My second favourite lesson plan came during my second week of field experience when I taught literacy. The topic of this lesson was “cross-checking.” This reading strategy is on the CAFE board that outlines wether or not words students read look and sound right, and if those words make sense. I taught this strategy by doing a reading aloud where I used the strategy myself and showcased what they should do when they come upon a word or phrase that does not make sense to them. Once the reading aloud was finished, students were broke up into different stations where they used the cross checking strategy along with other skills. The first station had students independently reading using the cross checking strategy whenever they needed to. The second station had students type on the laptops. Students previously started a writing piece, and they would keep on adding to that story in this station. Lastly, the last station had students complete a worksheet that helped build on their knowledge on adjectives and adverbs. Each station lasted 15 minutes. Students had a knowledge of how each station lasted that amount of time, and how they should properly use the laptops when it was their turn.
After this lesson I had no major changes, but I would urge anyone who does stations to explain each station clearly. Also, allow students to repeat what they should be doing before they do it. I had problems with students not changing stations on time, so if I were to do this lesson again I would put a timer on the board to allow students to see how long they have at each station.
The Professional Development Plan (PDP) for this week focused on set, development and closure. For the set, I explained what the students would be doing for the lesson and I had clear expectations for what they needed to be doing. For the development, I did a read aloud for the students to exemplify what the cross-checking method looked like. Once that was complete, students were set to do whatever they were supposed to do. The closure was successful, as I had the students vocally tell me what the cross-checking method entails. After this week’s PDP, I made sure I had a strong set, development and closure time period within my lesson plan.