Evidence:
During my Supervisor Observation #2 small group lesson, I incorporated many different elements in order to engage the students and challenge them simultaneously. Typically in the classroom, the students read and then answer multiple-choice questions based on the reading to check for comprehension. I wanted to create a vocabulary lesson that checked for comprehension in a new way that challenged the students to think more critically. The students began the lesson by creating a sentence with 3 vocabulary words based on what they thought the word meant. After reading the text together, the students were to edit their original sentences to create a more detailed and specific sentence to show their comprehension.
To engage the students, I gave them a list of 6 different words and allowed them to choose 3 of those words that they wanted to focus on. I also included the use of whiteboards because I knew that it was something that they enjoyed using in the class in previous lessons. I also incorporated partner work to allow the students to work together to compose their sentences. I also provided the students with highlighters (which they love using) to highlight the words when they found them in the text. Lastly, I chose a science-based text to engage the students because I know many of them (including my focus student) love science. By incorporating student interest into my lesson, I am more likely to engage the students the most because it is something they are interested in learning!
This lesson was challenging because the students not only were using an at-level text (4th grade) when they were all slightly below level, but it also encouraged them to use their critical thinking skills to be able to compose and edit their own words based on what they read in the text. This is a more advanced comprehension strategy than multiple choice, and it allowed the students to expand on their understanding in their own way.
To engage the students, I gave them a list of 6 different words and allowed them to choose 3 of those words that they wanted to focus on. I also included the use of whiteboards because I knew that it was something that they enjoyed using in the class in previous lessons. I also incorporated partner work to allow the students to work together to compose their sentences. I also provided the students with highlighters (which they love using) to highlight the words when they found them in the text. Lastly, I chose a science-based text to engage the students because I know many of them (including my focus student) love science. By incorporating student interest into my lesson, I am more likely to engage the students the most because it is something they are interested in learning!
This lesson was challenging because the students not only were using an at-level text (4th grade) when they were all slightly below level, but it also encouraged them to use their critical thinking skills to be able to compose and edit their own words based on what they read in the text. This is a more advanced comprehension strategy than multiple choice, and it allowed the students to expand on their understanding in their own way.