11/19/13 Reflection on Literacy Lesson with Judy and Meg One student very giggly and distracting could

d have sent her out of the room to gather herself Also, maybe pairing the students differently could have helped Students loved story, made connections, drew great evidence Students comment able to connect to real life. It was good that I referenced this comment at the end, really validated his point. Needed to really address when they were off task Hold that thought a good way to acknowledge hand and validate thought, while sticking to my plan and not letting them take over lesson Need to have clear decisions in my mind about the balance students should have between listening and commenting during read aloud Good to bring in the expectations/norms of classroom For example, referencing the work theyve done about character traits was great Mouths, closed, eyes up here, thinking faces on good visual and explicit directions Excellent oral reading, I had great expression during read aloud Working urgently a good phrase again, bringing in the language of the classroom One student was dominating the partnership could have addressed that and encouraged the other student to make her voice heard Rolling chairs were distracting One girl really wanted to share during read aloud. Need to be very careful not to shut down enthusiasm. Good that I was aware of what the students were doing quietly gathered the pencils when I saw they were becoming distracting When I used the If you can hear my voice, clap once, it didnt work too well. Could have addressed that, even using humor since its such a small group. The kids loved the content of the story very engaging. They had a lot to say I could have built in even more discussion time. Very rich conversation: bringing in their own experiences; students comment about point of view in regard to when he fights with his brother; students pondering on how you can actually know if someones poor if you dont really know them well They were able to pick apart/analyze story in an advanced way. Showed that they were really thinking. (So if pedigree means fancy/expensive, maybe that means theyre wealthy, etc.) High level of enthusiasm and investment from me, which transfers to students Good to model noticing differences in text and illustrations Tapped into their prior knowledge Good time checks to students. Really pushed them to use textual evidence How do you know shes short-tempered? What in the book told you that he needs a job? etc. Good high-order questions Could have been more explicit with directions students didnt need to re-draw illustrations, just note where they were coming from