Angela Jackson

Dr. Yearta
EDEL 460
11 November 2014
Lesson Two Reflection
I conducted a reading lesson on context clues with three small groups of students at
Pauline Glenn-Springs Elementary School on Tuesday, November 11, 2014. I began the lesson
by introducing the story and giving background information about the setting and time period of
the story. Then I asked students whether or not they know why the Revolutionary War was
fought. After, listening to several answers from the students, I informed the students that we are
going to read a story called The Secret Message. Then, I asked the students to open their books to
page one and get ready to read.
The students were instructed to place their finger on the first word of the sentence to be
read and waited for someones name to be called to read. We proceeded through the first two
very short chapters with everyone getting a chance to read. I stopped to correct mistakes, and to
check for understanding of new vocabulary words and I asked students to demonstrate some of
the vocabulary words such as curtsy and fidget. At the end of each chapter, I helped the student
find context clues that helped them answer the questions on their study sheet. I also asked
students to provide me with the page number where they found evidence of the correct answer
and I also asked them to read it out loud for everyone to agree or disagree on writing it down.
I concluded the lesson by asking the students to make predictions about the next chapters.
One I completed the questions for the first two chapters, I asked students to put their things away
and move to another center while the next group came to sit and wait on instructions. I followed

this same lesson for a total of three groups. The students seemed eager to read the next chapters
and they were very engaged during the small group lesson.
Overall, I was very confident throughout the entire lesson. I did not have to address any
behavior issues while the students were in my group. I tried to make the discussions very
appealing to their interests and expounded on words and changed my facial expressions. It was
funny to see their eyes as they followed me. I wanted to laugh, although I kept my composure.
One thing I would change when I teach this lesson again is that I would have the students circle
important words on their study sheet to help them find the answer.
The clinical teacher told me that I did a good job and she praised me on how engaged the
students were when I talked during the lesson. She gave me a few pointers of different questions
to use, but said she would not change anything that I did at all. I felt like I have this a little better
than my first lesson. Also, I will use all feedback to continue to get better as I move towards
student teaching in January.