Observe another teacher's literacy instruction

Date:
02/06/08 ~35 minutes

Summary:
During this particular Wednesday, our CT was at a conference out of state so we were able to observe a guest teacher's instructional strategy. This observation took place with an activity which utilized the local Lansing District Newspaper. The teacher read the the article and the students were to choose one paragraph, list its main point followed by three details that support the main idea.

Reflection:
While teaching the lesson, the guest teacher followed the gradual release strategy. After reading the whole article, she re-read one paragraph and as a class they came up with the theme/topic of that paragraph. After the topic was chosen, then the students had to find three details which supported the topic. Once they completed this task as a class, they were asked to do this as individuals. The paragraph the guest teacher chose to do as a class was the third paragraph, this is one thing I would have done differently. The students became too concentrated on counting down to the third paragraph (some not knowing where a paragraph started and ended) they forgot the central focus of the activity. Personally, I would have thought it would be logical and easier to follow by starting with the first paragraph.
Relating back to course content, before reading the newspaper article, the guest teacher did a good pre-reading comprehension strategy by asking the students to guess what the article was about by using the pictures and article title. However, while reading, there were no comprehension strategies used. She simply read through the whole article, not taking any breaks to ask "what did I just read," "what was just said," and so on. Considering the point of the lesson was to recognize main points, asking questions during reading would have not only encouraged student participation, but it would have also aided in the development of students’ literacy and their ability to complete the task of the lesson. Also there were no post-reading strategies that were utilized. The students went right into their individual work.
The students became very frustrated when they were to do this activity independently, many of them did not understand what they were suppose to do or how to do it. The students' literacy could not be developed because the stress of the work became debilitating not facilitating. They began to get worked up and lost focus, many of them quitting all together. It was hard for the students to become focused again, however after further examples and guidance the majority of the students were able to complete the task. This simply means that the students were 'released' too early to be expected to complete the task on their own. If further instruction and guiding examples were given initially, then they would have been able to complete the task the first time and the stress could have been avoided. One skill that I learned through observing the guest teaching and will use in my future practices is the skill of re-wording. At first the students did not understand the initial question; however after rewording it in many ways, students were able to understand what was being asked of them and respond appropriately.
It was interesting to observe a guest teacher and the different methods of literacy instruction. It was especially interesting to see how as a future educator with formal education classes, I am able to observe and reason why the classroom responded they way they did. I wonder if the guest teacher had any formal education in the in the education field. She stated that she has substituted for many years, but only in middle schools. This was clear with her classroom management skills, however her instructional methods were at times depth-less and unclear. She was able to keep the classroom quiet and fairly focused. As an experienced guest teacher, her skills of classroom management have been tried and perfected. One of these skills involved her prefacing every question with “raise your hand if you know…” This prevented student from shouting out and disrupting the classroom by giving a simple reminder of appropriate behavior.

Read Aloud

Date:
02/06/08 ~15 minutes

Summary:
Everyday after lunch the students gather in the corner carpeted area and the CT usually reads a picture book along with a chapter or so out of a chapter book. On this day, after lunch I read the picture book "Giggle, Giggle, Quack," by Doreen Cronin. This activity was with the whole class, which followed their daily routine.

Reflection:
To begin this activity, the students were really excited for "Mr. Addley" to read to them, because this was the first time I took this initiative, whereas my classroom partner (Ms. Smith) has read to them a number of times. Although this was flattering, I had to remind then of appropriate behavior when sitting on the carpet. While reading the book, it was difficult to both keep an eye on the students while reading and engaging them in the story. I began to understand why my CT, on occasion, sends students back to their seats, removing the distraction. My personal strategy, at least this time, was to stop reading and use "the teacher look" at the student which was causing the distraction. This strategy seemed to work, however may take away precious time, and the student may not respond to this strategy and continue to cause a distraction for surrounding students. I will continue to use my strategy for classroom management in my future practices. Personally, I do not like to dismiss students to their seats. I feel this does remove the distraction but at the expense of the individual student. Therefore, I would rather use other techniques to maintain appropriate classroom management. This activity taught me that classroom management is one of the most difficult tasks to complete. Due to the individuality of each classroom and the constantly growing environment, classroom management is something that must reflect the students who make up the classroom. What works for one teacher in one room, may not work for another teacher in another room. Classroom management skills are something I continue to explore and develop through further observation and interaction.
Before I read the book to them, I engaged the students in some pre-reading comprehension strategies which we talk about in class. I asked if by they title or cover anyone could guess what the book was going to be about. I was also able to make a text-to-text connection, due to the fact that two weeks prior Ms. Smith read a book by the same author with the same characters. I also was attempting to engage the students while reading the book. I would ask question such as, "what do you think is going to happen next?" This hopefully helped in expanding their literacy development. By using clues, such as pictures and what they already know about the character of Duck, the students were asked to make predictions. This is a skill which will be greatly beneficial in their future lessons and challenges.
In future similar activities, I may try to engage the students even more. A way to do this is by giving them an opportunity to share personal experiences which relate to the story, showing a text-to-self connection. Furthermore, I may try to challenge myself more by reading a chapter book instead of a picture book. One last thing I would attempt would be to pace myself. Often times when placed in front of a crowd, no matter their ages, our nerves cause us to rush. I feel that when reading, I may have read too fast, loosing some of the students.

