future lessons. In this game there are bean bags to be played with if you attempt to tell me the amount of sounds in a word”.  (_2__ minutes)  • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) I will hand out the materials and then say, “To start we need you will begin by reading the word I show you on a card. Then you will tell me how many sounds you hear. For example in the word ‘fish’ I hear 3 sounds (sound out fish for them and then have them do it with the same word). You can use this strategy for all of the words. You then write that number in the column under ‘how many sounds’. For the amount of sounds in the word you get that amount in bean bags. Since fish had 3 sounds, I get three bean bags to throw in the box”. (Then actually throw the bean bags in the box from the line). “However amount of bean bags successfully make it into the box is the amount of points you get. Since I got 2 bean bags in the box I get two points and I mark that number in the points column on my sheet. Then we go onto the next word. We are doing this alone, don’t tell  your friend the answer okay? Any questions?” Now I would start the game.  (__25_ minutes) • Closing summary for the lesson I will end this lesson by saying, “Today we learned how many sounds were in specific words and how to figure it out. We learned how to identify those sounds too. What word was the hardest word to identify the amount of sounds in it? What was the easiest? Did you like the game? You are going to have to figure out sounds in words when reading in the future, even today when you read your books too me. It is important to remember how to do this. Remember how we figured it out, so that you can figure it out in the future”. (_4__ minutes) Ongoing-Assessment: For my assessment I made a checklist (attached). The first column has words, the next column has a spot where I will write if the child read the word correctly or not and the last column is a spot to write if the children gave the correct number of sounds. This gives me a clear idea of what the child knows or learned through this lesson and what they still need to work on.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will keep repeating the directions throughout the lesson. These students struggle with remembering the directions in class when working on different lessons. It will be important for me to keep repeating the directions till they get the hang of it (I am thinking halfway through my lesson).

Assessment:
Word:	Did the child read the Word Correctly?	Did the child give the correct number of sounds?

Reinink, Reflection 1

Reinink, Reflection 1

I was really surprised in the way the students reacted to my lesson. Usually when these two students are pulled out for anything, they do not like to participate, even in games, they just want to be back in the classroom. However, right when we started the game the children were not shy and caught on really fast to the objectives and rules of the game. They both tried hard to read the word in their head and make a sentence. Neither one of them tried to define the word. I really encouraged sounding the word aloud but the students did not seem interested in doing it that way. After awhile I sounded it out with them aloud, so that I could hear what they were struggling with. I would ask, “What sound does this letter make,” and go through the whole word and then tell them to put all the sounds together. They both did a lot better and they both went through all the words. Once they got a hang of the game, they both tried harder and were a lot more successful at recognizing the words and identifying them by the end of the game.

Thinking back through the lesson, I can see how it was a helpful way for the students to learn these words. Too many times they are stuck reading books the do not enjoy or doing worksheets that are not stimulating, in order to learn words. This gave the students a chance to learn words and show what they know through a fun game, that they showed me they really enjoyed. A limitation to my lesson was that it only focused on the 24 words on the mat. I really could not expand upon it and students could not recognize it in a sentence. This made the words just words and not useful. If they had been in sentences, they would have been more useful for the students since they normally see these words in sentences and not by themselves.

As a teacher I noticed that I sometimes get impatient when children are sounding out words. I just wanted to jump in and tell them the word or that they were saying the wrong sound for the word. What is the best way to help a new reader learn to read? I am super nervous for this for next year since I will be in a classroom full of ELL’s and this is something I am still struggling with.

Reading Lesson Plan #1

Reading Lesson Plan # _1__ Rationale: After speaking with my MT she told me that Caleigh and Zee needed more help in the area of word identification and recognition. I had seen this in class when they read to me(they read me their books weekly). Objective for this lesson: o   Performance: The students will be expected to say the word and use the word in a sentence. o   Conditions: The students will do this when they choose what dot to put that body part on when I spin the board (it will give a color and the body part). They will say the word and say the sentence after they choose and look at the word. o   Criterion: The student needs to attempt to read the word and use it in a sentence to be acceptable. However, in order to fulfill that word on the checklist, the child needs to read it correctly and use it correctly. Materials & supplies needed: Twister mat with words on each dot, spinner and checklist (Lesson adapted from: http://www.momto2poshlildivas.com/2011/11/learning-through-play-sight-word.html)

