1. To what degree were the identified objectives achieved?
Approximately one-third of the students were able to achieve the desired outcome. The other two-thirds struggled with the concept of inner voice and required additional discussions about what inner voice means and how that relates to thinking and making text connections. Many students are unable to write letters and had to draw pictures to articulate their thoughts. These students could not go any further with the lesson. I worked with them in small group while the others worked the assignment.
2. What specific examples of successes can be cited? Why were these examples successful?
One student was able to give an incredibly well-articulated definition of inner voice. In addition, she defined text-to-self when I posed the question to the whole class. She was a transfer student from another school district. I believe this explains her higher thinking. She wrote well-worded sentences and related varying experiences about wants versus needs. Furthermore, she explained how this a strategy she uses when reading. She blew my mind.
3. What specific events suggest the need for reteaching? WHY? …show more content…
I chose this example because the only take-away from the read-aloud was about shoes. I asked him if he thought about anything else while I was reading and listening to other students share. I asked if he had any experiences that were similar to the story. He repeatedly told me about his shoes. In addition, he was unable to write any words. He simply drew shoes on his sticky notes. This suggest that there is disconnect between the lesson and I will have to speak with the cooperating teacher as to any specific learning needs he has. I will make accommodations for him going forward with all
Approximately one-third of the students were able to achieve the desired outcome. The other two-thirds struggled with the concept of inner voice and required additional discussions about what inner voice means and how that relates to thinking and making text connections. Many students are unable to write letters and had to draw pictures to articulate their thoughts. These students could not go any further with the lesson. I worked with them in small group while the others worked the assignment.
2. What specific examples of successes can be cited? Why were these examples successful?
One student was able to give an incredibly well-articulated definition of inner voice. In addition, she defined text-to-self when I posed the question to the whole class. She was a transfer student from another school district. I believe this explains her higher thinking. She wrote well-worded sentences and related varying experiences about wants versus needs. Furthermore, she explained how this a strategy she uses when reading. She blew my mind.
3. What specific events suggest the need for reteaching? WHY? …show more content…
I chose this example because the only take-away from the read-aloud was about shoes. I asked him if he thought about anything else while I was reading and listening to other students share. I asked if he had any experiences that were similar to the story. He repeatedly told me about his shoes. In addition, he was unable to write any words. He simply drew shoes on his sticky notes. This suggest that there is disconnect between the lesson and I will have to speak with the cooperating teacher as to any specific learning needs he has. I will make accommodations for him going forward with all