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Lesson Self- Assessment for ED 215R

Name: Stephanie Falksen

Literacy Objective: Text-to-Self connections
Balance Literacy !om"onent: Interactive Read Aloud
Date: October 19
, !11
Sc#ool$%rae level$ n&mber of st&ents: "anterbur# $le%entar# School, 1
19 students
Name of !oo"eratin% 'eac#er: Teresa 'orelli
(lannin% an "re"aration:(AEA:Conceptualization,DiagnosisWTS:1,2,3,4,5,7DIS: "espect#
(escribe ho) #our plan addressed the ran*e of literac# develop%ent of the learners in
#our classroo%+ ,o) did #our lesson desi*n reflect an effective theoretical %odel
such as ,olda)a# or -#*otsk#. $xplain )hat )orked )ell and )hat #ou )ould have
chan*ed/did chan*e and )h#+
In order to address the wide range of literacy development of the learners in my
classroom I planned this lesson so that the students would read books from their individual book
bins. The books in these bins are specifically selected to be at the students current reading level
and are constantly being changed as the students develop. I also planned to circulate around
the room durning independent reading time to conference with students and offer any additional
support that was necessary for individual students.
My lesson followed both Vygotskys and Holdaways theoretical models. After
introducing the lesson to the students I demonstrated making a tet to self connection with the
introduction I gave to the book and a special toy I had as a child. I created a !"link paperchain to
reinforce the languauge the students should be taking on in their own reading. #ne piece of the
chain said $%hen I read the part about&' and the other piece said $It remeinded me of. I took
these pieces of paper and linked them together to give the students a clear visual picture of
what a connect looks like. (I do& )ou watch * +emonstration,. %hile reading #wen I stopped
at two places to have the children practice making their own tet"to"self connections with a pre"
assigned partner. I was able to observe the tet to self connections the students were sharing
with their partners from the part of the story that I asked them to use (I do& you help *
-articapation,. After finshing reading the story the students spent about a half hour reading to
self. +uring this time I went around the room to conference with as many students as possible to
check their understanind of the lesson ob.ective (I help& you do,. As I was conferencing I found
a few students who needed some additional support in understanding how to make a tet to self
connection so I model making the connections for them again (I do& you watch *
demonstration, and walked them through making a connection of their own (I do& you help *
practice,. After doing this with one of the students that was struggling she turned the page and
made a tet to self connection completely on her own. I then re"gathered the students on the
rug in a sharing circle and selected three students to share one of the tet to self connections
they had made while they were reading ()ou do& I watch * -erformance,. Through the practice
and performance portions of the lesson I was able to observe the students understanding of the
lesson and determine which students understood the lesson ob.ective and had already added
the concept to their known information and which students would re/uire additional scaffolding
to move this lesson from their 0one of proimal development and add it their known information.
The mini"lesson went very well. Through the students participation and practice I was
able to determine that most of the class understood the lesson and how to make tet to self
connections. If I were to do this lesson again I would take time to go through the students book
bin before teaching to make sure that there were several fiction books for the students to
choose from in each bin. 1everal of the students had mainly non"fiction books in their bins this
week and were trying to make connections using these books.
!lassroom environment: (AEA: Coo$%ination, Integ$ati&e Inte$action WTS: 1,2,3,4,5,' DIS:
"espect, "esponsi(ilit), Colla(o$ation, Co**unication#
$xplain ho) #ou encoura*ed student participation and elicited responses fro% #our
students+ ,o) did #ou %ana*e student attention throu*hout the lesson to en*a*e
the% productivel# in the learnin* experience. $valuate #our interactions )ith the
students and their interactions )ith each other+
After the students sat down on the carpet I reminded them to sit facing forward2 and showing me
that they were ready to listen. The students were ecited when they found out I would be
reading #wen and were really engaged with finding out more information about 3evan Henkes
as I gave them a brief background on him. The ma.ority of the students easily focused on the
reading of they tet and were able to make connections easily when I prompted them to do so
with their partners. The students really en.oyed smelling the vingear as I walked a baggie with
two cottons balls around the room. This helped them to connect why #wen wouldnt want to
smell his favorite corner of the blanket it after his father dipped in it vingear and help them
further engage with the story. As I conferenced with students during independent reading time I
made a point to go down to the students level so that we could look each other in the eye as we
were discussing their connections. The students were very willing to share their connections
with me and to answer any /uestions I asked to prompt deeper thinking.
)nstr&ction: *AEA: Co**unication, Coo$%ination, Diagnosis, Integ$ati&e Inte$action WTS:
1,2,4,5,',7,1+ DIS: "espect, Co**unication#
$xplain ho) #ou tau*ht this lesson to %eet #our literac# ob0ective+ $valuate #our
i%ple%entation of #our plan+ (id it have the effect #ou intended. 1ere the needs of
#our literac# learners %et. $xplain )hat #ou found %ost difficult in teachin* this
lesson+ 1hat chan*es )ould #ou %ake if #ou repeated this lesson. 1h#.