Contextual Analysis

a.) Lansing District Schools follow the MDE Grade Level Content Expectations

b.) The initial observation that I made with the GLCE was that for Language Arts, the subject was broken down into four different subcategories: Reading, Writing, Speaking, and Listening and Viewing. I was glad to see this, due to that fact that Language Arts usually focuses only on aspects of reading and writing, often forgetting the other two subcategories. Additionally, within each subcategory themes are broken down into even smaller classification. This allows for teacher not only to find the GLCE quicker, but also allows for more successful communication among teachers by using common and correct vocabulary. While reading the individual GLCEs I noticed that they were very direct and clear. However, with this said, I also believe that they are broad enough where individual teaching style and beliefs can still be incorporated.

c.) One of the first things I noticed when I walked into my classroom was that every wall was covered with some sort of sign, calendar, chart, or board. On one wall there is the alphabet running across the whole wall, each vowel is red, and under each letter are words that begin with that letter, a sort of word wall. In addition to the alphabet word wall, most of the signage has a literacy/language arts foundation. Signs focused on punctuation symbols, writing techniques, and reading techniques can all be seen. Besides obvious signage, students also have access to four computers which they use daily. A popular website "starfall.com" is used to help students literacy and reading. Furthermore, to aide students, there are at least two teachers who come in on a weekly, if not daily basis, to give extra practice to groups of students who need help in certain areas. Another resource that is available to students is the ownership of writing notebooks. These notebooks are used to write everything from fables to personal narratives. The notebooks give students the chance brainstorm, write, and proofread all in one location. Lastly, the students have a daily routine starting with coming into the classroom and silently and independently completing math problems along with correcting a sentence or two. Another routine occurs right after lunch. Students sit on the carpeted area and the CT reads a short picture book to them, followed by a section out of a chapter book.

d.) Lyons elementary is on a Literacy First Grant. This grant specifies that at least 3 uninterrupted hours must be dedicated to literacy instruction. One strength of this program is that it insures that literacy instruction is occurring. Additionally, the school receives extra funds which allows for them to incorporate more technology and buy more resources to aid in the students' learning. However, one weakness is that the quality of literacy instruction is not monitored. Furthermore, when the school day is only 7 hours, not including lunch, recess, and specials, almost half of the day is taken up by one subject. This forces teachers to fit all other subject into small 30 minute slots. Effective teachers are able to incorporate other subjects into their literacy instruction, even then, other subject are rarely the main focus.
The CT instruction closely aligns with the GLCEs, so much so that in her lesson book she writes the GLCE that aligns with the lesson she plans on giving. Also after reading through the GLCEs I began to realize why so much instructional time is spent on certain aspects of her lessons. Not only is it a GLCE in itself, but further GLCEs depend and build off of one and another. While reading the literacy GLCEs, I was able to remember each lesson that corresponds to the GLCEs, at least for the most part. This illustrates that the classroom curricula, and available resources are put in place to make sure students succeed and that each GLCE is met. The alignment of the two, instruction and GLCE, is parallel, if not the same line.
In my furture practice as a teacher, I would like to teach in a school where their curriculum is based off the states, however they also have ones of their own, making sure to incorporate the resources which are available to that particular environment and district. One thing I would do, which my CT does very well is to surround the students with literacy. Any free time the students have they are suppose to read silently at their seat. On every wall there is a poster which has some aspect of literacy on it. Both morning and after lunch routines involve literacy, either reading or writing. I also like the idea of student journals, this gives the students an opportunity to take ownership of their writing and a place to write for the sheer enjoyment of writing, not because it is a assigned graded writing.