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Running Head: SUPERVISOR REFLECTION Dunphy 1

Supervisor Reflection #1

Amanda Dunphy

University of South Florida

Level III Internship

October 11, 2017


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For my first supervisor observation, I taught my kindergarten students a reading lesson;

focusing on the key details within a story. The standards covered in this lesson included

LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a

text and LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and

understanding. Since it is critical that students understand key details, found within a story, are

vital as they help readers/writers form an idea and explain the process, phenomenon, or concept

being discussed and/or read, I have begun introducing my students to the characteristics, traits,

steps, and overall process of reading and how it is done. I incorporated a graphic organizer into

our read-aloud lesson, that allowed my students to narrow down key details found within our

story as well as encouraging collaborative discussion, modeling, and small-group work.

While reading an informational text on bears, my students, will be able to tell the main

idea and key details, with pictures showing a comprehension of the details presented as well as

attempting to label these images. As we worked through our lesson, I listened to my students

throughout their collaborative discussions, “turn &talk,” while they shared with their partners

what key details we have read. During these conversations, I listened to key words discussed

through our text and confirmed that they knew what key details were. Following this “turn &

talk” time, my students were given opportunities to share their discussions aloud with their

classmates and demonstrate the knowledge on bears (formative evidence). As my students

completed their graphic organizer that allowed them to sort different key details that supported

our main topic, I began with modeling our expectations prior to allowing my students share their

personal illustrations/labels, and followed this by gradually releasing them into doing so

independently. Once I monitored this individual work, I was then able to see who needed
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additional support/assistance while breaking down key details and labeling their work, pulling

these students into a small-group (Summative Evidence).

While working through this read-aloud lesson, I was extremely surprised to see that every

student was engaged as we read and participated in whole-group discussion as well as “turn &

talk” conversations. While watching my video, I could see that every student was actively

participating in the discussions initiated (5:16), when I allowed my students to share with their

partners what key details we have read thus far. Throughout each partnered discussion, both

students had their individual input and was willing to share their thoughts/opinions with their

peers. While I have observed past reading lessons, some students begin to wander off and get

off-task, since they are on the carpet for such an extended amount of time. However, I

continuously redirected my students by calling for a “carpet check,” which means that the

students must sit crisscross and put their hands in their lap, or by asking “where should

everyone’s eyes be?” Subtle hints such as these, refocused my students and we continued with

our lesson. While I gave myself an allotted time of 30 minutes, my lesson was complete and I

was working with my small-group within approximately 27 minutes.

As I reviewed my video, I was pleased to see that my lesson had such a flow that

encouraged student engagement and an overall positive classroom community. Both my

collaborative teacher and supervisor commented on how I praised my students throughout the

lesson, but specifically at 9:56 (in my video) by saying “I love these pictures that I’m seeing!”

This lit up my students’ faces and encouraged them to continue working and making their

images detailed as well as presentable. As I first modeled how to complete the worksheet, my

students knew what to do and what our expectations were. By using peer teaching, having my

students share their work projected on the screen, I allowed my students to demonstrate their
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individual work and followed this by praising them with different cheers, such as “yeehaw” or

“hamburger flips.” I loved watching my students sheer on their peers, as this builds a stronger

classroom community.

As I collected my students’ individual work and reviewed each graphic organizer, I was

pleased to see that every student had completed their charts with key details from our myON

read-aloud, on bears. They not only drew detailed illustrations, but they also labeled their

images, with the key details, such as “furry” or “claws.” My students sounded out each word,

listening to each letter-sound and assisted one another to spell the words/key details, as we

reviewed each key detail I modeled how they were correctly spelt. The teaching methods I

incorporated into my lesson, reading-aloud, demonstrating/modeling, collaborative discussion,

and small-group work was extremely effective in this given lesson. By incorporating a read

aloud for my students, I engaged them in fluent reading, as I modeled correct English

conventions, reading pace, and reading strategies. Reading aloud sharpened their focus,

increased their vocabulary, and therefore, resulted in greater comprehension and improved their

listening and reading skills. As I incorporated demonstration/modeling, since my students are