To meet the literacy ob.ective of this lesson I followed a scaffolded teaching approach. 4or the
ma.ority of the students in the class this approach seemed to be very effective in helping them
understand how to make tet to self connections. There were a couple students in the class that
did not re/uire such a highly scaffolded approach and a few students that that would benefit
from additional scaffolding. The most challenge part of teaching this lesson was keeping the
students on topic and focused on the lesson. 1everal students wanted to talk about other things
related to what I was presenting but not on the actual lesson topic. I felt I did a good .ob bringing
the students back to the lesson and keeping the lesson moving despite these challenges. If I
were to teach this lesson again in the future I think that I would model making my own
connections during the reading of the book so students could see more than one eample of the
demonstration and then take time after reading to ask students where in the story they were
able to make a tet to self connections. Teresa made a point after I was done teaching that its
important to remember that not all children make connections at the same place2 which I had
not thought about in planning this lesson. It would have been very interesting to see what other
places in the book the students made tet to self connections.
Assessment: (AEA: Diagnosis, Integ$ati&e Inte$action WTS: 1,2,3,7,,,- DIS: "e.lection#
$xplain ho) #ou kne) if the students learned )hat #ou tau*ht the%+ 1hat did #ou
learn fro% listenin* to student responses, exa%inin* their )ork or listenin* to their
interactions. ,o) )ell did #our assess%ent procedures infor% #ou about student
attain%ent of #our lesson2s ob0ectives. To follo)-up this lesson, )hat )ould #ou teach
I was able to assess students learning as I listened to some of the students making tet to self
connections with their partners during breaks in reading #wen. I heard many of the students
yelled out that they had connected the blanket fairy with the tooth fairy and then gave eamples
of times that they were sad when someone had told them no as #wens parents had done. I
was able to further assess individual students understanding in one"on"one conferences during
independent reading time. Through these conferences I was able to determine which students
were able to make tet to self connections in their reading and which students would re/uire
additional scaffolding to understand this concept. This single activity would give a very basic
understanding of each students abilities however further assessment of the individual students
abilities to make tet to self connections would be necessary to fully assess a students skills. To
follow up on this lesson I would develop guided reading groups based on students abilities to
make connections in their reading. 4or students who were struggling with this skill I would go
back to modeling the basic instruction used in this lesson in different books and for students
who were demonstrating that they were able to make these connections I would have them
work on developing deeper5thicker connections to their reading.
(rofessional res"onsibilities: (AEA: Co**unication, Integ$ati&e Inte$action WTS:
1,2,',7,-,1+ DIS: "espect, "esponsi(ilit), "e.lection, Colla(o$ation, Co**unication
$xplain ho) #ou )ill appl# )hat #ou learned fro% the feedback #ou received on this
lesson to teachin* future lessons+
I have received very positive feedback from my 6T for this lesson. 4rom the feedback I received
I will work on using different classroom management strategies as needed. A small group of the
students specifically were having a difficult time focusing on their independent reading and were
causing distractions to other students who were working nearby. I attempted to separate the
group but this seemed to create an even greater distraction for other students. In the future I will
work to very clearly lay out my epectations for students during work time before sending them
to work on their own.
Reflection: (AEA: Diagnosis WTS: - DIS: "e.lection#
1hat did #ou learn about teachin* an effective literac# lesson fro% this teachin*
experience. ,o) )ill it affect #our plannin* for future teachin* of literac#. $xplain
ho) this lesson de%onstrates #our *ro)th in O3$ 1isconsin Teachin* Standard and
O3$ Alverno $ducation Abilit#+
4rom this teaching eperience I have learned that it is important to keep the developmental
needs of each student in mind while lesson planning for an effective literacy lesson. 7sing the
students book bins during the practice section of the lesson allowed the students to really
practice the concept that was presented within the scope of their current developmental abilities.
If I had given each student a random book to read or .ust told them to go choose a book from
the shelves in the classroom I am sure that the students would not have been as successful in
making tet to self connections during their practice time.
This lesson demonstrates my growth in %isconsin Teaching 1tandard number two. In planning
this lesson I wanted to make sure that each student would be able to practice making tet to self
connections after I presented the mini"lesson. 8ecause of the diverse reading abilities of the
students in the class it was important to find a way that each student could read a book or books
independently so they were able to look for areas where they could make connections. The
students individual books bins were a great solution to this concern. These bins are always
filled with books that are within each individual students reading development level. 1tudents
reading abilities are assessed on a regular basis and the books in the bins are changed
fre/uently to reflect any changes and to keep students interested in reading a wide variety of
Additionally this lesson also demonstrated growth in the Alverno 9ducation Ability of
6oordination. In talking with Teresa while I was preparing this lesson she mentioned that she
had briefly introduced the concept of making connections while reading to the class but some of
the students were really struggling to understand the concept. 8ecause of time constraints in my
personal schedule I had not had time to go to the TM6 to look for a book to work with this
lesson. In talking with :obin she suggested using #wen by 3evin Henkes and because she had
used this book for a demonstration lesson in our 9+ !!; class and I has .ust completed an
author study on Henkes I knew that this book would be a great fit. Through conversations at
home I found out that my <st grade daughter had .ust been introduced to the same concept the
week prior in her class so I talked with her teacher and asked if she had any suggestions of
ideas I could use to help clarify this for my students. 1he was able to provide me with a visual
suggestion for an arm motion that she used with her students and reiterated the importance of
really concentrating on the language $%hen I read the part about& It reminded me of&' I
thought this action was a great way to reinforce the language and planned to add it into my
lesson plan and as I did I came up with the idea to create a paper chain link to further enforce
the visual image that the arm motion created. I knew that these etra pieces of the lesson would
need to be /uick and to the point so I could stay within the time frame for the lesson so before
teaching I made sure I had all of the supplies to create the chain right net to my chair and then
displayed it on the easel net to my chair as I read the story so the students could see it as I
asked them to make connections.