For this week, I co-planned a shared reading lesson with the reading content coach to meet the standard LAFS.1.RL.2.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. By doing this, I met FEAP 1A: “aligns instruction with state-adopted standards at the appropriate level of rigor.” I really appreciated the insight of the reading content coach. He gave me ideas of differentiation for the lesson to meet the needs of all of my students. In the end, we decided on a guided release process that reflected “I do, we do, you do.” In the beginning of the lesson, the class and I read through a poem called “Happiness” to explicitly explain and show the students how the author helps us visualize the poem through the senses.
I really liked this poem because it explicitly mentions the senses, which really helps the students picture the poem. We read the poem line by line and pictured each part. Then the students came up with their own titles for the poem such as “Happiness” or “Having Fun.”
After this discussion, we read “Quack! Quack!” by Dr. Seuss which connected with the other lessons of the week because we were studying Dr. Seuss. The students had their own copies of the poem in their Journey’s books and, in groups, they picked out the words that helped them visualize the poem and chose the senses that they used when they pictured the poem in their minds. This allowed me to meet FEAP 1D: “Selects appropriate formative assessments to monitor learning” as well as FEAP 4B: “Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.” My collaborating teacher, the reading content coach, and I all walked around the room to listen in on the conversations and provide the students with support.
Based on what I heard, I determined that the students were ready for more practice and split them into groups based on their reading levels using their guided reading groups as a guide. By doing this, I met FEAP 4A: “Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.” I used the data of running records and Developmental Reading Assessments (DRAs) as well as anecdotal notes and observations to inform my choice for the makeup of each group. I then decided that I would pull a small group of students to because I felt they needed the most support in the skill.
I chose poems that I believed the students of each group could read and then analyze using the skill. This allowed me to meet FEAP 2H: “Adapts the learning environment to accommodate the differing needs and diversity of students” as well as FEAP 3H: “Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.” Instead of using one poem that met the needs of the core students, the reading content coach and I decided to split the class into groups. I chose the makeup of each group and the poems for these groups. I worked alongside one of the groups by reading the poem out loud to these students so the vocabulary would not limit them as they analyzed the poem. I was very surprised to see that after a few read alouds, the students were able to pick out specific words that allowed them to visualize the poem. It was slightly difficult for them to articulate their thoughts but I think this further proved that my support was necessary to help these students be successful when using this skill.http://www.canteach.ca/elementary/songspoems.html)
I used the poem above when working with my small group. They were able to quickly tell me that the words “sizzle” and “pop” helped them hear the popcorn cooking. The students had some difficulty making the connection between sight and pouring the oil in the pot and putting in the popcorn; however, they were able to visualize this idea and pick out these words.
At the end of the lesson, we had a debrief where each group came up and shared their poem. I noticed that the students had some difficulty articulating their thoughts but I could tell based on the writing on their papers that they understood the concept. For example, on group circled the phrase “hot air” in the poem below but the group members needed some help to determine which sense they used [touch] to visualize it. The group also circled phrases like “light and tasty” as well as “swirling.”
Another group read the following poem and circled all of the color words because they could see all of the colors.
They also explained that they could taste the carrot and cherry pie as well as the other foods.
I believe that my students were able to pick up on the skill during my lesson. I hope that they will continue to use it in the future in order to help their comprehension of poetry as well as stories. Next week, I will be teaching a lesson that helps students pick out words that relate to feelings, which is the other part of that standard. By teaching this lesson, I will meet FEAP 1B: “Sequences lessons and concepts to ensure coherence and required prior knowledge.” For content coaching next week, I will again teach shared reading. I will help my students again use the skill of visualization; however, for this lesson students will learn to use visualization to help draw inferences based on details in the text as well as illustrations. I believe that this poetry lesson helped give my students the necessary background knowledge for my shared reading lesson for next week.