very young and are adapting to school norms/rules, it was vital that we continue to model and

demonstrate correct behavior, demeanor, and acceptable classwork. I modeled what should be

done, gradually releasing them to work independently. By doing so, they knew their

expectations and how/what to do. Throughout schooling, students are constantly encouraged to

participate in group work/collaboration with their peers. By doing this in my lesson, students

worked on developing communication skills as well as teamwork skills. The content being

taught was reinforced as my students worked together and shared what key details they had

learned. For students who struggled with illustrating key details discussed throughout our book,
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as well as labeling their images, I pulled into small-groups. By working in this small-group, time

was more allocated to where it was needed. This time with my students, increased their

confidence, as they received instant feedback and I could work with them to label their images

and answer any questions that they had.

The activity used in this lesson, completing a graphic organizer, was effective because it

allowed the students to focus on the key details that supported the main topic. Since my students

have experience with completing these graphic organizers, step-by-step direction is not

necessary, but simple reminders. My students also know what a “main topic” is and are aware

that there is information throughout texts that support the overall topic/main idea. Therefore, this

graphic organizer was ideal since it listed the main idea and gave three boxes for different key

details. This allows them to focus not on the main idea, but focus on the details they were

illustrating and labeling in the given boxes. It is very important for children to understand that

generally “details” in non-fiction texts are also the information presented throughout the book,

about that given subject/topic. By discussing key details and elaborating how important this

information is, my students began to understand that the two are interchangeable. The

instructional materials used throughout this lesson also proved to be effective as my students

successfully acquired the knowledge being presented to them and could demonstrate a deeper

understanding of key details found within a story. While incorporating technology into my

lesson, I increased student engagement levels, as well as assessing what my students knew and

where they needed further support/guidance.

As I planned my lesson, I made certain accommodations in regards to two students in my

kindergarten class. While revisiting my video, I was saw that these accommodations were

successful and allowed my students to actively participate in our lesson and supporting details
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worksheet (summative assessment). Myra (pseudonym) is a student who tends to get off task

quickly and has difficulty staying focused. To accommodate this student, I had her sit close to

the SMART Board as we read our book about bears, that way she was constantly engaged with

the text and supporting images. I also paired Myra with a shoulder partner that initiates

discussion and encourages discussion when their partner is shy or soft spoken. As I monitored

their “turn & talk” discussion, I was pleased to see that Myra could provide supporting details

throughout the text and added discourse to her partner’s opinions/thoughts (video- 8:42). The

second student I made sure to make necessary accommodations for, Oliver (pseudonym), has

tendencies of calling out and getting off task. This student is currently being observed, while he

may be autistic, but is extremely intelligent and can communicate and engage effectively with

his peers. As my students engage in “turn & talk” discussion, I will be monitoring his discussion

with his selected peer, but also asking him to share specific key details with me (video- 8:30).

While his peers sometimes do not understand what, he is discussing, he can hold a very

intellectual, preceding conversation with me and my collaborative teacher. While this student

requires consistent positive feedback, I could do so by working with him and his partner

throughout this reading lesson and have him share his ideas, opinions, and thoughts aloud with

his peers as he models his work/illustrations. Both students stayed on task as we completed our

read-aloud and activity, they turned in exceptional kindergarten work and now comprehend

entirely, what a key detail is and how it supports a story.

As I use my assessments implemented throughout this lesson to make further

instructional plans, I can infer that engaging lessons that implement different teaching

methods/strategies and technology, have a positive, beneficial impact on my students learning. If

I continue to plan lessons that involve collaborative discussion, modeling, technology, and so
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forth, my students can continue to grow socially, intellectually, and acquire the information

needed to be successful throughout their kindergarten year and the school years to follow. By

using graphic organizers, my students can depict what information is vital and refer to this, while

completing future assignments and/or assessments. Now that my students have comprehended

what key details are, how they are vital to a story’s plot, main theme, and so forth, I will now be

moving on to visualization and character traits. I cannot wait to watch my students as they learn

new information, throughout their kindergarten year!