“While some children may be able to hop on a bike and ride it for the first time, don’t presume every child in the classroom can learn to ride a bike without training wheels, additional support extended until children develop the right sense of balance. Therefore, take time to determine each child’s funds of knowledge and capabilities, realistically outline the action steps needed to help that child reach your goals, and model patience until the child can ride.”
“Can we get started with these?” Mikel is a second grader who loved seeing the colorful popsicle sticks for the “Bossy R” Game. My lesson focused on code breaking, specifically reading words with r-controlled vowels (ar, er, ir, or, and ur), which were difficult to read in his Religion …show more content…
The hook extended approximately seventeen minutes instead of five for three reasons. First, when questioned about which letters of the alphabet are vowels, Mikel said, “a, e, u, and mostly y.” That’s when I knew I couldn’t jump into the lesson without discussing vowels. Secondly, I enjoyed listening to Mikel’s definition of “bossy.” In his opinion, “bossy” is defined as “mean.” He automatically thought of rude children giving directions. With this interpretation, I informed him that we’re going to meet a nice, “bossy” friend; and that friend, the letter “r”, will change the sound that the vowels make. Lastly, the hook required Mikel to state words that have r-controlled vowels. However, thinking of those words was not as easy as I thought it would be. As a result, I helped him when he selected the “ar” stick. “You ride to school in a ____.” With that example, he said “car,” and his own word, …show more content…
My goal was to finish all of the images, but since the hook took extra time, I was glad Mikel correctly completed his selections, and he smiled to know he could take the rest home. We made progress; and Mikel identified “er” in the word Liberty on the front cover to start reading.
Since Mikel was processing several details, like remembering vowels and recognizing words with r-controlled vowels, I used two styles of formative assessment with my instruction to monitor his learning. During the “We do it” phase of the Gradual Release of Responsibility model, I started each page with oral questioning – “What are your vowels? What r-controlled vowels are we looking for?” Successfully, Mikel gave the same answers on each page – “A - E- I - O - U” and “ar, er, ir, or,
“Can we get started with these?” Mikel is a second grader who loved seeing the colorful popsicle sticks for the “Bossy R” Game. My lesson focused on code breaking, specifically reading words with r-controlled vowels (ar, er, ir, or, and ur), which were difficult to read in his Religion …show more content…
The hook extended approximately seventeen minutes instead of five for three reasons. First, when questioned about which letters of the alphabet are vowels, Mikel said, “a, e, u, and mostly y.” That’s when I knew I couldn’t jump into the lesson without discussing vowels. Secondly, I enjoyed listening to Mikel’s definition of “bossy.” In his opinion, “bossy” is defined as “mean.” He automatically thought of rude children giving directions. With this interpretation, I informed him that we’re going to meet a nice, “bossy” friend; and that friend, the letter “r”, will change the sound that the vowels make. Lastly, the hook required Mikel to state words that have r-controlled vowels. However, thinking of those words was not as easy as I thought it would be. As a result, I helped him when he selected the “ar” stick. “You ride to school in a ____.” With that example, he said “car,” and his own word, …show more content…
My goal was to finish all of the images, but since the hook took extra time, I was glad Mikel correctly completed his selections, and he smiled to know he could take the rest home. We made progress; and Mikel identified “er” in the word Liberty on the front cover to start reading.
Since Mikel was processing several details, like remembering vowels and recognizing words with r-controlled vowels, I used two styles of formative assessment with my instruction to monitor his learning. During the “We do it” phase of the Gradual Release of Responsibility model, I started each page with oral questioning – “What are your vowels? What r-controlled vowels are we looking for?” Successfully, Mikel gave the same answers on each page – “A - E- I - O - U” and “ar, er, ir, or,