Teacher Candidate Supervising Teacher University Supervisor
- Date Initially Submitted to Supervising Teacher: September 27, 2006
- Actual Date of Implementation: October 2, 2006
- Subject/Grade Level: Language Arts / 1st Grade
- GPS and National Standards:
GPS:
ELA1R4 The student demonstrates
the ability to read orally with speed, accuracy, and expression.
The
student
a.
Applies letter-sound knowledge to decode quickly and accurately.
b.
Automatically recognizes additional high frequency and familiar words within
texts.
e.
Uses self-correction when subsequent reading indicates an earlier misreading
within grade-level text.
National Standard:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- Specific Objectives:
The students in this first grade class will be able to read their Dr. Cupp Readers and guided reading books with an accuracy of 90%.
- Procedures:
- Motivation/Getting Their Attention:
- This lesson ties to the previous learning of reading skills that the students have gained.
Teaching Sequence: To start the lesson off I will go over new the sight words that each group will have with the Dr. Cupp Readers. Then the students will takes turns reading one sentence at a time on page one, and then they will read the sentences a second time. Once we are done with the Dr. Cupp Readers the students will read a guided reading book that is appropriate for their group. To start of the guided reading book the students will do a picture walk through the book to see if they can get any clues as to what the book is going to be about. Then they will take turns reading one page at a time until the books is complete. After reading the guided reader the students will be asked some questions about the book to see if they understand what they read.
- To wrap up the lesson the students will take be asked a few questions about the guided readers that they read.
- The groups will quietly move to their next center when they are done with the lesson.
- Lesson Adaptations:
This lesson will be adapted for the students based on which reading group that he or she is in.
- Technology Integration: not applicable
- Materials:
- Dr. Cupp Readers and Journal Writers (Books 10, 20, 36)
-
Guided
o Jan Can Juggle by Judy Tuer (Red Group)
o I’m Hungry by Kate McGovern (Blue Group)
o Itchy, Itchy Chicken Pox by Grace Maccarone (Green Group)
- Evaluations:
The evaluation for this lesson will be done through observations of the students.
- Connections:
This lesson connects to all subject areas since reading required in just about everything we do.
- Reflection:
This lesson was designed to be taught in small reading groups. I choose to teach this lesson because the Dr. Cupp Readers and Journal Writers are a required part of the Language Arts curriculum for this particular school system. The guided readers I choose for the different groups based on the reading abilities of the groups and they were also chosen since it gives the students some variety to what they read. Not only do the guided readers give students variety but it also helps them build comprehension skills that they can apply to what they read on their own, whether it is at school or at home.
During this lesson I was required to make several changes on the spot. The changes that I made were not due to lack of preparation but rather the lesson was full of interruptions. The interruptions that took place were beyond my control. During the middle of my first group (green group) there was a fire drill that took place and that took up about half of the time that was allowed for that particular group. Because of the fire drill I had to cut the lesson short and I was not able to listen to each student read the guided reader aloud. Once we got back to the class it was time to switch groups and for the second group to come to me for reading. During the lesson with my second group (blue group) we had a code red lockdown drill. This did not cause too much of a disruption to my lesson with them since we remained in the classroom. While the students were reading I paid close attention to the behavior the students who were not reading at the time and I also paid close attention to the student who was reading to make sure that they were saying the words correctly, reading with expression when it was required and if a student did not do so then I would have them go back and reread it with the necessary expression. During the lesson with the third group (green group) we had two visitors in the classroom during this time. While I was teaching this group there was a parent volunteer who was giving accelerated reader tests and a high school student who was going over the sight word boxes with the students who had returned their’s. With this group the change that I had to make with them was the tone that I used with them. I would have to switch to a firm tone for them to understand that I was serious about them being on task. I believe that I made that changes that were necessary and I am pleased with the outcome from them.
The evidence that I got that the students had learned something from this lesson was that they were able to read the materials smoothly for their given group, they sounded out words when needed instead of wanting to be told what the word is, and that they were able to tell me about what they were reading.
From this particular experience, I learned that as a teacher you must be able to go with the flow of things and that you can not let your lesson be greatly affected when things happen that are out of your control.
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