Lesson Self-Assessment for ED 215R

Name: Amanda Rake

Literacy Objective: Students will use various prompts to show their reaction
to what they are reading to better understand the text.
Balanced Literacy Component: Non-Fiction Interactive Read aloud/Mini
Lesson
Date: Nov. 22 2014
School/grade level/ number of students: Canterbury/ 2nd/ 22 students
Name of Cooperating Teacher: T. Borrelli
Planning
and
preparation:(AEA:Conceptualization,Diagnosis
WTS: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 ranges of literacy development of the learners for this lesson were
between early readers, transitional readers and self-extending readers. I read
the book; Its About Time which was a level K book. I used this book because
it was something different and interesting, I mean who reads about clocks?! I
also picked this book because it had enough written to interest all reading
levelsI was interested in it as well, which helped me present with more
enthusiasm. I used Holdaway as a model while planning my lesson. I
demonstrated how to effectively use the three different prompts while
reading. I allowed them to turn and talk about what they saw me doing, and
then had them talk about how I reacted while I was reading. Then the
students had the chance to practice what I taught them. They helped me
read the page out loud and then did another turn and talk. It was time to
practice and they went off to practice with their just right books. Lastly, the
students came in a circle and many examples were shared [performance].
My plan was great because I took what I learned from the past two lessons. I
planned out the transitions, which was great because I was able to ease from
one task to another effectively. Being organized allowed me to actively
engage in what I was teaching rather then being jumbled and then lose
direction. I also wrote out my post-it notes so time was not wasted writinggiving more time for practicing. I changed using the media to using printed
out posters of the book. I was going to read the whole book however I knew
that it was not necessary.
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 being confident and alert. I felt
comfortable in communicating verbally and non-verbally. I told the students
what I expected from them in the beginning and when it was time to share.
The students really were attentive and interested in the book about clocks. I
specifically chose this because I knew that they would find it intriguing. They
were eager to read when it was their time to participate, so I let them read a
loud because it was giving them that independent moment! I again gave
them time to turn and talk about their reactions and made sure that they
used the prompts that I wrote down on the anchor chart. As they turned and
talked I listened in and gave some examples I heard from the class. When it
was there turn to practice I walked around the room first to make sure
students were on task. Then, I walked around the room seeing if students
were using the three prompts and if they were on task. To my surprise I only
had to re-direct a couple of studentsthey understand my lesson When
we came back to the circle to share our findings I found that many students
had wrote down multiple reactions. Another tactic that I used was do you
want to gain a smiley a face? look at your peers and how they are working
quietly, clapping instead of yelling over everyone and other simple yet
effective ways to gain students attention and to get them more focused.
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 specifically repeated the three reacting prompts over and over again! My
objective was: Students will use various prompts to show their reaction to
what they are reading to better understand the text. I modeled for the
students twice and then based on them sharing their ideas I had them
practice and do a turn and talk before I had them go off on their own. Before
I had them go off on their own I repeated my learning objective, the three
prompts and why it is important to react to what youre reading. I also made
sure to focus on the anchor chart and to use the prompts when sharing their
reaction. This had a great effect because it made the students more alert on
what they were reacting to and why. Yes; I believe that the needs of the
literacy learners by the way they were al eager to share and while walking
around many students were asking if they could write more then one
prompt! [Very rewarding, and one student before I left asked if she could
show me another one she wrote] What was most difficult would have been
picking students to share! I solved this problem by having them turn and talk
to ensure that everyone at least got to share their reaction from their book to

at least one person. However while walking around I heard many students
already sharing- I allowed this because I was happy to see the students want
to share and to learn more about others books. If I would repeat this lesson
I would chose to create a chart that would help me assess the students
individually. I would create a chart that would address: how much assist they
needed, if they asked for help, what reaction prompt they were using,
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 knew if the students learned what I taught them by listening to their turn
and talks and their responses while sharing to the class. The students faces
as they lit up really were great! Everyone raised his or her hand to share.
After doing the last page and having the students eagerly reading and then
responding suing the reading prompts really showed me that they were
ready to practice on their own books. I noticed that they were very interested
in learning more about others books and what they reacted tothere were a
lot of interactions among the students. While walking around I had many
students want me to listen to their reactions and many wanted a challenge
so they tried more then one reaction to listand share As I was walking
around everyone wrote down the prompt as I had on my anchor chart and
then did a followed by their reaction. Next I would teach how to share
what you have learned from your reading and use it to share with others. I
say this because the students started to share what they were learning in
order to share why they reacted the way they did. My assessment procedure
was very informal. I chose to walk around and make mental notes of those
who I re-directed and what students were right on track. Majority of the
students had a great grip therefore it was simple to take note afterwards.
However, I understand that not every lesson will run as smoothly. I feel it
would have been great to have a checklist chart with their names and
criteria that I would be looking for. This would have been a good idea
because I could reflect and see where students are lacking and where I can
change my lessons and self-reflect. It would be a neat idea to take pictures of
the students work and keep them in the proper folders so I could look at not
only their reactions but their thinking, writing and conventions. The two
concepts work well with one another and students can bond and share books
of interest with each other.
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.

- When I get feedback I take it seriously and reference back to it for future
assignments. I will create a checklist to help me better assess the students
while they work toward their final reflection/answer. I will have the students
continue to have turn and talks and have an organized map of my lesson.
Having transitions memorized was very helpful because it made the flow of
ideas just blend smoothly.
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 is very important to have yourself organized and prepared.
Feeling confident is a very essential. If you feel comfortable talking in front of
everyone and you know what you are teaching plus the learning objective-the lesson will be effective. For teaching future lessons I will take the set-up
of writing a lesson plan and use it over and over again because it helped me
organized my thoughts and examples. One Wisconsin Teaching Standard
that I have demonstrated is WTS #2 which can be described how students
develop cognitively, socially, emotionally and physically. It is important for the
teacher to understand this so they can support and encourage their students. A
classroom full of diversity calls for a teacher who can understand individual needs
and creates an environment that encourages interactions and discussions to prompt
students to listen and share ideas. I feel that I encouraged students to not only
read their book and use the prompt to create a reaction, but I encouraged them to
do multiple reactions and to share between themselves. I understand that some
children may not want to share in a big group but will share with a partner or two,
which was my reasoning for the last, and final turn and talk. Integrative interaction
can be defined as bringing the students together while creating a wellbalanced/focused classroom. Having a positive attitude, withitness and exceptional
demonstrating skills are great tools to help with integrating interactions within the
classroom. I feel that I demonstrated what it was I wanted them to do, and then
had them use my great tool [anchor chart] to use while writing their reactions. I
walked around making myself available for students who wanted to share or help
students to feel confident before they shared. I encouraged students if they had a
great example to share with the class.
Overall, I feel that this was one of my strongest lessons and I hope to continue to
improve