A mini-lesson in 2nd grade.
Goal: Accuracy
Strategy: Chunk Letters and Sounds Together
A snapshot of what I observed:
Students were meeting on the carpet with their teacher. They were given a minute to share what they learned during their D5 (Daily 5) round that was just completed. Students were given the opportunity to share with the whole group, two students choose to share about a book they had read and enjoyed. They encouraged their classmates to read it. The teacher then told everyone to turn to a partner and tell them one thing they learned/read during D5. This gave everyone the opportunity to share.
“Give me 10, clap it” was the cue to turn to the board for the next mini lesson. The teacher smoothly helped her class transition for the spelling lesson. They were reviewing /ow/, /out/ and /ound/ endings. The teacher used many types of formative assessment to monitor their understanding. Students were asked to put their hands on their head if they thought they could read the word she pointed to, they turned to a partner and said it, checking themselves for accuracy. They used thumbs up/thumbs down to let her know if they felt they could read the word she pointed to, then whisper read it together to her.
The class was completely engaged and active in demonstrating their knowledge of the skill being taught. She encouraged them to independently practice this skill during D5 by offering them a challenge - to write a story or sentence using the words they just reviewed together. The class then quickly transitioned to choose their next D5 round.
Suggestions & Next Steps:
I love how the teacher quickly and quietly corrected behaviors with small directives, such as KHFOOTY(keep hand, feet and other objects to yourself), Rule 2(raise your hand for permission to speak), etc. Students quickly and quietly fixed their own behavior and the lesson was not interrupted.
I was excited to see how confidently students monitor their own learning. The students, who did not feel confident with their understanding, were quickly given a model to follow that confirmed the correct learning for the pattern.
The use of formative assessment is natural with this class. The students knew exactly what is expected and they confidently show their learning to their peers and their teachers. They were confident taking risks and stretching their thinking.
I would suggest that you go a step further, for those students who have quickly demonstrated mastery of the words you provided. Perhaps you could challenge them to think of another word that fits the pattern you are learning, and turn and tell a partner this word. Encourage them to use more words, using these patters when they write. This will carry over to their understanding of rhyming words, and build confidence that if they can read the smaller words, they will be able to read the "bigger" words with the same pattern.
The teacher does a great job of keeping her lessons focused and "mini" Students learn the skill and then are given time to practice it independently, during their D5 time. She has established a dynamic learning environment within her class structure. Her student know "they are valued, and they will be even when they make mistakes." (Johnston, 2012)
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.
Goal: Accuracy
Strategy: Chunk Letters and Sounds Together
A snapshot of what I observed:
Students were meeting on the carpet with their teacher. They were given a minute to share what they learned during their D5 (Daily 5) round that was just completed. Students were given the opportunity to share with the whole group, two students choose to share about a book they had read and enjoyed. They encouraged their classmates to read it. The teacher then told everyone to turn to a partner and tell them one thing they learned/read during D5. This gave everyone the opportunity to share.
“Give me 10, clap it” was the cue to turn to the board for the next mini lesson. The teacher smoothly helped her class transition for the spelling lesson. They were reviewing /ow/, /out/ and /ound/ endings. The teacher used many types of formative assessment to monitor their understanding. Students were asked to put their hands on their head if they thought they could read the word she pointed to, they turned to a partner and said it, checking themselves for accuracy. They used thumbs up/thumbs down to let her know if they felt they could read the word she pointed to, then whisper read it together to her.
The class was completely engaged and active in demonstrating their knowledge of the skill being taught. She encouraged them to independently practice this skill during D5 by offering them a challenge - to write a story or sentence using the words they just reviewed together. The class then quickly transitioned to choose their next D5 round.
Suggestions & Next Steps:
I love how the teacher quickly and quietly corrected behaviors with small directives, such as KHFOOTY(keep hand, feet and other objects to yourself), Rule 2(raise your hand for permission to speak), etc. Students quickly and quietly fixed their own behavior and the lesson was not interrupted.
I was excited to see how confidently students monitor their own learning. The students, who did not feel confident with their understanding, were quickly given a model to follow that confirmed the correct learning for the pattern.
The use of formative assessment is natural with this class. The students knew exactly what is expected and they confidently show their learning to their peers and their teachers. They were confident taking risks and stretching their thinking.
I would suggest that you go a step further, for those students who have quickly demonstrated mastery of the words you provided. Perhaps you could challenge them to think of another word that fits the pattern you are learning, and turn and tell a partner this word. Encourage them to use more words, using these patters when they write. This will carry over to their understanding of rhyming words, and build confidence that if they can read the smaller words, they will be able to read the "bigger" words with the same pattern.
The teacher does a great job of keeping her lessons focused and "mini" Students learn the skill and then are given time to practice it independently, during their D5 time. She has established a dynamic learning environment within her class structure. Her student know "they are valued, and they will be even when they make mistakes." (Johnston, 2012)
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.