ipl-logo

What Changes Were Made As You Implemented Your Lesson

515 Words3 Pages

LESSON PLAN #3 QUESTIONS
What changes were made as you implemented your lesson?
The read aloud for the paragraphs was done twice before dividing them for differentiated instruction.
Why were these changes made?
The students struggle when reading on their own and the changes were made to provide the students with the opportunity to have extra support before completing the activity on their own.
What worked well in your lesson?
Students wrote down questions they had throughout the lesson without interrupting and asked them during our “Any questions?” segment. Also, students were very excited to work with an activity (passage) that is connected to a real-world situation. Lastly, two of the students that were paired up during differentiation complemented each other very well during the completion of the activity …show more content…

Summarize student learning. Emphasis on outliers – those who did not master concepts and those who knew information prior to instruction. Use assessment data.
Student # 1 (√) – did not focus during the lesson, playing with stools, backpack, and highlighters, resting her head on the table and drawing on the activity sheet. Attention had to be redirected several times throughout the lesson and student corrected behavior briefly; did not answer any question during class.
Student # 2 (√ -) – was giving the impression that she was following the lesson and the only answer offered during the lesson was incorrect.
Student # 3 (√ +) – was completely focused during class, demonstrated good interaction and rapport not only with the teacher but with classmates as well, very helpful when paired up with another classmate that needed the help during independent practice/differentiation, answered questions mostly in a correct

Show More
Related
522 Words | 3 Pages

Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their

Read More
487 Words | 2 Pages

The slippery slope argument is a misconception that reasons that an event will occur after a specific event has occurred; in other words, it is the idea that when an event occurs, another event will follow, thus it is necessary that the first event must be stopped. As for the event that follows, the first event will be judged and the second event that occurs will be accepted as the outcome of the first event, even though there is no evidence that the second event will occur. According to Jerry Fodor’s Where is my mind, Clark states that in order for the mind to process information, it must go through a series of causal chains. Although, according to Clark, if Otto writes his information down into a notebook, it will not be considered as the

Read More
870 Words | 4 Pages

1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes.

Read More
552 Words | 3 Pages

What Have I Learned Dr. Boyer’s Reading Assessment class has a textbook that is very accessible and easy to read. This is not surprising since it is written by a reading specialist. When Kids Can’t Read, by Kylene Beers, clearly describes many of the obstacles that struggling readers encounter. Beers uses examples from her experience and honestly discusses many of the readers with whom she has worked (Beers, 2003). Through this book the one lesson that I have learned is that to be an effective teacher you must be prepared to plan, evaluate, adjust, evaluate and adjust again.

Read More
1076 Words | 5 Pages

The reading strategies we discussed in class and in the courses content made me a better reader by showing me many different ways to read and write and understand it very well. It uses all these methods such as the KWL charts, writing a memo and reading the novel I selected helping me improve my skills greatly to become a better reader. Putting together the reading, writing oral communication and examining media all connected in helping me become a good reader and helped me to comprehend the understanding of making a personal connection to the world around you. That 's what help 's you in the future to make the the best choices possible so that later on when you make a mistake in reading you can look at the experience you had and learn how to properly correct yourself because at the end of the day they all deal with different skill set 's but all help you to become better in everything you

Read More
442 Words | 2 Pages

(Cambria and Guthrie’s, 2010) research indicates that in order to motivate students to read we need to take in consideration their interest, dedication and confidence. “An interested student reads because he enjoys it; a dedicated student reads because he believes it is important, and a confident student reads because he can do it. ”(Cambria and Guthrie,

Read More
1196 Words | 5 Pages

I just saw frowns from the office as these students gave me a hard time in trying to get them to follow rules. The class was in control until these students start going to the office getting sympathy. The explanation of each category performance is as follows: • Work performance average. 1. Your attendance is good and thanks.

Read More
897 Words | 4 Pages

The educators should not just analyze based on everyone in the class because that would be an inappropriate action. The educators should also consider the development of the child and what they have learned. There should be a sheet filled with the learnings of the child which includes the achievements and the weakness. From there what could the educator do to help that child improve in that specific area. Also that way the educator could keep the parents aware of the child’s improvement in schools.

Read More
1411 Words | 6 Pages

When students read on their own, I would provide them with a reading log so that I can see what they had read and how much they read. Then I would allow them to decide a type of journal that they would like to complete while they were reading. By giving them a choice in the type of journal they will complete, I feel as if they will be more motivated to complete the task and in return, learn more from the experience.

Read More
929 Words | 4 Pages

They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.

Read More
654 Words | 3 Pages

The first reading packet I had in that class took me by surprise. I was able to read it, but when it came to discussing it and answering questions about it, I had no clue what was going on. I was never able to figure out the story’s deeper meaning like the rest of my class could. This frustrated me so much, especially my

Read More
1637 Words | 7 Pages

For example, I had observed students completing a worksheet about multiplying and dividing fractions, a topic that I planned to put on my assessment.

Read More
672 Words | 3 Pages

One study, conducted by the Progress in International Reading Literacy Study (PIRLS), asked fourth-grade teachers around the world about how they help students who struggle with reading (Sen, Burns, & Miller, 2009). One strategy that was asked in this study that almost all of the countries used on a consistent basis is “spending more time working with the student individually” (Sen et al., 2009). This allows the teacher to work on the specific things the student needs and meet them right where they are. Being able to work individually with RTI reading students can allow a teacher to not only help them with their reading comprehension, but also to work on the vocabulary that students encounter in mathematics word problems.

Read More
750 Words | 3 Pages

The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided

Read More
903 Words | 4 Pages

The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson?

Read More

More about What Changes Were Made As You Implemented Your Lesson

Related Topics

Open Document