TC NAME: Melisa Finney
RICA Domain: Vocabulary,
Academic Language, and Background Knowledge
RICA Competency: Homophones
Grade Level: 3
Any Additional
Descriptions: A few students are ELs, two who need special attention, and
others who are advanced.
I observed Ms. X teaching homophones. The teacher presented
the definition of the word homophones. She showed two pictures (pear and pair)
and asked the students to identify the two images. From these two images she
began to illustrate the difference between the image of the fruit
pear and the image of a pair of shoes. The images presented
visual support for all learners. Then Ms. X had the students write the
word pear on one side of a note card,
the other side of the note card read pair.
She had the students share the meaning of homophones and to provide one
example to their elbow buddy. This provided
auditory and community support for all learners; including ELs and
students have learning disabilities.
Using Ms. X’s iPad she reflected the word homophones
and asked the class to reflect on the meaning. The students responded
with three answers.
1. Homophones
sound the same.
2. Homophones
do not mean the same thing.
3. Homophones
are spelled different.
Then, the teacher had
illustrated other images on the iPad for homophones. She illustrates images like
hair and hare, male as in man and mail as in the mail received, and etc.
After a few images, she had the students focus on the words pair and
pear
using the note card. She instructed the students to reflect the proper
word that correctly matched with the picture. A picture of a pear would
appear and students are to respond with the proper meaning of the fruit pear.
The teacher also had students interacting with the iPad as they
wrote the proper word that matched the picture. While this lesson was occurring,
the teacher was recording the lesson. At the end she had a challenge for the
students. This provided kinesthetic and visual support for ELs and for
students with special needs.
Then, the teacher took the recorded lesson with the
students and had the students listen to their responses. Listening to their
recording, students reflected to and practiced the lesson as a class.
She had the students share their thoughts of what they had learned through
about homophones with their mummy partner. This presented peer interaction,
promoting community in a classroom. With the use of the iPad, it made the
lesson engaging, especially for our ELs and for students who may have had trouble
if the teacher had skipped guided practice.
INSTRUCTIONAL SETTING:
The instructional setting of my observation contained
many interactive tools for teaching and learning homophones: an iPad that
illustrated pictures of homophones and recorded the lesson, note cards that involved
students in the lesson, and big cards that also illustrated other pictures at
the beginning of the lesson.
No comments:
Post a Comment