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Teacher: Jaida Vandunk Grade: 1 Grade Ccss Standard:: Stage 3: Analyzing/Reflecting

This document summarizes a 1st grade lesson on phonics taught by Jaida VanDunk. It discusses analyzing evidence of student learning, though evidence was not collected due to the pandemic. The analysis suggests re-planning and revisiting lessons if student learning was not supported. The reflection discusses keeping engagement strategies like group points for correct answers. It also notes slowing down explanations and using checklists to ensure all components are addressed for diverse learners. The teacher aims to improve student involvement and motivation strategies.

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55 views

Teacher: Jaida Vandunk Grade: 1 Grade Ccss Standard:: Stage 3: Analyzing/Reflecting

This document summarizes a 1st grade lesson on phonics taught by Jaida VanDunk. It discusses analyzing evidence of student learning, though evidence was not collected due to the pandemic. The analysis suggests re-planning and revisiting lessons if student learning was not supported. The reflection discusses keeping engagement strategies like group points for correct answers. It also notes slowing down explanations and using checklists to ensure all components are addressed for diverse learners. The teacher aims to improve student involvement and motivation strategies.

Uploaded by

api-281102403
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teacher: Jaida VanDunk

Grade: 1st Grade


CCSS Standard: CCSS.ELA-LITERACY.RF.1.2/1.3

https://www.youtube.com/watch?v=wsN3f_388_s&feature=youtu.be

STAGE 3: ANALYZING/REFLECTING
What evidence of student learning have you collected?
Non Applicable - Pandemic

How will you analyze this evidence?


Ideally would compare findings from previous assessments with current assessments
(spelling test/vocabulary tests and read aloud) to monitor student progress.

What instructional decisions can you make as a result of your analysis of the evidence?
If findings suggest that lesson did not support student learning, I would need to re-plan
the lesson and revisit the topic. If findings suggest that lesson did support student
learning, continue to build on lesson and scaffold/introduce new topics.

STAGE 4: APPLYING
My Personal Reflection:
What new information did I get about my students in relation to their learning preferences?

Non Applicable – Pandemic

How will I use this information to plan my future instruction?


I would use student information to make lessons more engaging and base lesson off f
child interests and needs as much as possible.

How effective were my practices? What will I keep, what will I improve and what will I
discard?
I feel that my methods would have been pretty effective if they were applied in person. I
gave a similar lesson once while substituting and at the end gave the children to
opportunity to come up with similar words and gave them group points if they came up
with one, which they all really enjoyed. If I had the opportunity to present this lesson in
my own future classroom I might try to incorporate that as well. I will also review the
vocabulary words with the children before sounding them out as a class so that they will
already be somewhat familiar with the words and their meanings before practicing the
way they sound.

What new understanding do I have about my own teaching practices?


After watching myself I can see that I am very animated, which is good, but I feel that I
need to slow down while explaining things to students, especially for ELS and SPED
students. I also think that I would benefit from having a checklist of things that need to be
addressed on the board so that I don’t forget to explain important assignment
components, and I think that having a child friendly checklist on display could help the
students as well.

What have I learned about myself as a teacher?


I feel like I do a great job with planning and thinking about everything that could
potentially work or not work.

As a professional learner, where do I need to continue to grow and strive for?


I would like to continue to find more ways to encourage student involvement and
motivation, especially with ELS and SPED students.

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