Supervisor Observation 3

Grade Level: 3rd grade

Standard: LAFS.3.L.1.1- Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking

LAFS.3 .RL.1.2- Recount stories, including fables, folktales, and myths

from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.

Step By Step (Directions):

1. We will be in guided reading groups, for this lesson, I chose to only

focus on my Group 4 for the recording. Once my five students got over
to me, I handed out one of the small white boards and a marker to
each student, with tissues situated in the middle of the table.

2. I started off by asking my students, “Who can remember what those

words are called when they sound the same, but have different
meanings?” My students gave out a couple of guesses such as
“synonym’ and ‘antonym’, until I reminded them of homophones, to
which they remembered rather quickly what homophones were.

3. I started off by giving students a few examples of homophones,

which were “to, too, and too”, “four and for”, and “there, their, and
they’re”. I then challenged my students to come up with another
example as a group in 2 minutes.

4. After coming up with their group example, I then gave them the
opportunity to come up with one example on their own. Again, I gave
students 2 minutes to come up with their answers. After coming up
with their own answers, I let all students share their words, but then
they had to properly use the homophones in a sentence together that
was logical.

5. This was the end of guided reading, and we transitioned back to

regular desks for shared reading. I gave students 2 minutes to be at
their desks and ready with a pencil on the desk only. After the 2
minutes, I asked for 2 volunteers to pass out the reading materials to
everyone.

6. Once all students were back in their seats, I had them write their
names on their paper, and then we read the daily objective for the day.
I asked students what accent I should read in, to help with
engagement, and British was the accent that was decided upon.
Supervisor Observation 3

7. I read through the passage up until paragraph 3. Then I asked

students if they could tell me what was going on in the story so far?
The reason I did this was because I noticed during the morning class
that students had a really hard time understanding the beginning of
the text, so I decided to re-read from the beginning again, stopping to
take note of some important parts.

8. I then modeled the game that the characters in the text were
playing which was a version of 2 truths and a lie, I had students and
my CT try to guess which one was the lie.

9. After that, I continued reading until the very end, where I then asked
students if they could talk with their group to describe what happened
in the story, and to work through the ideas of what actually took place
in the story, since it was rather tricky.

10. After hearing some responses, I then felt prepared to ask students
what the moral of the story was, or the message. After hearing a
couple answers out-loud, I had students discuss as a team what they
thought the central message was. After hearing some discussion, I
asked for each team’s input.

11. I then had students write on a sticky note with their name on it
what their final answer was. I gave students 3 minutes to write their
answer and stick their answer on the board. I collected answer and
read through them.

12. I announced to students that the answer was in fact to always be

honest. Students then started to pack up to go home.