Debrief: Literacy

Grade: Kindergarten
Schools: Samuel Powel Elementary School & Penn Alexander School
Teachers: Betty Liu & Sherlly Pierre
Number of Students: 5/group
Date of Lesson: 11/23/15
Time: Afternoon (Betty) & Morning (Sherlly)
Goals:
Students will be able use a graphic organizer to identify character, setting,
problem and solution in order to retell a story with purpose and
understanding.
Text: The Three Little Pigs: A Folk Tale Classic by Paul Galdone
Student Observer: Sherlly Pierre
* Launch

Students begin by engaging in conversation of their noticings

while exploring the cover of the text
o Previous experience: Different versions (sources of
exposure: Public library reading circles, school and home)
Possible opportunity to have pushed deeper: Push for
meaning of version
* Betty begins to engage in Read Aloud and breaks the components of a
story map, focusing on character and setting while modelling tracking her
thinking on anchor chart showcasing an enlarged version of her graphic
organizer created for students
Possible opportunity to have pushed deeper: Return to student
with misconception about character
o Pull on prior knowledge
Examples of characters in text/mediums with which
students are familiar
* Picture walk of cover
Student noticings: harvesting season -apple tree, apples, three
little pigs and flowers
o Check-ins for understanding during picture walk to engage
more connections
What makes you think that?/ How do you know?
(harvest season inference)
* Reading of text
Engaging: Voice modulations for each scene

Think alouds to help connect thinking back to thinking job

(keeping track of characters and setting as they appear during
reading)
o Possible opportunity to push into salesman (student
noticing) of building materials (e.g., source of resources
like stores, which we use, but the pigs dont have access
to)
Formative Assessment (Setting and Characters)
o Confusion around task
Students incorporated aspects of problem and solution on
the organizer
Other students openly admitted not knowing what to do
with organizer/requirements of task

Glows:
* Animated reading voice
* Class norms present
* Accountability (Pushed for 100% participation)
Grows:
* Space may have distractions that diverted students' attention
* Management: Opportunities for reset (curbing distractions)
o Circulation & Proximity
* Stopping point questions (More high order thinking)
* More kid voices
* Anticipating tricky vocabulary
o Ex: Turnip (source of break of flow in reading)
* Confidence (Teacher)
* Pacing
* Scaffold and adjust in the moment
Area to target for improvement for next lesson:
* Confidence