Week 1:3 A Bear of a Poem: Composing and Performing Found Poetry Reflection

I’m not familiar with the “A Bear of a Poem” however, I liked how the lesson plan is organized seamlessly and provides a comprehensive breakdown of the instructional plan. When you are teaching younger students, I find that repetitive assignments are key for their ability to comprehend and retell literature. By having students highlight their favorite lines and then revisiting each line to reflect upon their comprehension, it gives students the opportunity to work on their oral skills and reading. The activity in session two in which students circle or record phrases provide students the ability to build their vocabulary and correlate it to everyday life. In session three, I like how the teacher connect this interactive poem to a found poem. By inviting parents and administrators, it builds a communicative learning experience in which students, parents administrators and the teacher all participate in the student development process and the curriculum of students. My only change would be that the sessions are split into three sessions as some of the steps in the second session is repeated in session three.

Week 1:2 Practices in the Classroom: Becoming Readers and Writers Reflection

I really enjoyed the video as my interest lies in the extension of my Childhood Education Masters to certification in Early Childhood as well. In the video, Ms. Owens highlights the importance of students taking ownership of their reading and writing capabilities. In my previous school observation, I found that ownership and student’s ability to share their learning developments is the key to growth development.

It was highlighted that students should be able to “internalize” their learning. By identifying her classroom through cultural backgrounds, Ms. Owens can teach on a level that all students are able to meet at. Stimulating a discussion of a literary piece through a read along, provides students the opportunity to practice their oral development and ability to grasp complex text. The read aloud provides students the opportunity to become familiar with key vocabulary words and show a collaborative effort from both students and teachers. Ms. Owens then proceeds to utilize the guided reading activity which encourages students to take more ownership of their learning with limited support from the teachers. Finally, independent reading provides students the opportunity to hone on their skills with no support of the teacher and allows teachers to observe and critique students’ development. Ms. Owens' learning outcome for students is to become confident and be able to work independently. 

Week 1:1: Understanding of the ELA Instruction

ELA (English and Language Arts) instruction consists of five essential components (reading, writing, speaking and listening, and language). Each component holds a significant role in the lower grade levels (K-5) as these skills are the formative years for educational development and stimulation. Through the mastering of the skills in high school education, students are prepared for higher learning and basic everyday communication skills. In order to have a successful learning experience, I believe it is vital to build an understanding of expectations from parents, student and administrators. These components allow for effective learning, by mastering the integration of the methods, students will be able to comprehend complex text, develop research skills and compose and refine writing through ownership of learning.