Date: 10-21-2013

Objective(s) for todays lesson:

1. Identify facts that support the main idea and aid comprehension
Students will be able to find the main idea of a reading and find the details that support the main
idea. Students will be able to fill out a main idea and details chart on a story that we have read
finding at least 3 supporting details on the main idea.
2. Use the monitor and clarify strategy to aid comprehension
Students will be able to monitor comprehension to make sure our reading makes sense and
clarify to find out why we havent understood. Then we fix up problems to adjust comprehension.
Students will use this strategy through reading sections together as a class that need further
clarification and to make sure comprehension of the story is happening.

Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to
make it relevant to your students lives):

This content is important and worthwhile because students need to know how to pick out the main ideas
and details of a story and use them to explain what happened in a story through writing or explanation
later. I will make this relevant to students lives through giving an example of how knowing the main idea
and details are important when explaining something to someone later about a situation or story. I will
also use an example of having them describe themselves to me and then relate that to how knowing and
having details is important to the main idea (in this case they are the main idea)

These skills relate to the Common Core Standards

CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.

CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.


Materials & supplies needed:

Main Idea and Details Chart
ELMO
Reading Street Book

Procedures and approximate time allocated for each event

Introduction to the lesson


(What will I say to help children understand the purpose of the lesson?

To get students to understand the purpose of the lesson I will start by
asking how they would describe themselves. I will give them each a piece of
paper and have them write their name as the title and ask them to write
things that describe them below I would give them 30 seconds to write
down their ideas and then I will explain that the main idea is them and all
Academic, Social and/or
Linguistic Support during
each event



I will give students 30
seconds to think about some
things that would best
describe them I will give
more time if it is needed. For
students who need it I will
pass out a piece of paper so
they can write their ideas
down.
the things that they wrote were details. I will then say that anytime we are
talking and writing there is usually one main idea (or topic) and a lot of
details that go with that main idea. This will lead into our lesson on main
ideas and details.

How will I help them make connections to prior lessons or experiences in and out of
school?

I will relate this to prior experiences by reading a paragraph that the
students read the week before and asking them from there what the main
idea is and then what are some of the details.

How will I motivate them to become engaged in the lesson and understand its real
world purpose?

I will get them motivated and engaged in the lesson by relating it to a real
world experience, for example imagine that today after school you saw the
coolest thing ever! Out of nowhere this giant frog the size of a horse came
jumping down the road and you saw it smash all these cars and then it
started talking. It was just crazy. Since this is something that never
happened before and you were a witness a local TV station wanted to
interview you and get the details. How are you going to tell them if you
dont remember the details and the main idea of the story?

How will I make explicit behavior expectations and other issues related to classroom
management?) (2-3 minutes)

We will go over the classroom rules and behavior expectations briefly.
We will go over the S.T.A.R.S. and the tally marks to move the stars (I will
remind them of the S.T.A.R.S and that there will be plenty of opportunities
to get tallies so we can move our STAR it has been awhile since it has
moved so lets do our best to pay attention and move that STAR. )
We will then go over expectations while we are going over a lesson by
saying Some of us have been confused on what is supposed to be going
on while the teacher is teaching so can anyone tell me what they are
supposed to do if they have a question? (raise your hand)
What about if you want to add on to what someone already said? (raise
your hand)
So are we supposed to blurt out answers? (no)
What are we supposed to be doing if someone else is talking? (listening
and not talking). Good class now lets get started and try to remember that.


OUTLINE of key events during the lesson

(Include specific details about how I will work on developing and improving my core
practice and attend to other instructional issues such as beginning and ending
activities;


1. We will then do Skill > Strategy.
2. We will start the lesson by going over what main idea is. I will start by
saying, Can you guys give me a thumbs up if you know what a topic is































By going over this in the
beginning it shows the
students the expectations
and keeps the distractions
down for those students who
need the extra support.







