Classroom Modeling

READ 680

Assignment Details:
This assignment allows you the opportunity to serve in the everyday role of a coach or a
specialist. You will model a literacy technique for two different classroom teachers. One lesson
should be at the primary level and the second should be at the upper elementary or secondary
level.
The first step is to meet with the classroom teacher to determine a literacy need based on
the teacher’s assessment data. Another option is to meet with the teacher and discuss a technique
she/he is interested in learning more about. The model lessons should NOT be based on a lesson
that you enjoy teaching or a lesson that you think the teacher needs.
Submit your lesson plans, photos of you teaching the lesson (student faces not visible),
and your reflections to the questions below. You may use any lesson plan format to write your
lesson plans. A lesson plan format is also available for you in Canvas.

Link to ILA Standards in this assignment:

Post-lesson Reflection:
Please respond to the following seven questions after each of your modeling lessons.

1. Why did you model this lesson? Please specifically speak to the steps you took to connect
with the teacher for consultation. (5.1) 2 points

Before and after my observations in 1st and 5th grade, I spoke with both teachers
regarding their literacy instruction needs. Both teachers were eager to share what
they had been doing and the student composition of their classrooms. I reviewed
used the information provided by the teachers as well as my observations to
determine a modeling focus for each teacher. Once I identified and instructional
focus for each teacher, we met to discuss and arrange a time to model.

2. What instructional techniques did you choose for this lesson and why did you choose
them? Please justify your choices by explaining how they are relevant to the identified
physical (environment), social (group dynamics), emotional (maturity levels, student
sensitivity), cultural (student interests, languages), and intellectual (achievement levels)
needs of the students. (5.1) 2 points
 The first-grade teacher was implementing UFLI foundations and her students
were struggling with the dictation section of the lesson. During my observation,
the students needed feedback during the dictation activity. Therefore, while the
teacher was supporting two students, the other students were waiting and off-task.
The new fifth-grade teacher did not have resources for small group instruction.
She knew that we had a reading library, but had not had the time learn the
program. Her primary instruction was whole class with small groups working in
book clubs. She shared that this was not meeting the needs of her students that
were reading below grade level.

3. How did this lesson meet the needs of the learners in the classroom? Please speak to any
other identified student needs not addressed in the question above. (5.1) 2 points

These lessons met the needs of the students because the lesson provided them
with a resource to aid activity completion or instruction at the students’
instructional level.

For the first-grade lesson, I demonstrated how to provide students with a resource
to provide feedback. I first determined that the writing a dictated sentence was
instructionally appropriate. I then, modeled counting the words in the sentence,
drawing lines on the whiteboard. I repeated the sentence and then asked the
students to repeat the sentence two times. Then, students began writing the
sentence while I monitored their progress. When a pair finished, I reviewed what
they had written and then showed them my whiteboard with the correct sentence.
I asked them to check and revise their sentence if needed and to discuss why they
were making changes. By teaching this self-feedback skills, I was able to listen to
students discuss changes as well as provide feedback when needed.

The fifth grade lesson used a Literacy Footprints lesson to teach a small group
comprehension lesson. I selected a book at the groups level and demonstrated a
structured literacy small group lesson. The student enjoyed this lesson and were
looking forward to Day 2 of the lesson. In this lesson, they previewed new
vocabulary and completed stop and joy activities to strengthen comprehension.

4. How were students engaged in this lesson? Please specifically address how a variety of
print and digital materials were considered and selected to provide opportunities for
student choice and engagement, as well as, how digital technologies were considered and
selected to enhance instruction. (5.2 and 5.3) 6 points.

The students in both 1st and 2nd grade were engaged in these lessons. They were
eager to try something new and seemed to appreciate that I was sharing the lesson
because I thought that it could help them with their reading. For these lessons, I
reviewed the materials that were being used in the classroom. For the first grade
lesson, I was limited by the scope and sequence. In fifth grade, I had the
flexibility to use the resources that I thought were appropriate. I did not select
 digital resources for these lessons and opted for books and manipulatives. I would
consider adding a digital option in fifth grade to allow students to record details
on an electronic organizer.

5. What was the important aspect of the lesson you hope the teacher understood? Why was
that aspect of the lesson so important? Please justify the importance by explaining how it
addresses and leverages identified student needs to result in positive, literacy-rich
learning that fits the routines, grouping structures, and interactions of the learning
environment. (5.4) 2 points

I hoped that the first grade teacher saw how to provide students with feedback and
teach them independency. I also shared that this routine could be used with
students were dictating words. She shared that she had struggled with being able
to provide feedback to students because they normally finished at the same time.

The fifth grade teacher was appreciative of the lesson demonstration. I left her
with the book and lesson plan and she was going to review and teach Day 2. She
also liked how the book I selected supported the grade level science unit.

6. How would you encourage the teacher to use or implement this technique into her
instruction? This is your chance to explain how you would facilitate the teacher’s efforts
to maintain this literacy-learning environment fit for their students by setting them up for
future success. (5.4) 2 points

Both teachers were appreciative of the modeling and wanted to try to implement
them in their classroom. I encourage them, I would follow up after a few weeks to
see if they had a chance to give it a try. If so, I would ask how it went and if they
needed additional time. If not, I would offer to model another lesson or provide
additional resources.

7. How would you continue to support this teacher in her instructional delivery? This is
your chance to explain how you would facilitate the teacher’s efforts to maintain this
literacy learning environment fit for their students by offering a plan for ongoing support.
(5.4) 2 points

Both teachers were implementing new routines. I would continue to

support them in their pursuit to continue to develop new skills. For first
grade, I would provide additional routines that can be used with or
alongside the UFLI lessons. I would share additional decodable book
resources to support classroom reading and at home. For fifth grade, I
would continue to expand the teachers understanding of the school reading
library and routines and procedures to support small group instruction in
5th grade.