Teachers use formal and informal assessment strategies throughout their lessons to identify student needs. If students who require intervention are identified, the teacher will often work with a student or with a small group of students on a particular skill.
Observe your mentor teacher implementing one or more reading lessons to a small group of students or the whole class. Pay specific attention to any formal/informal assessment strategies used during the lesson and how the teacher uses the data to meet the diverse needs of students.
Following your observation, interview the teacher about the process used to plan and implement the lessons you observed.
Following the observation and interview, write a 250 word summary and reflection on the lessons you observed. Discuss how the diverse needs of students were met and any formal/informal assessment strategies used. Summarize the interview and address how you will apply what you learned in your future professional practice.
I have attached the interview questions/answers for reflection. Any lesson for 2nd grade reading
Interview Questions/Answers
1. How did you determine the focus of the reading lesson?
The school district schedules and assigns the standards for reading, which is the focus of the lesson. The reading lesson components are the following: foundational skills, grammar, and meaning based.
2. What kind of assessments and data did you collect prior to the lesson?
There wasn’t an assessment given prior to the lesson. There is prior knowledge that has been delivered. The foundational skill for the week is r-controlled vowels. The prior knowledge for foundational skills is the following: decoding skills, phonological awareness, and segmentation. The grammar skill for the week is combining sentences with conjunctions to form compound subjects and predicates. The prior knowledge for grammar is sentence structure. The meaning base skill is to analyze the author’s word choice in order to determine the main purpose of a text. The prior knowledge for meaning base is to know story structure and the main idea of a text.
3. Why did you select the specific students for the small group?
Students are grouped in a homogeneous manner based oRn academic levels. This allows me to plan effective lessons that will strengthen and extend their skills in reading.
4. How did you identify students who require intervention?
Response to Intervention (RTI)is a district program. RTI students are identified through I Ready diagnostic tests, writing samples, and reading passages aloud.
5. How did you meet the diverse needs of your students during the lesson?
I use a variety of checking for understanding methods to identify students who may need more support on the skills. The checking for understanding includes: discussions, writing responses, do now’s, exit tickets, gradual release, teacher monitoring, weekly assignments, and weekly assessments.
6. Are there students that require intervention on the skills taught? What will you do for these students?
The students who may need intervention on the skills taught will participate in small groups with the teacher, peer modeling, and additional practice on skills.