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Create a new
t-chart to show the changes you have made since Assignment #4.
On the left side list the changes to your plan, and on the other
side give the rationale. Please indicate which strategy is
involved in the change.
Consider the following examples:
|
Change |
Rationale |
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Strategy # 1: Readers’ Theater
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The
members of the group have changed.
|
Strategy # 1: Readers’ Theater
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J.P.
moved away, and I noticed that Joan needed to
improve in fluency. She moved into the group to
take J.P.’s place. I think she will benefit
from this extra instruction.
|
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The
students will read and vote on the script of
their choice.
|
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After
looking at my student surveys, I noticed that
the scripts I had chosen were not interesting to
the students. I decided to let them choose the
scripts we’d use. I think this will motivate
them. They will be more interested in reading
if they are involved in choosing the scripts.
|
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I
extended the time for rehearsals. Now we
practice three times a week for two weeks, and
then we perform.
|
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I
underestimated the time needed for students to
practice reading for fluency.
|
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Strategy #2: Repeated Reading
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The
number of students in the group was reduced.
|
Strategy # 2: Repeated Reading
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I
found it difficult to manage this size group. I
had hoped to keep anecdotal records to see if
this strategy is effective, but the size of the
group prohibited me from gathering that data.
|
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I
added more time for modeling.
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After
observing students having difficulty, I decided
to devote more time to modeling of the strategy.
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I
changed small group instruction time from 20
minutes to 15 minutes.
|
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I
decided to videotape my small group lesson as a
way of taking student observational notes.
While reviewing the video, I noticed that during
the last 5 minutes of the lesson the students
were restless and not involved in the lesson. I
now think that, for this age group, 15 minutes
should be the right amount of time for the small
group lesson. I will video them again in the
next few weeks to see if that change has been
helpful.
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Submitting
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