Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

Candidate Name Jordyn Messer Date April 24, 2014

School Columbia Elementary Teacher Mrs. Whitley & Mrs. Fenton Grade Level 2
nd
grade
Practicum Reflection-Guided Reading Lesson

Name of Book How To Make A Drum
Level H - Nonfiction


1. What was the area of focus today during the lesson? What activities related to the area of focus
did the teacher include in the lesson today? Today with the small group of 3, we read a
nonfiction book, level H, book on how to make a drum. We all read the book together and
then I provided two different worksheets. The first worksheet was a skill worksheet on
sequencing events. I laminated it and provided each student with a dry erase marker. They
each had to draw a line from the event listed on the bottom to the sequence boxes on the
top. The second worksheet was a skill worksheet that worked with verbs. This was also
laminated. There were eight sentences, we did the first three together, and they had to do the
last five on their own. The instructions were to underline each verb within the sentence.
These two worksheets seem to work really well on their level.

2. What went well with the instruction? What did students learn? The laminated worksheets and
the dry erase markers worked very well. It added to the tradition pencil and paper, and the
students really enjoy getting to act like a teacher with a dry erase marker. The small group did
really well with recognizing their verbs. I was hesitant at first bringing them worksheet with
me, but they really preserved and achieved my goal for them. Also, working the first three
sentences on the verb worksheet with them really helped. It seemed as if they were a little
nervous when I showed them the worksheet, but after we worked the first three together
they seemed to gain a little more confidence.

3. Explain a growth moment for yourself where you realized, learned, or confirmed something
from today dealing with student achievement in the area of reading. (phonemic awareness,
phonics, fluency, vocabulary, comprehension, before/during/after reading.) Today, I really
noticed my small groups attention span with reading the book first, then filling out the
worksheet, and then going back to check our answers within the text. The sequencing
worksheet was a little difficult for them at first, but once we went back and checked the
answers after they were all finished, they realized the finer details. This also showed them
that a text with a process is very important, because if we mixed up the sequencing events
our drums wouldnt look like a drum.


Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

4. Describe a moment when a student grasped an idea/concept-that got it! kind of moment.
How was the teacher able to facilitate this experience? Explain the situation. There wasnt one
specific situation that took place during todays small group time. However, I have really
noticed my small groups dedication increasing. When I first started working with them, they
were kind of here and there, but now they know that we have to read and do a couple of
activities before any games are played.