Rhodes 1

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TWS 8 Reflection, Self-Evaluation, & Professional Development
Lesson Five
ELA (Concepts of Print)
Section 1: Whole Class

A. This lesson impacted the students shared reading skills, along with their individual
reading skills. It provided the students with greater insight on what to be looking for
in a book while they read, instead of just looking at the pictures. The students really
enjoyed reading together as a class, and for the most part, they were attentive
because they did not know who was going to get called on next.
B. One decision I made was to have the students sit closer and in a tighter circle
around the book and me. This way the students could all see the book better and
they all felt engaged in the lesson. Some students felt that this move allowed them to
move from side to side during the lesson, which in return was a negative effect of
the decision. Half way through the book, I decided to start asking a little harder
question, such as where is the beginning of the second sentence? and who can
point out a question mark on the page? Students had to think about the answers
before they answered and it was a learning opportunity when students got the
answers wrong.
C. If I taught this lesson again, I would have kept the students sitting in their spots on
the carpet and just moved the easel with the book on it to where the students could
all see it. This would have decreased a lot of misbehavior that I had to correct. I
would have had the students turn and talk with their neighbor about the content to
promote peer decisions and thinking time.
Section 2: Three Individual Students
A. The most successful student during the lesson was student twenty-one. She is in the
highest group of the class and maintains one of the highest reading levels in the
class. She participates in every lesson and contributes with accurate answers. This
student has had education prior to kindergarten, therefore; she has an advantage to
learning skills and the process of things. This student also has no apparent
behavioral issue that would cause her to fall behind in her academics.
a. I believe this student was appropriately challenged because she was asked to
come up and correct the students that gave the wrong answer and explain why.
B. The least successful student during this lesson was student six. He is apart of the
middle-low group of the class. He is the only one out of the class that gets pulled for
resource class. He tries hard to participate in lessons, but frequently has questions
or gives incorrect answers. He has an IEP in reading and I think that may have
affected his capability to be successful in the lesson. He also gets distracted by other
people easily, therefore; that could have been one of the reasons he answered
incorrectly.

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Rhodes 2

a. I could have worked with this student before the lesson to get him familiar with
the terms that we will be using during the lesson. This would have allowed him
to stay on track with the rest of the class during the lesson.
C. The average performing student during this lesson was student two. She is also
apart of the middle-low group and maintains a little below average reading level.
She participates only half of the time and when called on during lessons. She has a
hard time focusing in the lesson when we are having group instruction and that may
cause her to fall behind in her academics. She has had no prior education before
kindergarten and she is still getting use to the structure of lessons.
a. I could have this student be actively involved in the class by being my helper. I
could also tell her and the rest of the class what exactly is expected of them
during the lesson and what we will be doing.
Section 3: Reflection

This lesson enhanced their reading skills by allowing the students to think about
different elements while they are reading instead of just looking at pictures. These
skills will not only help them learn how to read but also to understand what they
are reading.

The book I chose to read for this lesson was right on or even a little above the
students reading levels therefore everyone was challenged to listen carefully. The
book also had one line of words on some pages, two lines of words, and different
punctuation marks throughout the book. This allowed me to ask a range of difficult
questions if needed.

Through my knowledge of the content, I was able to give different kinds of

examples so that all students would be able to understand. I was also able to
explain why the answers the students gave were correct or incorrect.

Throughout the lesson, I had to reword some of my questions because students

were not answering or answering incorrectly. I had to use simple and familiar
terms that they understood. I also went back and related the terms that I used that
were unfamiliar to the terms that they knew.

Most lesson objectives were met because most students came up to the book and
answered correctly and/or agreed or disagreed with students answers. The three
students that did not meet the objective just sat there throughout the lesson
without any participation or when called on they could not give the correct answer.

For the most part, I managed my time well through transitions and explaining
expectations of the lesson. I lost a little instructional time when I had to call on
students for misbehavior.

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Rhodes 3

Through this lesson, I learned which students are capable of group instruction
where individuals are called on to give answers. I also learned which students are
not capable of sitting outside their spots on the carpet because they will disrupt the
other students.

Section 4: Reflection for Professional Development

1. For my future lessons, I want to have an effective behavioral management plan. This
will help decrease the behavior issues and increase instructional time. I will talk
with other teachers to get their advice on what works for carpet time. I will also
research some ideas that may benefit me as well.
2. Another professional goal would be to plan out my questions for the lesson ahead of
time so that I can ensure that they are effective. I will take the time before the lesson
to come up with each question that I will ask to help the students understand the
concept better. I will also have to keep in mind that I will always have to modify the
questions based on students answers.