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Jillian Campos-22 years old Archives
April 2017
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On March 8th, 2016, one of my peers, Kory observed me teaching a lesson to the class on vocabulary and context clues. For this lesson, I introduced ten vocabulary words and asked the students to figure out what each vocabulary word meant based on the context clues from each sentence. Then, I had the students make a foldable for the words and they had to make up a sentence for each vocabulary word. While I was teaching my lesson, I asked Kory to do a shadowing form for my on level focus student. She also wrote me a few notes on what she enjoyed from my lesson and what I could have done to improve the lesson. Based on the shadowing form, I learned that although my focus student does a great job on finishing his work, he is very talkative and this sometimes slows him down. I also learned that the other students around him are very distracting to him which also slows him down when he is trying to finish his classwork. In order to make sure my focus student stays on track, I can move his desk next to other students that will not distract him as much. If this doesn't work then I can move him to the reading table to work on his classwork with me so he is not distracted by the students around him. My on level student struggled with coming up with sentences for each vocabulary because he didn't fully understand what the words meant. Next time, after the students found the context clues, I should clarify what the vocabulary words mean. Overall, I think this was a great lesson for my wondering about comprehension because this lesson taught them how to use context clues to figure out word meaning. Also by having them write sentences, it helps the students see the words in a new way.
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Jillian Campos-22 years old Archives
April 2017
Categories |