Beruflich Dokumente
Kultur Dokumente
2014
Courtney French, Plains Elementary
372
February 26, 2014- 10:30 AM
Spring
ECED
Deanna Epley
2014
Courtney French, Plains Elementary
372
February 26, 2014- 10:30 AM
Spring
ECED
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
1. Students will go to the carpet for their routine calendar and read-aloud time.
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2
Deanna Epley
2014
Courtney French, Plains Elementary
372
February 26, 2014- 10:30 AM
Spring
ECED
2. After calendar, transitioning into the read-aloud, I will begin my BEFORE discussion
with the students.
INTRODUCTION AND ORGANIZATION
3. Students will be read Abe Lincoln Remembers by Ann Turner for their read-aloud.
4. BEFORE discussion questions:
a. Find Abraham Lincoln on our timeline.
b. What year was Abraham Lincoln born in?
c. What do we already know about Abraham Lincoln?
d. Looking at the front of this book, what might it tell us about Abraham Lincolns
life?
IMPLEMENTATION
5. DURING discussion questions correlated to stopping points in the real-aloud:
a. Do we typically live in log cabins today?
b. Did Abraham Lincoln go to school for very long? Do you all go to school for more
than one year?
c. Do you all work outside most of the day and only go to school sometimes?
d. Do you have a fireplace in your house? Does it leave soot inside?
e. Did Abraham Lincoln like working all the time, staying at home?
f. Does this picture look like the Abraham Lincoln we see on our timeline?
g. Whats the highest office that hes talking about?
h. Can you imagine riding on a cart with goats pulling you around your house for
fun?
i. What were the north and south doing if it says they were divided?
j. Did you know Abraham Lincoln kept a joke book in his desk?
k. Is war a happy thing? Whos in all those graves?
6. VOCABULARY
a. Colt
b. Shanky
c. Soot
d. Flatboat
e. Lawyer
f. Legislature
g. Wound
h. Prevail
7. AFTER discussion questions:
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Deanna Epley
2014
Courtney French, Plains Elementary
372
February 26, 2014- 10:30 AM
Spring
ECED
Students may be unable to answer my BEFORE, DURING, and AFTER discussion questions.
I will help prompt the students by asking them more simple questions about the book or
something in the text before giving them the answer. I can also utilize the illustrations to help
them answer the questions in some cases.
Students may begin to get restless.
If more than a few students become restless, I will ask them all to stand up and shake out their
wiggles before continuing on. If I need to do this, this may be an indication that the students are
not engaged/interested or the book is too long.
A behavioral problem may occur.
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Deanna Epley
2014
Courtney French, Plains Elementary
372
February 26, 2014- 10:30 AM
Spring
ECED
I will address the problem very quickly so as not to disrupt the other childrens thinking for very
long. I will follow the classroom behavior procedures and ask students to change their color or
separate from another student depending on the issue.
LESSON IMPLEMENTATION REFLECTION
My read-aloud lesson went very well and the children reacted and participated even better than
I expected! I practiced reading my read-aloud multiple times, stopping to ask the discussion questions I
planned on implementing so as not to forget about them when reading to the students. A wide variety of
the students volunteered to discuss and answer my questions before, during, and after reading. The
majority of students did not know the vocabulary I introduced to them, so I felt confident that I had
chosen these words well and in the end, enhanced their comprehension and vocabulary. If I were to
teach the lesson again, I would have asked the children what they think might happen next more often
to allow them to utilize their imaginations or exemplify what they may already know.
If I were the classroom teacher, I may not have stopped the lesson on Abraham Lincoln and
transitioned to math just yet. I would have tried to implement a hands-on activity to supplement what
they learned from the read-aloud. I find that they enjoy the read-aloud time because it is such a
language based activity compared to a written or paper and pencil assignment. However, if that kind of
activity must come next, I would transition by getting the students talking about math first before
handing them an activity where they may no longer talk or discuss.
I have learned a lot about teaching and myself as a teacher throughout this lesson. I learned that
it is important to have effective and meaningful transitions for students so that they are learning and
retaining the maximum amount of information that I am supplying. They feed off of the energy and
excitement, or lack there of, that is supplied by the teacher. Therefore, it is important to be comfortable,
well-rehearsed, and well versed in the topic that I am reading about in a read-aloud. Students always
come with questions and wonder, and it is important to address this so that they remain engaged.
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