Professional Documents
Culture Documents
Shared Reading Lesson Plan Format
Shared Reading Lesson Plan Format
yes
story will be projected using the document camera. I will then inform the
students that I want them to focus on the characters and the events that
take place as I read the story. After our first read through I will then inform
them that we will now read the story again, but I want them to focus more
closely on the details and invite them to read with me if they choose or
when I pause. Throughout this read through I will stop to ask questions
about what is going on, how the pictures help us, and higher thinking
questions about what they would do if they were in the story. My goal is to
get the students to focus on main ideas and the characters that guide the
story.
Lastly we will do a quick assessment using a graphic organizer. I will let
the students work quietly at their tables to answer the questions: Who is
the story about? What was the problem? When did the story take
place? Why did things turn out this way? and How was the problem
solved? I will first give them the opportunity to discuss each answer with
their table, and inform them they can collaborate with their elbow buddy
if they become stuck.
7) Procedures (list possible questions for each section, provide all the
information necessary for another teacher to duplicate your lesson.) [TPEs
2, 3, 5, 6, 11]
A. Enjoy the Experience (Introducing the Text) [TPE 4, 5, 6, 7,
10,11]
Title: Beware of the Storybook Wolves
Author and Illustrator: Lauren Child
Questions: What do you think the story may be about?
Who may be the main characters?
Introduction: Good afternoon, this is a story about fairytales,
specifically about the wolves in fairytales. Do you know any other
examples of a fairytale? I will pause and call on students with
their hands raised. I will then introduce the title, author, and
illustrator and ask questions to help guide student focus and
make predictions. I want my students to really enjoy the story
but I want them to also focus on the main characters and the
events that take place.
Read the book aloud. At the first reading, the pace should be
lively with few stops. Participation and prediction should be
encouraged, but not to the detriment of the story line.
B. Talk about the Experience (Responding to the Text) [TPE 1,
2, 6, 7, 10, 11]
I will next inform the students that we will be reading the story
again, but this time I will be asking questions and inviting them
to read parts of the story with me. I will focus on key details,
write the title of the book and the author. I will then show the
students the book cover to they can refer to the book. In the
remaining boxes, I want you to write the words Who, What,
When, Why, and How and leave space to write in the boxes. I
will then review the questions: Who is the story about? What
was the problem? When did the story take place? Why did
things turn out this way? and How was the problem solved?
with their table and then as a group. I will have the students then
individually write or draw the answers to these questions in the
box provided. I will leave the questions up on the board as I walk
around and monitor my students, and provide aid as needed.
Cassie Mayer
October 26, 2015
Observation/Reflection Form
Multiple and Single Subject Candidates
(Note: This is an expanded version of the same form with documents in the folder for
the MT.)
Teacher Candidate Cassie Mayer Date October 21, 2015 Subject Reading Grade Third Grade
CCSS(s):ELA.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
ELA.RI.3.7 Use information gained from illustrations and the words in a text to demonstrate
understanding of the text.
TPE 1: Model of Teaching or Instructional Strategy ________ Integration with other subjects
(identify)
Observer of Lesson (circle one):
master teacher
peer colleague
self/candidate
Students: Yes
Teacher: What is a Fairytale?
Student: A make believe story
Student: Fiction
Teacher: What makes a fairytale fiction?
Student: There is sometimes magic in the story.
Student: Animals talk to each other.
Student: Once upon a time, there were two pigs and they were talking to each other.
*This was my favorite discussion with the kids, I left out more examples that students gave me.
But they were all building off one another to define fairytales and what they entail, till a couple
tried to tell a fairytale of their own.
2. Insights:
I felt my story may have been too long, as the students became fidgety. I taught my lesson twice
with two different classes, the recording is of my master teachers class. Because of this the
second time I read I was able to have the students move seats between readings, making the
second reading smoother. My students did a great job using the graphic organizer and answering
the questions, who, what, when, where, and how. They worked well together, and I was able to
model using the ELMO, what my students were doing so they understand what and how to write.
This accommodation was more obvious in my second time teaching the lesson. One thing I
would change, would be having my students write on colored paper since it is hard to read. Over
all I thought I had great interactions with the students. I could work on my classroom
management to gain my students attention and keep them on task.
3. Does candidate communicate instructional objective to students? Yes X No__ What is it?
(TPE 1)
Students will ask and answer questions that demonstrate understanding, and determine the main
idea of a text with textual support during and after second reading of text. Students will be able
to answer the questions, when, what, why, and how to demonstrate understanding using a graphic
organizer.
I didnt state the objective till before the second reading, then again before demonstrating their
understanding a graphic organizer.
6. Does the candidate ensure student engagement by making instruction relevant and
extending students thinking with stimulating and challenging questions, projects,
discussions, debates, or investigations? How so, or how might this be improved? (TPE 5)
I feel that I ensure student engagement by using classroom discussion. I could have improved
this by using the popsicle stick method my teachers have implemented in their classroom to
ensure a more diverse group of students participated. I feel that I used stimulating questions
between readings when we discussed Fairytales. I do wish that I extended their thinking through
real life application. I didnt realize how fast time goes by or that my lesson would use all
allotted time so I felt nervous and rushed a bit at the end. If I had more time I would have given
my students and opportunity to extend their thinking and have them write about what they would
do if they were in the story.
8. Did the candidate make adjustments in the lesson for English learners? (TPE 7) How?
(Explain aspects of the lesson which support English learners.)
Through modeling on the document camera what we were supposed to be doing I accommodated
ELs. Also I monitored the classroom by walking around, checking individual work that way I
was able to support all my learners where they were at. My one EL that struggles the most with
English, speaks French and very little English. He has a classroom partner that helps him by
rereading questions to him at his pace and by working in groups of other students.
9. Do students have adequate time to practice and apply what they learned? Describe
candidates use of instructional time (pacing and carrying out procedural tasks and
transitions). (TPE 10)
I feel my students had adequate time to practice and apply what they learned through our
activity. The entire time was used for class discussion and answering our questions.
10. Describe how candidate monitored student learning during instruction. (TPE 2)
I monitored student learning by asking key questions before during and after the second reading
as well as during our activity. I also monitored learning by moving around the classroom
checking individual student work. I monitored student work through their writing using the
graphic organizer, and using the agree or disagree method, where students could respectfully
give their answers and then argue their perspective, especially if another student disagrees.
11. Describe candidates maintenance of student discipline through classroom management
and leadership for the successful delivery of the lesson. (TPE 11)
I feel that I had could maintenance of discipline, though my students were very well behaved
during my lesson. My students did have some chatty moments but they brought it back in very
quickly, once I directed their focus.
12. Does the candidate provide evidence of high quality instructional planning (e.g., written
lesson plan; standards-based objectives; assessment plan)? (TPE 9) (Submit the draft of the
lesson plan with Prof. initials and revised/adjusted lesson plan, if the lesson had to be revised.)
*Attached
13. How will you use what you learned from this lesson experience to plan for future
instruction?
(TPE 13) (There should be a link between this comment and your next lesson.)
I will be more animated in future lessons. I will also plan for the specific time allotted to me so I
dont feel rushed. I was very nervous when doing my lesson, especially when the principle came
into my classroom. Both my master teacher and the principle were very supportive. Hopefully
next time I will be more confident since everyone observing me is there to support and
encourage me. Somethings I hope to bring into my next lesson will be to really emphasize the
learning objective more, also to explain why what we were doing was important to their lives,
not just to the classroom.