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Irene Alarcon TIE 535 Professor Hansen Fall 2012

TIE535 Instructional Design AUSL Fall 2012 TPA Task 2: Instruction Commentary Template Write a commentary of 2-4 single-spaced pages (including prompts) that address the following prompts. 1. In the instruction seen in the clip(s), describe strategies you used to engage students in learning tasks to develop skills and strategies to comprehend or compose text. a. Cite examples of strategies aimed at engaging all your students and examples aimed at engaging specific individuals or subgroups. If you described any of these fully in the lesson plans or the planning commentary, just reference the relevant description. To begin my lesson, I introduced the book we will be reading by activating students prior knowledge and asked students to make a connection and describe trucks they have seen before. I chose a book that I thought the small group would enjoy and would spark interest. Another strategy I have used throughout the year was teaching word strategies for reading unfamiliar and new words. During reading, students are constantly thinking of ways to solve problems by implementing a word strategy. Another strategy I used during reading was to support students reading by asking them to use the pictures in the book to help them comprehend misread words. This allows students to self correct and understand how pictures are great tools to becoming a good reader. I l also modeled good, fluent reading and used my finger to help me read. This shows the students another way to read. Another strategy I used was breaking my guided reading lesson into three parts; before reading, during reading, and after reading. I did this because I wanted students to get a full experience with the book from beginning to end. The AUSL signature strategies I used in this lesson were cold call, no opt-out, wait time, and checks for understanding. These strategies are great tools to help students comprehend the objectives of the lesson.

b. How did these strategies reflect students academic or language development, social/emotional development, or cultural and lived experiences? These strategies reflect students academic and language development by allowing them to practice their reading and comprehension abilities in a small setting at their reading level. Before beginning a read aloud, I like to activate prior knowledge and have students think of a time they may have experienced what we will be reading about. I do this because it will help the student become invested and buy into the lesson when they can make it personal and it may give me an opportunity to get to know a student better. By doing this, there could have been a student in the group that has a family member that drives trucks or maybe aspires to be a truck driver. 2. Cite examples of language supports seen in the clip(s) to help your students understand that content and/or participate in literacy discourse central to the lesson. a. How did these strategies reflect students varying language proficiencies and promote their language development?

During the We Do part of the video, I went over three examples that were on the worksheet to give the students enough practice and support by phrasing the questions in multiple ways. I did this because I wanted the students to draw meaning through different questions. I wanted them to be able to show ownership using apostrophes despite asking them to show that with different questions. This will enable students to understand there are many ways to ask a question. I also promoted language development by choosing a text that was at the students reading level. There were many words in the story that they were able to read and other words challenged them and pushed them to think about reading the word. I told students the words if they were stuck and they reread the text with a better understanding. By breaking up the lesson into three parts, I was able to make sure the students comprehended the text. 3. Describe strategies for eliciting student thinking and how your ongoing responses further their learning. Cite examples from the clip(s). In this lesson, I elicited student thinking by giving students wait time to answer questions. It is important to give students time to think of thoughtful responses to further their learning. I also used No Opt Out for a boy that had trouble answering a question. I let him think on his own and then let him listen to his peers responses so that we can all help support him to answer correctly. It was evident that he finally found his answer and was able to share out successfully. I also praised students for looking back into the text to answer a question that they did not know the answer of right away. By stating that I

