Lesson Self- Assessment for ED 215R Name: Fabiola Rodriguez Literacy Objective: The students will be able to use

the strategies of using the picture, stretching words and asking themselves: does it, sound right, look right and make sense in order to read and understand the story. Balanced Literacy Component: Reading (using different strategies to understand story) Date: November 7, 2011 School/grade level/ number of students: Highland View, 1st grade, 2 Name of Cooperating Teacher: Jessica Merritt Planning and preparation:(AEA:Conceptualization,DiagnosisWTS:1,2,3,4,5,7DISP: Respect) Describe how your plan addressed the range of literacy development of the learners in your classroom. How did your lesson design reflect an effective theoretical model such as Holdaway or Vygotsky? Explain what worked well and what you would have changed/did change and why.

My plan was specifically targeted to students of the reading level E1. My lesson design reflected the theoretical model of Vygotsky. Since my lesson was guided reading, where we were only reviewing, I did not do a lot of I do, you watch. In the beginning of my lesson it was more about I do, you help. I was going through the book and asked the students about the different strategies they could use to figure out words, also about predictions, events, characters, setting. I was scaffolding their answers as needed. When the students were each reading their book, the students were doing while I was watching and helping. As I was listening to the students read, I helped them remember the strategies they could use to figure out words they did not know, as well as when I have time I recorded observations of how the students were doing. I think what worked well was when I was having the students make predictions before reading the book. I would have liked followed that up by asking the students at the end, before closure, if their predictions were correct. I would have liked to go slower in the introduction and participation part of my lesson. I think I was rushing thru the questions I had and adding questions that I did not plan to ask. I added questions about the events of the story because before I did my guided reading the students were learning about the events of the story. I wanted to re-enforce what they just learned.

Classroom environment: (AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6

DISP: Respect, Responsibility, Collaboration, Communication)

Explain how you encouraged student participation and elicited responses from your students. How did you manage student attention throughout the lesson to engage them productively in the learning experience? Evaluate your interactions with the students and their interactions with each other. I encouraged student participation by asking them about the different strategies readers use to understand stories, about predictions, setting, events. I only had two students; they did not have any interaction with each other. I also scaffold the students by asking more questions to get to an approximation of the answer I wanted. It might have been a good idea to have them share with each other their predictions, instead of telling them only to me. When the students were reading by themselves, I was able to work one on one, and help them with their needs, by helping them use different strategies to understand the words they were reading. Instruction: (AEA: Communication, Coordination, Diagnosis, Integrative Interaction
WTS: 1,2,4,5,6,7,10 DISP: Respect, Communication)

Explain how you taught this lesson to meet your literacy objective. Evaluate your implementation of your plan. 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? In order to review some of the strategies use to understand words to understand a story, I wanted the students to tell me in their own words what the strategies were about. I also wanted to practice other things readers do to understand the story, like making predictions, identifying characters, setting, events. I think my lesson had the effect I intended because the students were able to review the strategies by recalling them and them by putting them on practice during individual reading. I believe the needs of my literacy learners were met because as I mention before, they were using the strategies when reading. If I repeated this lesson I would prepare myself more about how to correctly stretch out words. I had a difficult time helping a student stretch the word AMY; I was not really sure how to do it. Hopefully with practice and more study I will be able to master stretching different words. 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? How well did your assessment procedures

inform you about student attainment of your lessons objectives? To follow-up this lesson, what would you teach next? I knew the students were using the strategies by observation. Based on my observations, I learned that they use the strategies a lot, sometimes they do not know they are using one because when I ask them during performance about a strategy they used while reading they could not remember. I did record some of my observations at the moment they were happening, but there was a point when I decided it was more important to help the student, than to take notes on the word they were using the strategies. To follow up this lesson I would move on to reviewing new strategies or introduce them to other elements of a story because I observed they were doing great using the strategies of using the picture, stretching words, and making sure it sounds right, it looks right and it makes sense 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. From the oral feedback I received right after my lesson, in my next lesson I will make a great effort to slow down when I am talking, be calmer, and to concentrate in fewer elements for the benefit of the students. 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. I learned that guided reading it is not an easy thing to do. Sometimes you need to ask different questions than the ones you have planned in order to help the students reach the learning objective. In the future, I will have in mind that I need to expect the unexpected and that not everything will come as planned. In this lesson I demonstrated WTS 7 because I was able to adjust plans based on the students responses and by being open to adjust my lesson as I was interacting with the students based on their needs. I asked questions that were not in my plan, but helped the students reinforced what they just learned about events. I showed AEA of diagnosis by using questions to refine information. I did scaffold on the students in order for them to approximate to the answer I was looking for. Also, I integrate awareness of student needs in to planning by knowing the level of the students and plan based on that.