Teaching experience

I currently teach Title One groups in an elementary school in Brooklyn. I teach Math to first and second graders and Math and Literacy to fourth grade. In addition to my afternoon job, I recently started working in a special ed class as a one-to-one shadow for a child with autism I teach her math, decoding, encoding, and reading comprehension skills.
Here is my teaching philosophy

Comments

critique of lesson plan

The four consecutive lesson plans created by Carolyn Wilhelm focuses on teaching students to compose found poetry. The objectives of these lessons are clearly stated which is an important factor to start with when is writing a lesson plan. The first lesson introduces the topic of found poetry in a clear yet subtle way. Before introducing the “exciting” part – the performance, the students are asked to discuss and analyze this new form of poetry. I like that the class will create a collaborative definition to explain what found poetry is. Each consecutive lesson is linked to the lesson before using a handout or review. This allows recapture of focus in minimal amount of time. The planning sheet handout is a great tool to help the students learn how to write this type of poem. In general, handouts are great to assist step by step guided instruction. The self-reflection at the end is a great tool for honest evaluation of performance. It helps students notice areas...

Strengths and needs

This student seems to have good decoding skills. Her accuracy rate is 94%, which is very good. Yet, every time she got stuck on a word she hesitated to try reading it and seemed lost. The child self-corrected herself 1 out of every 4 times she erred, which is the borderline indication that the student is self-monitoring herself. Her rate of error was only 1 out of every 17 words. The student was able to read fluently with little teacher support. Also, the student seemed to confuse the sight word "to" with "it." There were two mistakes that I noticed throughout the passage. Firstly, she read the word "must" as "most." Second, she added on an "ed" to the word "live" several times. The child used visual cues and meaning to help her decode the hard words. Her rate of error was only 1 out of every 19 words As per comprehension skills, the student was able to recall what the passage was about. She stated the comparisons and differ...

Assessment driven instruction

The shared reading activity done with the class engages students on all levels. The words of the poem were posted in large print on the board and the teacher uses a pointer to help the students follow along. The teacher and students read the poem slowly together. The poem includes many words based on the previous phonics lesson. Although not all students know how to read all the words, since they are reading together the students can participate by saying the words they know and leaving out the harder words. Most of the words are repeated in the poem. Thus the second time a word is read the children are familiar with the word. The lesson after the poem was to reinforce the phonics lesson that the poem focused on. the teacher presented the “v-c” sound and placed a “c” at the beginning of the word for more examples. Then she placed a blend before the vowel. To help the children read she divided the word between the blend and the vowel and asked a child to read each part separately. This...

EDLI635 Theory and Practice of Literacy Instruction

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