This reminds students of
what they are supposed to
be doing so they arent
distracting students who
might need this extra help.





















and a thumbs down if you dont (this will show me what students know). I
will then ask a 2-3 students who have their thumbs up to tell me what a
topic is (The topic is what a piece of writing is about). I will then ask what is
the most important idea about a topic called? (The main idea). I will
continue with So we have a topic and within that topic we have a main
idea, what tells us about that main idea through out the story (details). I will
then ask why are those details so important? (Supporting details are small
pieces of information). I will then ask how do I know if something is a
supporting detail? (it supports, or tells about, the main idea.)
3. We will then discuss monitor and clarify. I will have students open their
books to page Ei-21 Where we will discuss what monitor and clarify is and
how we will use it. (We monitor comprehension to make sure our reading
makes sense. We clarify to find out why we havent understood. Then we
fix up problems to adjust comprehension). We will model this through the
Coldest Continent reading. Before we read the story I will tell students that
it is important for you to know when you understand something and when
you dont. If you are confused, stop and reread the section aloud. Looking
back and reading is one way to clarify or adjust your understanding.
4. After we know what the main idea and details are I will talk about what we
are going to read. I will say, Today we re going to read about a place that
has a cold climate called The Coldest Continent. I will remind them that if
they get confused about any part of the story to use the new strategy we
just used about monitor and clarifying. I will then begin reading the first
paragraph. After reading the paragraph I will say, When I read this
paragraph, I ask myself what this paragraph is about. I will ask students
examples of the main ideas and supporting details. I will then have the
students popcorn read the rest of the story.
5. Together we will make a Topic, main ideas, and details chart together on
the board.
6. An example on the board is:
7. Topic = The coldest Continent
8. Main Idea= Antarctica is not like any other continent
9. Detail= ice 3 miles thick, weather is harsh, not a lot of living things
10. After going over the chart we will do a review to make sure students
understand what we just learned.
11. I will then have the students read a shorter story and fill out a main idea
and details chart about that story for 5-10 min.
12. I will then have students come up and share what they put in their charts
on the Elmo. After the first student I will ask for students who have
something different in their chart. After we have the chart filled out I will
have the students put their books away
13. I will then give a brief review. I will first go over what main ideas and
details are asking students for what they are (raising their hands) and
giving examples. We will then go over what monitor and clarify asking
students first and asking how we can use that in our everyday reading.










By giving the lesson a
purpose this will help grab
those students attention who
might otherwise might not
be.















By giving a silly story like
this it grabs students
attention and helps them
see how they could use this
information later on when
telling a story.











By looking at the book this
gives the students a
definition and a visual
















If students dont know a
word or are having trouble
with the story I will remind
them of the new strategy
that we just learned about
monitor and clarify so to try


what discussion questions I will use;

I will ask students why they think something is a main idea or why something
isnt?
What are details and why are they important?
How can a chart like the Main idea and details chart be useful?


how I will help children understand behavior expectations during the lesson;

I will go over the expectations at the beginning of the lesson. For example
what are we supposed to do if we have something to say? Are we supposed
to get up in the middle of a lesson? Do we just talk for no reason?

when/how I will distribute supplies and materials) (45 minutes)

If materials are needed I will pass them out. I will pass out the worksheet for the
Main Idea and Details chart.

Closing summary for the lesson

(How will I bring closure to the lesson and actively involve children in reflecting on
their experiences?

I will close the lesson by reviewing what we went over for the day. I will
ask what are main ideas, supporting details, whats monitor and clarify
mean? These questions will bring up all the information that we just went
over that will refresh the students memory and it will show me as an
assessment what students are remembering and what we might need to
spend some more time on tomorrow.





How will I help them make connections to prior lessons or prepare for future
experiences?

I will prepare students for future experiences by saying, For the rest of the
week we will be looking for the main ideas and supporting details to help
comprehend the story. And if we have any trouble with that we can use our
next strategy we learned today about monitor and clarify to help clear up
any issues we might have with not understanding the text.

What kind of feedback do I want from them at this time?) (30 minutes)

If students have any questions or are confused about any part I would like
to know so we can clarify it otherwise they should be sitting silently waiting
to move on to the next activity.


Transition to next learning activity

5,4,3,2,1 S.T.A.R.S. countdown to get ready for the next activity.


that first and if that does not
work to ask a neighbor.




By showing multiple different
answers for the chart this
shows that there are more
then just 3 details that
support the main idea so
students will see all he
answers

For students who need more
help I will have the chart up
on the board.




I will have a visual for
students who might be
missing a detail on their own
chart

Giving a brief review helps
fill in some gaps they might
have had or forgot over that
short period of time.



Assessment


(How will I gauge the students learning as I implement the lesson plan and once the
lesson is completed?

