HUFEOS

Harding University
Learning Page and Reflection

Intern ______________Jillian Ware ____________________________ Cooperating Teacher ______________Vicki Rains________________________

Cooperating School ___Sidney Deener __________________________ University Supervisor Glend Horton

Grade ___1st ______________ Subject _____Reading _________________________________ Date of Obs. 09/07/2017 __________________ (If applicable)
Month Day Year

LEARNING PAGE REFLECTION

To be completed before observation. To be completed after observation, either by the teacher/Intern alone or by the
observer during the course of a post observation interview.

1. INSTRUCTIONAL OUTCOMES
What are the instructional outcomes for this lesson? (FFT 1c) To what extent did students learn what you intended? How do you know that?
(Provide evidence of one student that performed well and one that still needs
Students will be able to: assistance. Describe how you will address future learning for both). (4a)

Define central message and lesson.
Identify the central message or lesson from a text through oral
discussion and on a chart.
Why have you chosen these outcomes? (FFT 1c)
These outcomes are included in the First grade Common Core Standards.
These outcomes develop students into life-long readers and learners.
So that students will better understand how the stories we hear and read
influence our lives. Then be able to express their knowledge of the stories
through retelling or sequencing events from the story.
I could tell by my students feedback and interaction during the lesson that they
were understanding what I intended. They were very attentive during the
lesson. They would answer my questions and for the most part got the right
answers. On another day I allowed them to do a graphic organizer, like we did
together the previous day, alone. Majority of students understood what they
were to do on the worksheet. A few students were confused about if they should
write only a word for the details or sentences. Overall, the students completed
the activity pretty well.
In the future, I will go over the explanation of the graphic organizer with more
detail. We did the whole graphic organizer together the day before so I assumed
I wouldnt need to explain a whole lot more about how to complete one. Some
struggled with directions. So just to avoid any confusion I will make sure to
explain every detail before giving them a sheet to complete alone.

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
 2. STANDARDS
What specific district student expectations, state frameworks and content Were these standards appropriate for this lesson? Explain. (4a)
standards are in your lesson? (FFT 1a)
RL.1.2 Retell stories, including key details, and demonstrate understanding of Yes the standard fit the lesson perfectly. The whole main idea of my lesson
their central message or lesson. was for them to understand that the little pieces of information in a story are
called key details. The key details are what help you figure out what the main
How will this lesson engage students in significant learning? Explain. idea or central message of a story is.
(Blooms taxonomy, critical thinking, problem solving) (FFT 1e)

They lesson will engage critical thinking by teaching students how to define How did this lesson engage students in significant learning? Explain. (4a)
the central message of a story. Along with also identifying the lesson from a
text through oral discussion and on a chart. They will be learning social skills This lesson helped engage students by teaching them new vocabulary,
and team work skills by having a group discussion with one another and understanding the flow of a story, and comprehending what the author is
myself, and filling out the graphic organizer together. trying to teach you. Overall, critical thinking and problem solving skills are
being practiced.
They will help students become more aware and efficient readers. Give them
a better understanding of how the setting, characters, and events make up the
overall concept or lesson. It will help students gain perspectives in paying
attention the details or event of a story. Before reading the story, I will show
the students a paper bag. The paper bag contains three or four objects related
to the topic of the story. This will allow students to think about the items in the
bag and connect them to key details in the story. As they connect the details
they will better be able to figure out the big idea of the story.

How do these goals fit into the broader curriculum, including prerequisite

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
 relationships and broad concepts of this discipline? (big ideas, enduring
understanding statements, previous standards) (FFT 1a)

They are directly aligned. These goals fit directly into the common core
reading standards. Broad concepts of this would be the ability to comprehend
parts of a story. Big ideas include
Identifying main characters, setting, and events
Comprehending basic outline of the story
Understanding the main character

Enduring Understandings:
The main character is the character that is in the story the most often
and what they do is important to the story.
The setting is where and when the story happens.
It is important to think about how characters in stories feel, think, and
act to understand the story.

