Science: The Daytime Sky- Clouds!Lesson Plan-Student Work-Reflection:I did not originally expect to have time to share and take the students outdoors, but I am SO glad I did! The students really enjoyed the opportunity to share their work with each other. I believe the use of the ELMO furthers their motivation, as well as the comfortable classroom environment they are each a part of. When we went outdoors, the students were calm, well-behaved and on-task. Going outdoors brought what they're learning to an immediate connection to the real world. I was ecstatic to see one young girl make a math connection with our science lesson! Her work is displayed above, she created a circle with her cloud. Another student made the connection that clouds are also visible at night. I was impressed by the student's observation! Next time, I would not display an example of the first worksheet. A lot of the students copied my smiley face cloud shape. Including a read aloud in the lesson was a great way to activate prior knowledge and include literature in science. Providing cross-curriculum connections is one of my favorite lesson planning aspects.
I was able to see the effectiveness of my lesson during the children's outdoor investigation. The children were able to identify Nimbus clouds and predict the afternoon's weather. (They were right, it poured!) The instructional materials seemed to resonate with the students. They enjoyed the song and chart. which utilized kinesthetic, auditory and visual aspects. The worksheets and cotton balls offered opportunities to work on their writing skills, as well as practice their creativity. In future lesson planning, I believe the students will enjoy enrichment opportunities. The students' memories are activated to remember the song and art activities, so they will not only remember clouds as part of the sky, but the fun vocabulary they explored.
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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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