Describe your target area for guided lead teaching.
·
My target area is fourth grade reading street
unit 2.
Approximately how much time per day is allotted for your
instruction in this area?
·
45 minutes
Which Common Core State Standard(s) will you work toward?
Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
How will teaching in this target area provide
opportunities for students
to learn important content and/or skills that relate to their lives? In what ways does this learning include learning literacy, learning about literacy,
and/or learning through
literacy?
·
Reading street is very structured and does a
good job of scaffolding literature instruction.
What types of classroom talk take place within this
target area? To what extent is the talk teacher-led, student-led, or focused on
higher-level thinking? What norms for interaction would you like to build
within your classroom as you teach in this target area (e.g., see ideas in
Chapter 6 of Strategies that
Work, the Berne & Clark 2008 article, or draw from some of the
readings done in TE 402 on classroom talk)?
·
Most of the student talk is teacher led. It is a
response system that follows the reading street program.
Which ‘core practice’ do you want to work on
developing/improving as you teach in this target area (refer to document
“Resources for Developing Core Practices”)? How will focusing on this core
practice contribute to your
own professional learning?
·
Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
What resources within the community, neighborhood, school
district, school or classroom do you have to work with in this target area?
·
Brainstormers came in and did an assembly based
on writing. Focused on character, plot, and resolution.
What additional resources do you need to obtain?
·
I still need to get the teacher copy of the book
for the specific weeks I will be doing.
How will you pre-assess your students in your target
area?
·
I don’t want to do a formal assessment so I will
just walk around and observe students reading and their participation.
What else will you need to find out about all students in
your class to help you develop lesson plans for your Guided Lead Teaching?
·
I will need to find out what the teacher is
doing with the basic room child when he comes to the classroom.
What else do you need/want to learn about the ‘core
practice’ to support your planning and teaching?
What concerns, if any, do you have about planning and
teaching your unit?
·
I need to observe more literature lessons to be
comfortable with teaching it. I don’t have the routine down yet.
I liked your idea of what you were concerned about: about observing more so that you could be more comfortable with teaching it.
ReplyDeleteYou answered all of the questions fairly clearly. You have good ideas about what else you need to do before the true planning begins.
It would be helpful if you spaced out the questions a little more so that it was easier to read. I would also put the title of your Common Core Standard so that you could find it if you needed to easier. Also, for the target area, you could have connected reading street to one of the target areas such as comprehension strategies, explicit instruction, vocabulary acquisition... ect. Even if reading street meets multiple areas, you could focus on one or two.
Aaron, it looks like you have a good foundation for your unit. When you get a copy of the teacher's text, think critically about each lesson. Consider small changes you can make to ensure student engagement and gradual release of responsibility. Also, it looks like your core practice has multiple foci. Is this because of how Unit 2 is planned? If not, I would consider focusing on one of those ideas as they are each very large concepts that take a long time for students to learn.
ReplyDeleteThe article I read, "Navigating the Worksheet Curriculum" and this could be helpful in your planning because it talks about the importance of going through resources such as worksheets, and in your case could be all of your reading street resources, and making sure that objectives are understood and focused on, then if they are reached. The worksheet checklist is as follows
ReplyDelete1. Does the worksheet aim at a research-based
goal?
2. Does the worksheet employ effective and efficient means to reach that goal?
3. How can this worksheet best be used: for instructional modeling, for guided practice, or as a
pre- or posttest
These would be really helpful while going through your resources for your unit.