Classroom Modeling

READ 680

Classroom Modeling:
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 assessment data or model a technique the teacher is interested
in learning more about, NOT based on a lesson that you enjoy teaching or a
lesson that YOU think the teacher will need. During the modeling lesson, you
must include evidence of ILA Standard 5.4.
Submit your lesson plans, photos of you teaching the lesson (student faces
not visible), and your reflections to the questions below. You may use the lesson
plan format that you used with your Literacy Case student.

Please respond to the following questions after each of your modeling lessons.

1. Why did you model this lesson?

I modeled this lesson after sitting down and talking with the classroom
teacher after observing during her reading block. She expressed a need for
getting students more motivated and engaged in literacy, especially in a
whole-group setting. Workbooks and worksheets are used frequently during
her literacy time. There is a huge focus on testing with SOL’s nearing within
the next few weeks. Text structure was one of the focus skills of the week and
the teacher asked me if I could model a whole group lesson on this specific
skill.

2. What instructional techniques did you choose for this lesson and why did
you choose them?

I chose student-centered instructional techniques for this lesson to increase

student engagement. From my observations, students in this classroom are
given few opportunities to work with peers and discuss ideas. I wanted to
include this in my lesson to give students that opportunity and also model for
the teacher how to do this in a whole-group setting. My goal was for the
students to be doing the learning and exploring, and for them to have time
in-text to discover text structure for themselves. I scaffolded the students from
whole group, to small group, to independent practice.
 3. Was there an important aspect of the lesson you hope the teacher
understood? If so, what was it and why was that so important?

I hope that the teacher understood that, despite some behavior issues, the
students are capable of working collaboratively to share ideas and
accomplish a goal. Worksheets and traditional notes have their place at
times but should not always be a go-to activity for every lesson. I hope that
she was able to see how engaged students were when given the chance to
explore text and collaborate with one another.

4. How would you encourage the teacher to use or implement this

technique into her instruction?

I would encourage the teacher to use this technique in her teaching by

providing resources to find text (Newsela, Reading Vine, Epic!, etc.) rather
than always using a workbook/worksheet. I would also provide the teacher
with different partner/small group activities that she could use when having
her students work collaboratively in the classroom.

5. How would you continue to support this teacher in her instructional

methods?

I would support this teacher by checking in with her each week for the next
few weeks (or until needed) to set goals and plan lessons that increase
student engagement and time in-text. I would also observe lessons and
spend time reflecting on positive changes made.

ILA Standards linked to this assignment:

 1.3 Understand the role of professional judgment and practical
knowledge for improving all students’ reading development and
achievement.
 5.4: Use a variety of classroom configurations (i.e., whole class, small
group, and individual) to differentiate instruction.