Reflection 1 (10/24/12) Montague

• ·           Today’s lesson was focused on the different text features that there are in nonfiction books. Almost all students understood the reasons why it is important to be able to understand the different text features and how to use them to inform them as readers. We spent several minutes going over this and for those who were not getting it, my MT had stand up and do actions with their fingers to try to get them to remember the different text features and why they were important. There were about 10 of the 35 students that didn’t seem to identify the different text features and tell why they were important.
• ·          Students will have several chances to review the text features in other nonfiction books that we will be reading all throughout the year. Students seemed to understand the importance of diagrams through oral explanations but were not able to accurately reproduce the life cycle of the frog in correct stages as asked.
• ·          I learned that students are able to articulate their thoughts in complete sentences, something that we have been working on and is a common core standard for kindergarten.
• ·         I will be re-teaching the material for the rest of the week through turn and talks as reviews. In addition, I will be teaching about text features again next week when we learn about
• ·         If I were to be re-teaching this lesson, I would have my MT not present for the entire thing. She did a lot of interjecting and kept wanting to take over the lesson. It was rather frustrating because I felt like I didn’t get the chance to get to what she was saying and she would just beat me to it every time. I am ready for my own class. If I were to re-do this lesson, I would have the activity afterwards be more about the text features of the diagram of the life cycle. A lot of time was focused on getting the stages in the right spot when I think that is important but that is more content. Students should have already know where they go based on doing this together before going off on their own. More time should have been spent on the labeling and captions that we were supposed to include on the diagram but many students did not.