Procedures and approximate time allocated for each event  • Introduction to the lesson   “Today we are going to play a game to help us recognize and identify words. These words you will be reading, hearing and learning about in future lessons in school. (_3__ minutes)  • OUTLINE of key events during the lesson Have you ever played the game Twister? It is a game where one person, who will be me, spins a spinner and the spinner will land on a color and a body part. The other people, you two, will put their body part on that color dot. In this game when you put your body part on the dot you will tell recognize a word by reading me the word and will identify the word by using it in a sentence or defining it. When we are finished with that, I will spin again and you will keep that body part on that dot till I spin that body part again. I will next call out the next body part and color I land on, you will read the word and define it/use it in a sentence and repeat till we all have used all the words or someone falls down. You may get your body all tangled up! I am wondering who is going to stay up the longest on the mat! Make sure you are reading the words right and using them correctly! Let’s begin. Caleigh start on one side and Zee on the other”. I will continue to let them play this game for about 20 minutes or until they use all of the words.  (_25__ minutes) • Closing summary for the lesson  I will end the lesson by saying, “We learned how to recognize and identify words today through the game Twister. What new words did you learn to recognize and identify? How did you learn to say them if you did not know how to? You will see these words in books you read and Bible lesson Mrs. M teaches you. What was the hardest part of this game? Later today when you are reading to me you will need to recognize words like you did during the game, remember the strategies we used”. (_4__ minutes) Ongoing-Assessment: For my assessment I made a checklist (attached). The first column has words, the next column has a spot where I will write if the child read the word correctly or not and the last column is a spot to write if the children used the word correctly in a sentence or define it correctly. This gives me a clear idea of what the child knows or learned through this lesson and what they still need to work on.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will keep repeating the directions throughout the lesson. These students struggle with remembering the directions in class when working on different lessons. It will be important for me to keep repeating the directions till they get the hang of it (I am thinking halfway through my lesson).

Assessment:
Word	Did he/she say the word correctly?	Did he/she use the word in a correct sentence/define it correctly?

Reading Lesson Overview

In my classroom there are two students who are a few steps behind the other students in the classroom. My teacher chose them for my Reading Lessons. She told me that she has noticed that they are still struggling with phonemic awareness, word recognition and word identification. Those three areas are the areas she wants me to focus on for my Reading lessons. My teacher does not really know why these two students struggle in these areas, but I do know that they are the youngest kindergarteners in the classroom.

According to my teacher, Caleb* seems like he is babied at home. So when it comes to school work, his parents help him out a little too much. My MT makes the children do a lot of their work alone in school because she needs to assess what they know. She finds that when Caleb is in groups he messes around.

Caleigh* is WAY younger than all of the students. My teacher wonders if that is why she is so behind the other students. She is also a lot less mature. She works at a more slower pace than the rest of the class but gets her work done eventually. She is on the borderline of being held back.

My MT really did not say how to go about these lessons. However, she hardly teaches AT them, rather does a lot of games, worksheets, group work, etc. For the word identification and word recognition lesson, she gave me words to use and said since these go hand-in-hand to just do these two together. The readings assigned for this assignment really did not help me because a lot of them were about comprehension and connections. I used Pinterest and found ideas on there for my lessons.

*Names changed

Expanding Children's Vocabulary

This week we have been reading about expanding children’s vocabulary. In Tompkins’ book we read about the 3 tiers of words. I had never known these existed but now they make total sense. The first tier are basic words that children who are native English speakers do not really need to be taught. The second tier is the academic tiers and are taught to students because they are used in writing more than speaking like in tier 1. Tier 3 are more abstract words called specialized words that are only taught if there is a theme that goes along with it. Tier 2 words seem most important to focus on in my lesson because those words are the core of the lesson and you need to know and understand those words before you can understand tier 3 words. Tier 1 words should already be known or the students can learn them while we are orally saying them.

I am reading the book “Bud, Not Buddy”. I would focus on the first two chapters for words to focus on. I have seen my teacher do this before. I would read the first two chapters and then have the students go back and pick out words they do not know about. Words in this first two chapters are important words for the children to understand as they read the rest of the book (from what I have noticed reading through the book myself). The words the children pick out will most likely be Tier 2 and Tier 3 words. I will make a word wall of these words and go through the words of Tier 2 and explain them. Then I will see if the students can explain Tier 3 words based on what they know from Tier 2 words. If they cannot figure them out I will let them use books (social studies books in particular and dictionaries) to figure out the words and rephrase them. After I let them find definitions, we will come up with a class definition for all the tier 3 words on the word wall.

I could see this turning into a social studies lesson because I see my students picking out words like “depression” from the book. I would make note of that so that I could build off of that in my social studies lesson so they get a better understanding of what these words mean and where this book falls in American History. I will also let the student ask questions about the book. I foresee my students ask about why Bud lives at school and now is going to live with a new family and not his own. This will introduce the word orphan to the children, since Bud’s mother died and Bud’s dad was never in the picture (up until the end). For a mixture of tier 1 and 2 I see my students asking what grown folks are. They will know what grown ups are, so they know the word grown but folks would be a tier 2 or 3 word for them. They do not necessarily need to use the word folks in writing but it is not really a specialized word either. I can see children asking what a lavatory is and I would consider that to be a tier 3 word, since we do not really use that word anymore.

Overall, this would be a difficult lesson to teach but helpful. Difficult because I do not know which words children will ask about and what words they will not ask about. It will be helpful because a lot of the words in these first two chapters are used throughout the book. For the next day, I will have a vocabulary sheet for the students that will have our definitions for the words we talked about and leave a blank spot for the students to write new words they do not know and need to look up.