I will gauge what students learned through the answers they gave me and
how they worked in pairs on the activity. I will also be able to see students
Academic, Social, and/or
Linguistic Support during
assessment

Since we will be working in
pairs students who are not
understanding or having
being able to apply getting the main idea and details from the story
through filling out the chart after I collect it.

Specifically, what will I look for?

I will be looking for areas that are repeat problems where students arent
understanding or having trouble that I need to be more specific on. And I
will be looking for missing details and main ideas that should be present in
their answers. This will show me if they understand the concept.

How will I use what I am learning to inform my next steps?)

I will use what I learned from the students, for example what they were
able to pick up on quickly and what they had trouble with, and either have
a heavy more clearer review the next day or spend extra time on the next
days task.


trouble with main idea and
details this is where they will
be able to work with another
student and see where they
might be getting confused
and to help them better
understand it.
For students that are having
repeated problems by
putting them in pairs I will be
able to see if both students
arent understanding the
material or if I can have the
other student explain the
concept and see if the
student who was having
trouble now understands. By
going over it together as a
class I will be able to have
students see the many
different details and main
ideas that can come from
the story.
Reflection
What students learned and which students struggled with the
lesson.
Students learned about Main Ideas and Details and how to monitor
and clarify. We did this as a class and the first time so many students
were able to pick out the main idea and details. The 2
nd
time students
struggled. The problem might have been that we had a special break
between going over it the first time and then the next time. The 2
nd

time students were struggling to figure out what the topic was and
then what the main idea was so it was a struggle. I went over what I
wanted the students to do and even rephrased how the chart to be
filled out but students were still struggling. We then went over it as a
class and students were better able to understand what to do.


What are alternate reads of your students performance or
products?

Some alternate reads of my students performance is that they
needed some more practice on the new topic so a few more practice
topics and sheets would help students understand the material better.

What did you learn about your students literacy practices that
extend beyond your objectives?

As we were reading the story students were able to decode words as
we were reading. Students also looked back at the story as we were
making out the chart, which was good for monitor and clarifying.

When and how will you re-teach the material to students who
need additional support?

For students who need additional support we will be using these
strategies through out the week. So when we created another Main
Idea and details chart we will go over what the main ideas and how
the details help explain the main idea. We will use the monitor and
clarify strategy as we read stories through out the week so these

concepts will be gone over multiple times through out the week. Also
since as a class we were struggling we will be going over the Main
Ideas and details again tomorrow with more explanation to make sure
all students understand.

If you were to teach this same lesson again, what would you
do differently and how do you think the changes would
improve students learning?

I would explain what topic is more from the first story because that
story had a title so the topic was easier to pick up on then the 2
nd

story. I think not having a title for the topic through the kids off so they
werent able to pick the main idea without the topic. These changes
would make it so students know they dont need a title to get the topic
that it comes from the story. The most important thing I would change
is to make sure to be more specific when going over what each
section is.

What did you learn so far about implementing your core
practice and what do you need to do to continue your
professional learning?

My core practice was to make sure students can successfully use
these strategies to comprehend what we are reading. Students did
understand what the Main Idea and details are of a story. I think
something I need to make sure to do is to be more specific on how
we can pull this information from the story and apply it to the main
idea and details chart. Another thing is to get students more focused
and motivated on what we are learning because after coming back
from special students were unmotivated and ready for lunch. This is
something that I will work on but the bigger problem was not finishing
before they had to leave but math went long so this is something that
I will have to make sure to work on if math does run long.





Date: 10-22-2013

Objective(s) for todays lesson:

3. Decode words for comprehension
Students will be able to use decoding strategies to figure out the meaning of a text to aid in
comprehension

Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to
make it relevant to your students lives):

This content is important because students can use synonyms to figure out words that they do not know.
This happens in reading stories, billboards or titles of books etc. Knowing background knowledge on any
subject is good when you are about to read something so you know kind of what it is going to be about or
when you explaining something it is good to have an idea. I will relate this to students lives by asking them
situations where having background knowledge is important and giving situations where synonyms will be
helpful in the outside world.

CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.


Materials & supplies needed:

Reading Street book
Synonym worksheet
Lined Paper

Procedures and approximate time allocated for each event

Introduction to the lesson

(What will I say to help children understand the purpose of the lesson?

