Mini Lesson #2: Katie

Mini Lesson #2

Your Name:  Katie Overfield                       Grade Level:  Second Grade

Date Lesson Was Taught:  4/20/12                 Number of Students:  1

1.    Rationale

We are focusing on a comprehension lesson for this focus student because of their difficulty comprehending the books they read individually.  Examining and explaining how to comprehend stories they read, as well as improving their fluency, will allow this focus student to be successful in the future. 

2.    List which reading skill/strategy is the main focus of your lesson (select ONE area):  Comprehension

3.    Objective for this lesson (performance, condition, criteria):

Focus student will learn about and practice comprehension strategies while reading “If You Give A Pig A Pancake” aloud to teacher. 

4.    Materials & supplies needed:

·      “If You Give A Pig A Pancake” by Laura Numeroff

·      Miscue Analysis Sheet

5.    Outline of Lesson Plan:

Introduction to the Lesson (3 minutes):

·      Teacher will introduce comprehension to the study as the understanding of the reading material.

·      Teacher will introduce the book to focus student.

Outline of Key Events (10 minutes):

·      Teacher will ask the focus students’ initial impression of the story.

·      Student will read “If You Give A Pig A Pancake” aloud.

·      Teacher will conduct a miscue analysis for the first 100 words.

·      After the book is finished, the teacher will ask for a retelling of the story, noting details and literary elements the focus student mentions.

Closing Summary for the Lesson (3 minutes):

·      Go over the miscue analysis together while using encouragement and positive notation.

·      Teacher will again discuss comprehension tactics with focus student for future use.

6.    Ongoing-Assessment

To continuously evaluate this student, we will conduct several other comprehension assessments, like the miscue analysis, and document their progression to evaluate how to change lessons to help them. 

7.    Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Motivation will again be needed for support during this lesson, but we will also help them to focus by creating a quiet and private environment so their fellow classmates do not distract them. 

Reflection

What did you notice about your students’ participation and learning in relation to your objectives?

With my focus student, their participation was attentive.  However, my students’ learning was limited based on the fact that they had read a similar book before (this was not known to me until after we completed the lesson).  I do believe that my focus student learned new comprehension strategies through this lesson though, because I could see them being used when they went back and continued to do individual reading.    

What were the strengths and limitations of your lesson for supporting your students’ learning?

I believe that a limitation of my lesson was that we had used a book they were fairly familiar with.  Although this is sometimes a good thing, it did not assist us in learning and improving on comprehension techniques.  However, I believe that a strength of the lesson was the final discussion on the literary elements to focus on during reading.  These pointers helped the student focus on specifics of the story, which in turn helped them to comprehend the story and future stories in their education.   

What did you notice about yourself as a teacher?

As a teacher, I noticed that I jump in too quickly to help those who need it.  For example, if a student is struggling with a word, I automatically correct them rather than help them to read it.  Although I do not always do this, I am now aware of this idea, and am more cautious when reading with students.