Reflection Post 2

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

Students were able to spend more time today thinking about their topic list for informational writing. We learned how to generate a good amount of detail about a topic by creating a web. In the middle was their main idea/topic and then branching from that were all of the details put into single words and/or word phrases. Students learned that if not much detail could be generated then perhaps that topic was not a good one for them to use during their informational unit. Students who had not yet determined a topic struggled with this lesson; however, with prompting from me they were able to catch up and produce a least a semi decent web. 

·         What are alternate reads of your students’ performance or products?

Alternately, if my students were able to verbalize to me or others about their topics and details surrounding it; then, I concluded that although these students may not have it written down as quickly as their classmates they still understood what they were to be doing and thinking about. It will be expected later that the thoughts and details be translated onto paper and that may take some scaffolding between my MT and I.  

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

I was taken back by how much detail my students were able to generate about their topics in such a short time. Their motivation was still there today and they were eager to begin writing a draft! I have to constantly remind them that we are learning important steps along the way that will help us in our final write up in this unit. 

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

Students who need additional support I will make sure to check in on during individual work time. I will make sure that they have the necessary writing down that has been expected and if not I will scaffold them until they are at that point. I like to ask my struggling students questions rather than telling them what to do. By asking questions I am setting my students up for them to problem solve independently in the future instead of waiting for direction from others. 

·         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?

Something I thought of after teaching this lesson was doing a partner share out. I did allow some students to share with the class topics they are working on or the list of topics they have generated. I think I can, however, implement this into tomorrow's lesson. While students are sharing their web with partners, I want the partner listening to the details and point out any that they think could be missing. Writers need to remember that they are informing the reader and it is easy to miss out on details on topics that you already know so much about. 

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

Mini-lessons continue to work great during writing. I found today that involving the class more and having them participate and contribute helps to solidify main points that I want them to understand before working independently. I need to continue to ask my students what they are still confused about along the way of this unit so that I am sure to cover all important aspects.