I will go over examples of how synonyms will be useful to know. For
example, Have you ever read a sentence and not known a word? (I will
have an example up on the board of a sentence with a word they do not
know) What are some strategies that you used to help you figure out what
that word is? (breaking up the word, reading the sentence around the word,
looking the word up) Well one way is to use synonyms to help you figure out
what those unfamiliar words are.
Also we will be reading a story today where we will build some background
knowledge about the story and we will predict what we think it will be about
and then figure out why the author uses specific words through out the
story.

How will I help them make connections to prior lessons or experiences in and out of
school?

I will make connections to prior experiences by asking how they figure out
words that they do not know when they are reading a story. This will show
me how they do figure out unknown words if they skip over them or if they
have a strategy to figure them out. I will then introduce a new strategy of
using synonyms to help figure out unknown words.


How will I motivate them to become engaged in the lesson and understand its real
world purpose?

I will motivate the students to become engaged by relating what we are
going over to an outside of the school experience so they will see the value
of synonyms. For example, Imagine you are watching Nickelodeon and your
favorite TV show comes on and your mom says why do you have to watch
that show so frequently its becoming a daily thing. You dont know what
frequently is so you have to look at the words around it and see that
frequently and daily are synonyms,

Example: We watch TV Shows on Nickelodeon frequently, Yeah watching
Nickelodeon is a daily thing.


How will I make explicit behavior expectations and other issues related to classroom
management?) (5 minutes)


I will remind them of the S.T.A.R.S and that there will be plenty of
opportunities to get tallies so we can move our STAR it has been awhile
since it has moved so lets do our best to pay attention and move that STAR.
Academic, Social and/or
Linguistic Support during each
event



I will have a visual
example up on the Elmo
for students






I will have each student
think of an example so
that they will be able to
relate it to their own
experiences. I will have
all students write
something down and
have them check to make
sure their neighbors have
something written down.
Its important for them to
have something so they
can relate to the lesson.








By going over what the
expectations are for the
lesson this will remind
students of what they
should be doing and it
will help students who
need to listen and might
Also some of us have been confused on what is supposed to be going on
while the teacher is teaching so can anyone tell me what they are supposed
to do if they have a question? (raise your hand) What about if you want to
add on to what someone already said? (raise your hand) So are we
supposed to blurt out answers? (no) What are we supposed to be doing if
someone else is talking? (listening and not talking). Good class now lets get
started and try to remember that.


OUTLINE of key events during the lesson



(Include specific details about how I will work on developing and improving my core
practice and attend to other instructional issues such as beginning and ending
activities;

1. We will start todays lesson by talking about vocabulary strategies for
synonyms. I will say, Today we are going to talk about synonyms. Does
anybody know what synonyms are? (I will take a few students answers). If
students do not know I will say, A synonym is a word that has the same or
almost the same meaning as another word, I will write these words up on
the board for students to see and we will go over them together. For
example sleep and snooze, toss and throw, gaze and stare, fast and quick,
silly and funny, hide and disguise. These words will help students so when
you encounter an unfamiliar word, you should the strategy of context clues
to determine its meaning. The writer may have given a synonym for the
word.
2. Sometimes when we read and come to a word we dont know we can find
the author used synonym to the word before or after. I will then give an
example, Tina looked at the picture on the wall. The image of the sailboat
was her favorite I will say when I read these sentences, I am confused by
the word image, so I look at other words in the sentence and the sentence
before it. I see that the first sentence has a synonym, or word that means
about the same, for image-picture. Now I understand that when Tina is
looking at an image of a sailboat, she is looking at a picture.
3. I will then have the students help me with another one. I will write The baby
bird pecks the eggshell. Again and again, it taps the shell with its beak.
What does the word peck mean? I will have the students look for a synonym
in the second sentence to figure out what the work peck means. We will
then find the word tap and see that that is the synonym for peck. I will
remind students to use this strategy if they need to in the story we are about
to read.
4. We will then build a little background knowledge about the story by going
over some questions to help the class as a whole starting with:
5. In what kind of climate would you expect to find penguins?
6. How would you describe the way a penguin looks?
7. How do penguins and other animals take care of their babies?
8. What are some ways that penguins move around?
need that extra help
without having to worry
about other students
being distacting.













By going over what the
expectations are for the
lesson this will remind
students of what they
should be doing and it
will help students who
need to listen and might
need that extra help
without having to worry
about other students
being distracting.







