Learning Segment Reflection 11/7/2012

For this lesson, I differentiated the reading for my students based on their NWEA scores Students were responsible for reading a section with group members and then presenting the material to the class in a format of their choice (poetry, song, skit)

Differentiation

Students were responsible for finding the main ideas and key vocabulary in each of their reading sections This promoted academic growth because we were working on College Readiness Standards skills; main idea and meaning of words are two of the ECRS (English College Readiness Standards) skills

Academic Skills

Students were in planned cooperative learning groups to build their skills working with peers Students were strategically placed with students they would work productively with

Social-Emotional Development

Emphasis was placed on specific vocabulary from reading and unit; Why is Latin America called Latin America? There were stopping points in lesson where I highlighted key vocabulary for students

Language Proficiency

Gave students prompt to think about throughout lesson based on Do Now: Why is Latin America called Latin America? Students had to define key vocabulary during presentations

Student Thinking

Next time I would:

Model reading annotation strategies so students knew what to do with reading in groups Do a think-aloud of reading so students could see how I read and think about the material Ask students to identify five senses; not assume all students know the terms and phrases used in my class Implement a vocabulary log for each unit to have students track and apply vocabulary Find strategies to promote higher-order thinking skills with my students

Improvements