Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

Candidate Name: Chelsea Meyer Date: (of observation) 2-28-14

School: Kelsey Norman Elementary School Teacher: Miss Hoag Grade level: Kindergarten
Practicum Reflection-Guided Reading Lesson

Name of Book: Butterflies Level: Kindergarten

1. What was the area of focus today during the lesson? What activities related to the area of focus
did the teacher include in the lesson today?

The teacher focused on the parts of the book (cover, spine, etc.) and how to tell if a
book is fiction or nonfiction. As they read the book, she had the students read along with her.
They knew most of the words in the book because they were sight words. There were also
larger, content-specific, words (like butterfly and cocoon). They figured out these words by
sounding it out or guessing after the first letter. They also talked about the pictures as they were
reading.

2. What went well with the instruction? What did students learn?
The book reading went very well because the students were comfortable with the
discussion. They were willing to make guesses about the text, even if they were wrong. The
student learned about the science of butterflies. I liked how the teacher chose a book that
integrated Reading and Science. The students also learned how to better decipher whether a
book is Fiction or Nonfiction.
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

3. Explain a growth moment for yourself where you realized, learned, or confirmed something
from today dealing with student achievement in the area of reading. (phonemic awareness,
phonics, fluency, vocabulary, comprehension, before/during/after reading)
I liked how the teacher gave the students time to figure out words. When they came
across a new word, the teacher first asked the students what they thought it was. Allowing the
students the time to sound out a word will definitely help them in the future. The students
figured out the word through picture clues and phonemic awareness.
4. Describe a moment when a student grasped an idea/concept-that got it! kind of moment.
How was the teacher able to facilitate this experience? Explain the situation.
Although it wasnt directly reading related, a student to develop a concept about
butterflies. The picture showed a caterpillar eating leaves. At first, a boy said thats is very
mean of the caterpillar to do that. Then, the teacher asked why he was probably eating the
plant. After a little bit of thinking it through, the student said that people eat so that they will
grow. Then, he concluded that the caterpillar probably eats so that it can grow too. Once again,
it didnt really help his reading directly, but it did help him to draw conclusions, gain
understanding from pictures, and problem solve on his own (with a little bit of teacher
prompting)