Candidate Name__Felicia Welch______________Date_____October 4th, 2015________

School___Kelsey Norman_________Teacher__Mrs. Sherrod__________Grade level__3rd

____
Practicum Reflection-Guided Reading Lesson
Name of Book_No book read, the students were learning about idioms. Level__3rd
grade
1. What was the area of focus today during the lesson? What activities related
to the area of focus did the teacher include in the lesson today?
The focus area of the lesson was idioms. Mrs. Sherrod had just begun
introducing them to each small group and was making sure that the students
knew exactly what an idiom was and even has the students give some
examples. This activity tied into vocabulary and comprehension. The activity
that Mrs. Sherrod did was a cut and glue activity. The student had to cut out
idioms from a worksheet and glue them into their composition notebooks.

2. What went well with the instruction? What did students learn?
One thing that really went well was how much knowledge the children were
able to gain from it. They knew by the end of the lesson that an idiom is an
exaggerated truth, but can also be funny. She made sure each and every
student got the idea before she moved onto the next part of the lesson and
never once rushed a student to get done with what they were working on.

3. Explain a growth moment for yourself where you realized, learned, or

confirmed something from today dealing with student achievement in the
area of reading. (phonemic awareness, phonics, fluency, vocabulary,
comprehension, before/during/after reading.
A growth moment that I realized today that not all reading lessons have to
have a book or story. In the lesson that Mrs. Sherrod was teaching she simply
had a worksheet that had multiple idioms on them and had the students read
them aloud in their small groups. This helped the students to build fluency,
but also helped them to make better since of the sentence.

Adapted from Developmental Reading Reflection document created by Sarah

Mwangi, 06/13

4. Describe a moment when a student grasped an idea/concept-that got it!

kind of moment. How was the teacher able to facilitate this experience?
Explain the situation.
As I was walking around and helping students during small group time, I
came across a student that was having a hard time with his assignment. I
decided to help him a little bit, he had had a rough night before and could not
focus very well. I asked him what he needed help with and he said that he
had two worksheets that needed to be done, but could not focus on them,
because he did not understand them. I sat down and said lets just focus on
this one. He put the other one aside and started working on it. I let him
answer the questions on his own and then went back with them. One
question was, were the friends adventurous or non-adventurous? Give
examples from the story to support your answer. The student had simply
only answered the first part of the question. I said what are some things that
made them adventurous and look back in the story. AS soon as he did is all
clicked for him and he had the biggest smile on his face because he had
completed one assignment and he understood what he was doing.

Adapted from Developmental Reading Reflection document created by Sarah

Mwangi, 06/13