I will have students come
up with synonym
examples and we will
have them displayed up
on the Elmo so students
can see and hear what
synonyms are.

I will have these
sentences up on the
Elmo so students can
see what I am asking
them.


By going over multiple
examples helps students
who needed more
help/examples that didnt
understand the first time.

9. We will then go over some pre-reading strategies like what genre it is and to
preview and predict (I will have students read the name of the story and ask
what that might predict, what they think the story is going to be about. I will
use the timeline on page 218-219 to help illustrate this better)
10. After that I will go over the question of the week so the students can think
about that before we being reading which is How do the structures of plants
and animals help them solve problems?
11. I will then go over the genre, which is expository text, which gives
information about things in the real world, such as emperor penguins. What
facts do you want to learn about these penguins and their chicks?
12. We will then read the story Penguin Chick The first read is where the
computer reads the story through so the students hear a different voice, as
the computer reads the students follow along in their books.
13. We will then talk about Authors Craft (This is where authors make choices in
how and what they write. Sometimes they use punctuation and make word
choices to help the reader better understand the texts or storys meaning).
14. We will then go back to the reading and I will give an example of authors
craft on pg. 214 I will ask what methods does the author use to define words
on these pages? (She gives a description and then the word in italics:
penguin fathers form a group called a huddle. She sets off a word meaning
with commas, such as his soft feathers, called down, dry and become fluffy
and gray.
15. I will then have the students pick out another example in the story and have
them write about why they think the author wrote the way that he did. Ex.
Snuggles pg. 217
16. I will let students work on picking out an example of authors craft I will give
students the option to work in pairs of by themselves for 5-10 minutes and
then we will then go over them together. I will have 2-3 students share what
they found and why they think the author used those words in the story.
I will then give a brief review of what we went over that day. What synonyms
are, the genre of the story and what it is, the story we read, and authors
craft (why authors make choices in how and what they write. Sometimes
they use punctuation and make word choices to help the reader better
understand the texts or storys meanings. I will then talk about how we can
and will use these in future lessons.


what discussion questions I will use;

Does anybody know what synonyms are? Can you give some examples?
In what kind of climate would you expect to find penguins?
How would you describe the way a penguin looks?
How do penguins and other animals take care of their babies?
What are some ways that penguins move around?
How is Authors Craft a useful tool for writers and readers?


how I will help children understand behavior expectations during the lesson;




We will be building
background knowledge
for students who dont
know anything about
penguins so they will
have some background
knowledge on the topic.




This tells them it has real
world situations so they
know its not fake.


As we read the Penguin
Chick I will have the
computer read the story
and the students will
follow along as they read
in their books.
As we go over the
Authors Craft I will put
the example up on the
Elmo and I will read the
example.




I will have the students
look up the example in
their books so they see it
as I am reading.
Students will have an
example of the Authors
Craft so they can see
what they are supposed
to be doing.

Giving a brief review helps fill
in some gaps they might
have had or forgot over that
short period of time.



These questions remind
students who forgot or
need help reminding
what we just talked
about.
I will remind them of the S.T.A.R.S and that there will be plenty of
opportunities to get tallies so we can move our STAR it has been awhile
since it has moved so lets do our best to pay attention and move that STAR.
Also some of us have been confused on what is supposed to be going on
while the teacher is teaching so can anyone tell me what they are supposed
to do if they have a question? (raise your hand) What about if you want to
add on to what someone already said? (raise your hand) So are we
supposed to blurt out answers? (no) What are we supposed to be doing if
someone else is talking? (listening and not talking). Good class now lets get
started and try to remember that.




when/how I will distribute supplies and materials) (45 minutes)

I will pass out supplies and materials if they are needed


Closing summary for the lesson


(How will I bring closure to the lesson and actively involve children in reflecting on
their experiences?

I will give a brief review of what we went over that day. (through out my
review I will be asking students what these are by pulling sticks or by having
them raise their hands this will also be an informal assessment as to what
students have learned over the lesson) What synonyms are, the genre of
the story and what it is, the story we read, and authors craft. I will then talk
about how we can and will use these in future lessons.



How will I help them make connections to prior lessons or prepare for future
experiences?


I will make connections to future lessons by saying that we will be using the
synonym strategy through out our future readings to figure out unknown
words. We will also be talking about genres and predicting and setting a
purpose for readings to help better predict and see the reason for reading
these stories.



