Reflection

Reflection for Emergent Literacy EDUC 681

By Sue Biewer

Artifact Description

This artifact was for a classroom observation and Strategy Implementation.  I observed a first grade classroom for 4 hours, and then I implemented fluency instruction for my strategy for 5 hours and a written summary of the experience. 

Professional Growth

I learned a lot about working with struggling readers at the first grade level. We specifically worked on fluency and I learned the importance of modeling fluent reading, guiding students through reading, allowing students to read independently and then performance reading.  A strategy I used was chunking words.  I was able to practice this with students and guide them through the process of finding chunks they recognize as a strategy for decoding words.  Then we repeatedly read the story to work on fluency.  I modeled what a fluent reader sounds like, and I was able to put that into practice.  One thing I learned from the experience was to front load vocabulary words so that when students were reading they would not have to stop and decode the words.  Most importantly, I learned how much fun the students have with reader’s theater and they don’t even realize that they are learning.

Understanding and Application of WI State Standards

Standard #1:  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students

In this observation and implementation I learned a great deal about teaching reading, and in particular, teaching fluency to first grade students.  While doing reader’s theater, my students didn’t even realize they were learning because of the enjoyment of the activity.  The self-motivation was there also.  Also, I learned of the importance of repeated readings for fluency.

 I know, because of my job, the importance of reading and that’s why I continue to take classes, and why I am getting my Reading Teacher License.  I want to learn all I can so that I can better assist my students in their learning process. 

Lastly, I was building on student knowledge through the use of the chunking strategy, as this newly mastered strategy can be utilized through their lifetime.

Standard #4 The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.        

            I am aware and encourage students to use critical thinking skills, problem solving skills and performance skills in their reading.  When a student is struggling with decoding a word I can effectively prompt them to use strategies learned to decode the word.  Some of the cues I use are, “Did that sound right?  Did that make sense? or Does that look right?”  These are prompts that students need to use for problem solving and require thinking on their part.  For the lesson in this class we worked on reader’s theater which is a performance, but I also taught students how to perform for themselves. 

Impact on Student Learning

            Students learned to chunk words during my time with them.  I know this because one of my students struggled with the word “outside”.  I covered up the word “side” and he knew the word “out”, then I covered up “out” and he read “side”.  I had him put the two words together and he was successful.  He continued to use this strategy as he read.  Then, while rereading he successfully read the word “outside” without any hesitation.