First Observed Lesson PlanOn October 8th, 2015 I led my first small group in a lesson I planned to develop their one-to-one correspondence (LA.K.1.1.4: the student will match print to speech). I worked with a reading group of four boys, each of which had been identified as struggling in phonemic awareness. In addition to one-to-one correspondence, this lesson met standards in relation to concepts of print (CC.K.R.F.1a), as well as phonemic awareness (LA.K.1.4.1).
Finally, students opened their Tig Can See books. The first four pages were read aloud as a group, then each student read one page themselves to the group. During that time, students pointed along as they/others read. While reading short sentences, the students were able to point to the words accordingly demonstrating accurate one-to-one correspondence for five words. Therefore, my objective for the lesson was met. Through my observation of the pointing skill being transferred as students read the book, I was able to determine if further instruction in one-to-one correspondence was necessary. Overall, I was impressed with my students' learning and proud of their ability to identify individual words in the sentence (instead of just repeating what they'd memorized). Next time, I hope to produce a longer lesson plan and engage the whole class in an activity. I am comfortable with all the students now. So far in my internship, I've noticed I like spending the day with 5 year olds much more than people my own age! :)
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Analysis
I read the introductory line from Laos, "The girl was free to go, but she had nothing to wear except rags. Then she looked in her mother's sewing basket." We made use of random objects in the classroom, to comply with the designated quick ten minute preparation time, so for a sewing basket I utilized a plastic bag. One of my peers got creative and made "diamond anklets" out of lined paper with a highlighter! ReflectionMulticultural literature, or literature of diversity, is especially important to me. I believe children need the opportunity to understand people of various socioeconomic, racial and ethnic backgrounds with disabilities, family patterns and gender expressions that may be different than their own. Educators should address topics that challenge the dominant ideology in ways that promote critical thinking and questioning. Cynthia McDaniel claims that the teaching philosophy of critical literacy can act as a vehicle for social change if learners' responses to text are channeled to be examined in critical ways that lead to opportunities for tranformation and action. Engaging in critical literacy by encouraging children to question and discuss diverse literature promotes transformation against social injustices, through discussion provoking action on social change. McDaniel's article states:
I plan on incorporating critical literacy in my own teaching philosophy and platform. I adored the tableau exercise in class today. The activity gives learners the opportunity to respond to literature in a creative way that even promotes the application of theater/drama in the core curriculum. It is important to me to incorporate the arts in student's learning. I love that in Teaching Children's Lit our analysis of literature is always something different, allowing us to flex our creativity as well as gather ideas to utilize in our own future classrooms. ResourcesMcDaniel, C. (2004). Critical Literacy: A Questioning Stance and the Possibility for Change. The Reading Teacher, 57(5), 472-481.
Contemporary realistic fiction is imaginative writing that reflects modern life in conceivable ways. Children relate to realistic fiction’s address of contemporary issues, like new experiences with families, at school and within the self. By connecting with the characters, children are guided to better understand and come to terms with their own selves. Multicultural literature that is contemporary, as well as realistic, allows for children to develop their own cultural identities. Realistic fiction also helps children see the world from other perspectives, leading them in a way that discourages prejudice and stereotyping. Children’s contemporary, realistic fiction should continue to reflect our changing society, with depictions of a wide range of occupations, education, speech patterns, lifestyles and futures. Limitations should not be based in race, gender, age, ability or belief. Books that boast themes like justice, conflict resolution and friendship allow children to make connections across cultures, and the literature serves as a vehicle for socialization and change. Young learners are able to develop their own way of thinking as they follow the lives of others through stories. Experiences that children have not had are portrayed in realistic fiction, so students can develop a better understanding for those around them. The importance of cultural acceptance and understanding is clear for children’s development for success in the diverse, globally interdependent society we are becoming. Authors of realistic fiction are generally expected to write about their own culture, in which they can provide an authentic insider’s perspective. Writers from cultures different from the one they’re portraying are able to provide acknowledgment for issues of social justice and human rights, a worthwhile endeavor for the interdependent twenty-first century. Cultural context must also be considered when examining realistic fiction for any fantastical elements. When addressing new cultures in the classroom, the creation of a K-W-L Chart is beneficial for student learning. In the classroom, students share what they “Know” and what they “Want to Know” about a particular subject or group prior to reading. During the novel, students can add new knowledge to the “Learned” section of the chart. In this way, young learners are able to address and eliminate false conceptions. The inclusion of inappropriate subjects, such as violence, sexual relations and bodily functions, is often a source of controversy in considering children’s realistic fiction. A well-written story should focus on providing a perspective on the pain and suffering of humankind, as illuminated by a deep understanding of the characters. In evaluating contemporary realistic fiction, the honesty, universality and authenticity of the story and potential children’s enjoyment, based on their relation to the novel and its’ credibility, are considered. In my opinion, the most important factor would be the book’s ability to enlarge children’s points of view and encourage their appreciation for our multicultural, pluralistic society. By addressing controversial issues together in the classroom, children are guided to critique the past or the actions of others and develop the skills to later participate in problem-solving in the world. Using realistic literature that acts as a mirror of the child’s own experiences, as well as a window to develop empathy and respect for other worlds and perspectives, teachers can facilitate extended discussions to help develop the child’s conception of their lives and those around them. When choosing contemporary realistic fiction for the classroom, a teacher needs to consider the age and needs of the students, as well as how to offer a creative and meaningful learning experience. Contemporary realistic fiction allows young learners to better understand their own lives, themselves, the world and the lives of those around them. ReferencesAl-Hazza, T., & Bucher, K. (2008). Building Arab Americans' Cultural Identity and Acceptance With Children's Literature. The Reading Teacher, 62(3), 210-219.
Kiefer, B., & Tyson, C. (2014). Contemporary Realistic Fiction. InCharlotte Huck's children's literature: A brief guide (Second ed., pp. 200-227). New York, New York: McGraw-Hill. |
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