This week, I chose to plan and implement a read aloud in a whole group setting. This week also was my first formal supervisor observation. I chose to do a read aloud because I felt comfortable with observing my CT do read alouds before. We do them almost every week. The students have experience with the whole group read aloud setting and creating graphic organizers. When talking to my CT about what task to choose, she felt confident that I could do the lesson successfully. In the past, the student have read chapter books and short stories. For this read aloud, we were going to be looking at a poem and try to find the main idea. When students got back from specials, they were instructed to get out their red folders, red notebooks, and a pencil. I passed out the poem we were going to read and asked students to fold the paper in half (there was another passage on the other side and I didn't want the students to get distracted). I then instructed them to copy down the learning goal in their notebook and draw the organizer I had up on the board. Before we read the poem, I wanted to go over the differences between books, poems, and plays and how they were organized differently. I called on students to ask them how books were broken up, how poems were broken up, and then how plays were broken up. Then we went a step further in how those were broken up. After we discussed that poems had stanzas and lines, we started reading the first stanza. I read the first stanza aloud and then asked students to turn to their shoulder partners and talk about what they thought the main idea of that stanza was. We completed this for each stanza and recorded the main idea of each. The students were able to find evidence in the poem to back up the concept that night time was best for desert animals. At the end of the lesson, the students were asked to record their line of learning. A line of learning is basically what they got out of the lesson. One student shared that they learned that a stanza in a poem is like a paragraph in a book and that they form together to make the poem make sense. I was extremely nervous doing this lesson for many reasons. The first was that I was being observed for the first time and had no idea what to expect. The second was that I was doing the lesson on my own. After watching the video of myself teaching, I realized that my nervousness can definitely be noticed. I also noticed that when I gave the students time to talk to their shoulder partners, I didn't give them enough time. What felt like five minutes to me, was only like two minutes to them. I think that had a lot to do with my nervousness and also trying to stay on track with time. I was trying to fit a lot of information in a short period of time. In the future, I will definitely allow myself a bigger time block to complete a lesson of this complexity. I also noticed that I had trouble knowing what parts of the poem to point out and what questions to ask. My CT jumped in a little to help me get a discussion going with the class after we completed the poem. She went way more in depth than I did and elaborated a lot more. I think overall I did okay for my first observation, but I definitely need to build my confidence up more, which I think will come with more time in the classroom and practicing these tasks! Below is my lesson plan for the read aloud: ![]()
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AuthorDanyelle Estill Archives
December 2016
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