3. ASSESSMENT

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
How and when do you plan to evaluate student learning? Show a variety of Has anything that happened during this lesson influenced your evaluation plan?
assessments (formal, informal, modified). (FFT 1f) If so, how has it changed, and why? (FFT 4a)

Students will be assessed throughout the lesson in a variety of ways. I will informally I think the lesson went very well. I felt like the students understood the concepts I
assess the students during the story by engaging them in class discussion through was wanting them to. They seemed to know all of the vocabulary we had been
conversational prompts about the key details that they need to be noticing as the story going over the past few weeks. Which gives me hope that they will remember the
is read aloud. Examples of some questions might be "what does the timid sheep new ones we learned from this lesson. They seemed very engaged and active
realize?" etc. learners throughout the activity.
If I would change anything it would be me explain how to do the graphic
Additionally, at the end of the story, students will have to use key details discussed to organizer. I struggled to find the correct words to explain what we were going to
work together to create a chart. Then they will perform independent practice in the form do with it.
of a summative activity to show their learning and response to the lesson.

How are the assessments aligned with the instructional outcomes? (FFT 1f)

RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.

These assessments are aligned directly with the Common Core Standards .

How will your students self-assess? (FFT 1f)

Students will self-assess twice during my lesson. First, during the group discussion
on the carpet I will ask who agrees (they have a certain hand motion that they do
to show me that they agree or understand what I am asking) throughout filling out
the graphic organizer, and who has questions. Secondly, after the whole-group
discussion, they will close their eyes and hold up either a thumbs up or a thumbs
down representing how much they understood the lesson as a whole.

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
Why have you chosen this approach to evaluation? (1f)
How will you use the information from the evaluation to plan future instruction?
(4a)
Teachers should assess so that they can better understand whether or not their
students are comprehending the lesson, and to help decide if the class is ready to
In the future after I have planned out what I will say to explain my directions, I will
move on to the next lesson or needs extra guidance.
ask certain students what they will do during the activity. Allowing them to repeat
the directions back to me will help me be certain they are understanding what I
I have chosen these ways of assessing because they will be easy to assess
am explaining.
students without taking extra time in class, I believe that they will be beneficial
lessons that my students need to learn, and there are assessments that dont
necessarily need to be graded.

4. STUDENT GROUPING
How will you group students for instruction? (FFT 1e) How would you group students for similar instruction in the future? Why? (4a)

I will be having the reading and discussion whole group, and then after the I really love having the students at the carpet where they are looking up at me
mini lesson they will return to their desks and do independent work. in the chair, or at the white board. It is easily used for different teaching styles.
I would definitely use this grouping style for another lesson like this.
IF I decide to let them work in groups, I will make my groups based on
advanced and struggling learners. Depending on who works well with others
and who doesnt. Also specific students that do not get along will be separated
in to different groups.

Why have you chosen this grouping (based on what criteria)? (FFT 1e)

This will help students learn to work well with others, and that if you work
together then you will have a great outcome. The reading and mini-lesson will
be done as a whole group to save time and create a class atmosphere to
learn from each other and gain instruction. The whole group discussion will
give the students an opportunity to learn from each other and provoke one
anothers thoughts. When a person is able to communicate a concept by
teaching it to others that is when they show real knowledge of a concept.

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
 5. METHODS
What teaching method(s) will you use for this lesson? (FFT 1e)
(What does the teacher do?)
As an instructor in this lesson, I will be using several different whole-group
approaches to instruction including:
-facilitating and promoting class discussion
-modeling fluent reading
-modeling reading for comprehension and reading with a purpose
-lecturing (in the form of a mini-lesson) about reading to understand key
details/purpose
Additionally I will be using the following teaching methods in small group:
-monitoring group work
In what ways were your teaching methods effective? How do you know that?
(4a)
-Having class discussion helped familiarize the students with the new topic by
talking it out together.
-The students seeing me model fluent reading will only help them in the future
when they start reading by themselves.
-While going over things I want them to listen for while I am reading, will help
them remember to think of these things every time we read a story. Repetition
is key.
-Prompting students or helping students who are struggling is beneficial for
the whole class. Some students may not understand but may not say
anything. By answering questions in front of the whole class, the whole class
is learning.