What kind of feedback do I want from them at this time?) (5-10 minutes)

If students have any questions or are confused about any
part I would like to know so we can clarify it otherwise they
should be sitting silently waiting to move on to the next
activity.



Transition to next learning activity





These remind students of
what we are expecting so
students who might need
extra help will be able to
hear and get it without
having to stop and deal
with students who are
interrupting the lesson.

















By giving a brief review
this helps students
remember what we just
went over and helps
students who forgot or
missed something earlier.







By making connections
students will see the
value in the lesson we
just went over.





This will be a place
where if students missed
something or need help
going over something
again I will be able to
5,4,3,2,1 S.T.A.R.S. countdown to get ready for the next
activity.

help them understand.
Assessment

(How will I gauge the students learning as I implement the lesson plan and once the
lesson is completed?

I will be able to gauge students learning through their ability to apply the
synonyms in the readings in the activity at the end and when we discuss it in
the beginning.
I will be able to see how well students understand Authors Craft through the
worksheet and the examples that we go over at the end when we are sharing.



Specifically, what will I look for? How will I use what I am learning to inform my next
steps?)

I will specifically be looking for if the class understands the concepts as a whole. Are
the students seeing the value in synonyms and how they will be able to use this when
they come across a word that they do not know? Are they trying out the synonyms to
see if it works? Are students understanding why an author would use a specific word in
a story and not another?

I will use this information to see how well students understand the story through the
background knowledge and the pre-reading strategies. We will be reading the story
again tomorrow so making sure that students know what is going on in the story is
important so I can ask questions about the story. Making sure that students know how
to use synonyms in the story so they are able to decode words that they do not know.


Academic, Social, and/or
Linguistic Support during
assessment

We will go over multiple
examples and find some
examples from the story
that we read to explain
synonyms.
We will go over multiple
examples and a
worksheet with students
own examples from the
story and we will go over
them together as a class
to make sure all students
understand what Authors
Craft is.

Reflection
What students learned and which students struggled with the
lesson.

Today I started going over what we struggled with yesterday. The
worksheet we did together went over specifically what students had
trouble with yesterday. This went much better and students were able
to pick out the main idea and details. The new material that we learned
first synonyms went well, we went over 2 examples on the board
together. We then read a story and then looked for the synonyms to
words that were in the story that students struggled with and found the
synonyms for those words. Students who struggled were not paying
attention those were the only students who needed help. Tomorrow we
will go over synonyms again and this will show how students are
comprehending what synonyms are and how we can use them.


What are alternate reads of your students performance or
products?

Some alternate reads of my students performance would be that
students were doing much of the work together as a class which si the
first step since this is new material. Tomorrow I will use anecdotal
records to see which students understand how to use synonyms and
pick out the main idea and details of the story. What they handed in
today showed that they understood what we went over today.







What did you learn about your students literacy practices that
extend beyond your objectives?

I learned that students were able to think of different synonym
examples for the synonyms that we were going over. This was good to
see that they were able to pick up on what synonyms are. Tomorrow I
will be able to see if they know how to apply these concepts of picking
out the main idea and details, monitor and clarifying, and synonyms
form the story of the week.


When and how will you re-teach the material to students who
need additional support?


For students who need additional support tomorrow I will be giving a
review of what we learned that day before. If there are still students
struggling I will pull them aside during centers and go over the material
again in a different way (differentiated instruction) so students will learn
the material and then I will have them show that they know how to use
it through a more condensed worksheet.


If you were to teach this same lesson again, what would you
do differently and how do you think the changes would
improve students learning?

If I were to teach this lesson again I would have the students pick out
synonyms from the reading on their own after doing them together as a
class just so they would have more practice. Since we were only able
to practice as a class. I will practice these concepts that we learned
tomorrow and make sure that students are able to do them on their
own tomorrow.


What did you learn so far about implementing your core
practice and what do you need to do to continue your
professional learning?

Somethings that I learned about implementing my core practice is that
making sure students are able to understand these comprehension
strategies and how to use them. Yesterday students were struggling
with picking out the main idea and details but going over them again
students were able to pick up and use these ideas better. Making sure
these strategies are understood and used correctly is part of my core
practice that is being fulfilled. To continue I need to make sure
students understand the strategies and using them correctly and
independently. To do this I need to give the opportunities for students
to show they can use these strategies.