recognized this, they will know that they can always use this strategy in all content areas. Reading is a difficult task for our students and I provide as much support to students to help them become confident and enjoy reading. Additionally, I like to help them improve their writing by introducing concepts that are presented while they are reading. In this case, it was apostrophes show ownership. This furthers their learning to become better readers, writers, and spellers. 4. Reflection a. Reflect on students learning of concepts and academic language as featured in the video clip(s). Identify both successes and missed opportunities for monitoring all students learning and for building their own understanding of skills and strategies for comprehending and/or composing text. I felt the students were successful in understanding the objective. When I prompt them by asking who does the bear belong to or what belongs to the brother, they are able to name whom items belong to and show ownership with an apostrophe. Initially, the students did not know how to pronounce the word apostrophe or knew exactly how to use it properly. After this lesson, they seemed confident in using apostrophes accurately. One of the missed opportunities I had was not keeping good timing and pacing of the lesson. I felt I took too much time activating prior knowledge and I was nervous being videotaped and observed by my MRC that I felt I was repetitive. As a result, I felt I did not give my students enough independent practice. b. If you could do it over, what might you have done to take advantage of missed opportunities or to improve the learning of students with diverse learning needs and characteristics? If I could do this lesson all over again, I would have started the lesson earlier. Instead of wait time, I would have implemented a think-pair-share or a write-pair-share to get the students engaged in the lesson and also to keep a good pace. I would also just relax and stick to a script so that I am not rambling. Perhaps, I would have also given each of the students their own dry erase board to write the word correctly showing ownership so that it is more hands on for them. When considering all of the things I would do differently, I wonder why I just didnt think of that in the first place. But then I realize that I am growing as a teacher and I will make mistakes that will only improve my practice. These missed opportunities are small; however, I was still able to get the students to meet my objective. As an educator, I need to maximize instruction time and allow

the students to do more by allowing them to do the talking or getting their hands on the materials to promote their learning.

DODGE - Daily Double Plan

Name: Irene Alarcon

Subject/Time: Guided Reading

Date: 10-31-12

Unpacked Benchmark, CDAS, CRS, or IL State Standards. Reading Standards:. 2.RF.4a Read with sufficient accuracy and fluency to support comprehension & read on-level text with purpose and understanding 2.L.2c Use an apostrophe to form contractions and frequently occurring possessives. Objective(s) SWBAT: Use an apostrophe to show possession. Vocabulary words/Key Concepts: apostrophe Modifications/ Accommodations None Materials & Technology

My Dads Truck, Possessive noun worksheet, clipboards, whiteboard, expo marker

Homework None

Key Lesson Elements What is the Teacher Doing?

Do Now (3-5 minutes): Before Reading: Introduce the text, reading and explaining that the story is about a little boy that talks about his dads truck. He tells what color it is, how many wheels, and describes its huge size! Activate students prior knowledge by asking to describe trucks they have seen. Encouraging students to describe color, size, number of wheels and doors. I Do Input (1-2 Key teaching points): Explain that to show ownership we use an apostrophe. This tells the reader something belongs to us. Discuss the title of the book with students and ask students Whose truck is this? Teacher will pass a book to each student. During Reading: Model reading first page. Teacher will point out on p. 2 the possessive noun dad. Teacher will ask students what belongs to the dad. Why is there an apostrophe

What are the Students Doing?

Students will describe a truck they have seen and share with the group.

Students will actively listen and participate when necessary. They will be seated in position 1 and at a level 0 on the carpet facing the teacher.

there? Check for Understanding: What punctuation mark do we use to show ownership?

We Do Guided Practice: Students will popcorn read each page. Teacher will ask after every page how did the boy describe the big red truck? It has big, red doors. It is gigantic. It has lights and two big horns on top. It has big, black wheels.

Students will pay attention to when it is their turn to read. Students will read clearly, use a level 2 voice, and follow along with their finger. When a student is not reading, they are following along with their finger and at a level 0.

Check for Understanding: Teacher will write mom on dry erase board. Ask students How would you change mom if the title were My Moms Truck? After Reading: Teacher will review three examples with students using an apostrophe to add ownership using the dry erase board. 1. Mary's lunch-Whose lunch does this belong to? 2. The baby's bear-Whose bear is this? 3. My brother's cat-What belongs to the brother? You Do Independent Practice: Teacher will pass out a short worksheet for extra practice on possessive words. (see attachment) Teacher will conference with each student as they are working on their worksheet. Exit Ticket (aligned to lesson objective) or assessment: Worksheet will be used as exit ticket. Closing/Preview for next lesson: Today, we learned that apostrophes are used to show ownership. You read a story about about a truck that belonged to Dad and then completed a worksheet to help you practice using apostrophes correctly! Great job!

Students will raise their hand to participate in discussion questions and guided practice of using an apostrophe.

Students will work independently on worksheet and may follow partnership guidelines if they may need help from a partner.