-prompting students who are stuck or having difficulty

-working with some students one-on-one to check for understanding

throughout

Why have you chosen this method or these methods? (FFT 1a,1e)

These methods are best suited for this lesson because they cater to a
variety of learning styles and allow students to express their learning in
ways that are more geared towards their learning style. Additionally, as a
teacher, I will benefit from the time they spend in groups by being able to
walk around taking anecdotal records and gain a better understanding of
the degree to which my students are understanding the lesson.

What typical student misconceptions do you anticipate? What is your plan

to dispel them? (FFT 1a)
Adapted from Charlotte Danielsons HUFEOS #005
The Handbook for Enhancing Professional Practice Revised 2013
 I anticipate that students (especially first graders) will have difficulty
"sticking to the point" or finding main ideas that are relevant to the story.
Because this is a difficult concept for them to grasp, I will engage them in
discussion about what is a TRUE important event or main idea, and what is
unnecessary information throughout the story as we read. We will discuss
the difference between the "fluff" in a story, and the true plot line

6. ACTIVITIES AND PROCEDURES

What activities have you planned? (FFT 1e) (What will the students do?)

Activity Time
Anticipated

Whole group reading/bag activity 10 min

Small group/ whole group discussion based on topic 5 min

Whole group; Graphic Organizer 5 min

Individual worksheet activity 10 min

How do these activities represent high-level thinking? (FFT 1e)

These activities enact critical thinking to fill out the diagram and deeper
understand to discuss the topics whole group.

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
 7. MATERIALS

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013
 What instructional materials (including electronic materials or media) will you
use? (FFT 1d, 1e)
- Graphic Organizer (whole group, anchor chart)
- Individual graphic organizer worksheets
- Markers
- The Very Cranky Bear
- Bag with related items to story
Why have you chosen these materials? (FFT 1e)
In what ways were your materials effective? (4a)
-The book was the foundation of my lesson because it laid out the four key
details perfectly.
-The bag activity was an attention-getter, and helped me connect details to
a story.
-Markers write big so that everyone can see, and they are also coloring to
keep the students attention.
-Graphic organizer helped studnets see the connection between the four
key details, and how they make up the central message.

Each of these materials contribute to well-rounded and quality lesson allowing

for hands on as well as cognitive activity.

8. ACCOMMODATIONS
What interventions or accommodations will be made? In all of your planning Were these interventions or accommodations appropriate and how do you
for this lesson, how have you addressed the individual needs of this particular know? (4a)
group of students? (FFT 1b, 1d, 1e, 1f, 4a, 4f)

Language proficiency: (ELL) Yes I believe all accommodations that were made for this lesson were
appropriate. Although there are not many needed for lessons like these.
We have one student that is ELL. He can speak English and comprehend
well. He usually does not speak much but he gets his work done. We do not
usually have to give him any special accommodations, but if anything we
would give him more time to work on an activity.

Advanced Learners:

Advanced learners will be selected as group leaders to facilitate interesting

conversation, and to keep the group on the right track. Struggling learners will
be placed with good team leaders to help them stay on topic, and be
conducive teamwork.

Struggling Learners:

Struggling learners will be placed with good team leaders to help them stay on
topic, or put a peer helper in groups. Seat students who need extra help close
Adapted from Charlotte Danielsons HUFEOS #005
The Handbook for Enhancing Professional Practice Revised 2013
 to the front of the rug. I will also be giving them extra time to complete their
individual graphic organizer.

Student Interests:

The students will be able to creatively express their thoughts through their
writing of the key details of events. This assessment really taps into their
critical thinking.

Approaches to learning:

Auditory (book and lesson)

Visual (Graphic Organizers)

Adapted from Charlotte Danielsons HUFEOS #005

The Handbook for Enhancing Professional Practice Revised 2013