Post Observation #2- February 11, 2013 1.

Did the lesson unfold as you (or your CT) had planned? If not, what changed and why? If yes, what was the #1 aspect of the lesson that went well? Cite specifics from your TeachScape video to affirm your response. The lesson in some ways unfolded as I had planned it, but for the most part it did not. The weather was expected to allow school to close early so I switched the normal order of things to make sure we got reading comprehension in that morning. I know that with previous snow days, it does not take much for you to get behind in the classroom. I try to stay on schedule and get what needs to get done that day accomplished. I know that this does not always happen, but I try. Since I started out that morning with reading comprehension, the rest of the reading instruction would pretty much be small group work. I think that my guided reading plan went pretty much as usual. I have been working on trying to revise my guided reading plans because I feel like they need more meaningful experiences. I did introduce vocabulary and read through the reader as they track the print. Usually I give them a question and go more in depth with the reader the second time we meet so that they have had time to read the reader repeatedly. I want to try and start giving them at least one question the first time we meet as well. I think this would strengthen my guided reading lesson plans. I think that getting off the normal routine of things threw me off a little, since we normally start with word study, then go into reading comprehension. Also there were several people walking in and out of the classroom needing various things that morning.

2. Did the students learn what you had established as the essential understanding(s) of the lesson? How do you know? Refer to any data or students' work on the video that helped you to determine the students' progress. I think that students did learn what the essential understanding for the lesson was. I want them to preview their text and become familiar with the vocabulary words. I think that it is more meaningful for them to use the information in the text to figure out the meaning of the word than for me to just give them the definition. Also they always do a really great job previewing the text and figuring out if it is non-fiction or fiction. This time they really caught on because I think they were really interested in the reader being about space and astronauts. They also did well with the essential understanding of sorting their words and writing them into their journals. Last week was the first full week that they were able to work with their word sorts. Things were a little rough getting starting and having them to understand what they needed to do with their words. They did enjoy it though, so this week they knew what was expected of them and they did really well with it. As I was walking around helping students sort their words I was checking to see if they were sorting them correctly. For the most part, students were able to sort all of their words correctly. 3. Briefly describe (include evidence from your TeachScape video ) the extent of your students engagement during the lesson. If you were not satisfied with the level of student engagement, what could you have done differently to improve the engagement of the students?

Refer to any classroom management changes/strategies that could have improved the engagement of the students. I think that student engagement was really well in my lesson. During guided reading, I felt like they were interested in the book and following along as I read. I also felt like when I stopped to ask a few questions, they were actively engaged looking for the answer and providing answers. As I was working with my guided reading group, the rest of the students were reading to a partner. We just had a lesson about think and search questions. We looked at how we could answer think and search questions. I also gave them a sheet with question stems on it, so while they were reading with a partner, they were creating think and search questions from their text. After both sessions of reading, I go by and check students journals to see the questions they have wrote. I think that engagement of students during their snack time is also good. I put on a Tumblebook and have them watch that while they eat. This is something they really enjoy doing and all during the week they will take AR test on the Tumblebooks. I think that they student engagement during word study went well also. They were all working independently in their groups sorting and writing their words down in their journals. This is something they really enjoy doing, so they stay focused and engaged the whole time. 4. At what point during your lesson did you realize the students were/were not understanding your instruction? What did you do to compensate? Cite specifics from your TeachScape lesson. During guided reading I felt like students were figuring out the vocabulary words very quickly by the amount of student input I was getting. They all wanted to share what they thought the words meant. This is when I really felt like they were engaged and actively listening to me as I read the text. I also felt like after I finished reading the students were really interested in this book. During word study I knew they were getting the information when I walked around and looked at their journals. There were a few students who were struggling with sorting their words. When I noticed that they were struggling, I stopped and helped them figure out why those words fit in that column. There was one boy who struggled more than the others. I had him highlight the specific patterns in his words so that he could see why they matched the pattern. 5. If you could teach this lesson again to the same group of students, what changes would you make and why? Include specifics from your TeachScape video with your answer. For guided reading I have already worked on revising my plans. I would have them practice their reading comprehension strategy, questioning. They would maybe ask a question before they read, while they read, or after they read. This way it connects to what we are learning in reading comprehension. I would also have a mCLASS type of question for them to answer after we finished reading. Most days it becomes an issue of not having enough time, but I hope that I can make enough time to start implementing these two things into my guided reading plans. For word study, I would have the heading for the word sorts on the board already so that they could have copied it down and moved quicker into their small groups. I would also have

them highlight their headings and example words before they cut them apart on the first day, that way they already for the rest of the week. 6. Based upon your reflections, and your post-conference with your university supervisor/cooperating teacher, what have you learned about your teaching strengths and weaknesses? What are some steps that you could take before your next observation that could strengthen your teaching skills? List specific North Carolina Professional Teaching Standards in your answer. I think that my strengths are part of standard two which is that teachers establish a respectful environment for a diverse population of students. I think that my students have a respect for me and the follow my directions. This is what makes transitioning between activities go so smoothly. From day one I have worked on knowing who my students are as individuals and showing an interest in them. I think know that is really showing up in the way that they show me respect and for the most part follow directions the first time I give them. I think that one area I still need to work on is standard one, teachers demonstrate leadership. I need to make sure that I use my teacher voice at all times in the classroom. I also want to continue learning ways to best meet the needs of all my students, including the ones with disabilities. The more I learn about what they need, the better I can help them become successful in the classroom.

I am going to try and video myself a few times this next week so that I can watch myself. I know that by doing my reflection I am thinking back on my lesson and trying to remember exactly what happened. I think that if I saw it on video that would help me to correct myself as well.