Jordyn Yanishevsky
EDUC 540
Study of Student Achievement
Focus
The classroom that I am currently student teaching with has a very small
class size with a majority of diverse learners. While entering into the classroom, I
was informed that students had the option of staying virtual or coming back to in
person learning. If students chose virtual, they would have a virtual teacher and be
in a completely separate class. My mentor teacher informed me that we only have
about 12 students in our class, which is unusual compared to the normal 25
students that would be in our class pre-pandemic. We have high level students that
work very quickly and catch on to new material very easily, we have middle level
students that may need a reminder or an extra boost here and there but can
ultimately get work done without assistance or understand material after review,
and we also have low level students that need one on one attention to help them
understand the course material. The low level students are seated in the front of the
classroom in order to see the smart board more clearly and I am also able to ensure
they are staying on task/understand the course material. I also work one on one
with these students during any type of assessment and during independent work.
Formal assessments have included written tests and quizzes. Students will have
weekly quizzes throughout the unit and tests are typically every other week or at
the end of a unit. Informal assessments have included exit tickets, surveys, self-
evaluations, written summaries, and short pop quizzes. While conducting formal
and informal assessments, I have gathered that lower level students perform much
better when they have the questions read aloud to them on both formal and
informal assessments. They also perform better when the text is enlarged and they
are given one page at a time. I have gathered that middle level prefer informal
assessments where they do not feel as though they are being tested on something.
They seem to get a little more nervous when it comes to formal assessments. When
handed formal assessments, they take their time and try to read every question
carefully. They will ask questions when there is confusion. Regarding the high level
learners, they thrive whether given formal or informal assessments. They rarely ask
questions for clarification and seem to always understand direction and course
material.
The focus for my study of student achievement is based on reading
comprehension strategies. Each week, my class learns a different reading
comprehension strategy during RELA. We spend the entire week practicing with
multiple different texts while students fill out a graphic organizer to help guide their
thoughts. The four reading comprehension strategies that we will work with are
drawing inferences, making connections, synthesizing, and determining importance.
In the morning, I meet with 4 different reading groups for guided reading. The levels
that I meet with are M, N, P, and Q. Levels P and Q are my higher level reading
groups. These groups are able to read independently throughout the week and then
meet with me at the end of the week to discuss the chapter. Levels M and N are my
lower level reading groups. They require much more guidance than the higher
levels. I meet with them 5 days a week to read a few pages at a time and then stop
to discuss. My main goal during my study of student achievement is to incorporate
the comprehension strategies into my guided reading groups in order to strengthen
my students’ comprehension abilities. I have noticed that students have not been
taking the knowledge that they are learning during the RELA lessons into their own
reading and this is something that I’d like to see change. By having the opportunity
to work with students during guided reading on their comprehension strategies,
will allow me to guide them into incorporating these strategies into their regular
day-to-day independent reading as well as sharpening their comprehension skills.
Drexel Lesson Plan Template
Teacher: Jordyn Yanishevsky
Grade: 3
Content Area: Guided Reading
1. Content and Standards:
Standard CC.1.2.3.C: Explain how a series of events, concepts or steps in a
procedure is connected within a text, using language that pertains to time,
sequence, and cause/effect.
Standard CC.1.3.3.A: Determine the central message, lesson, or moral in
literary text; explain how it is conveyed in text.
Standard CC.1.3.3.K: Read and comprehend literary fiction on grade-level,
reading independently and proficiently.
Standard CC.1.3.3.C: Describe characters in a story and explain how their actions
contribute to the sequence of events
2. Prerequisites: State what students should know prior to this lesson.
Students should be able to formulate questions about the text to stimulate thinking.
Students should be able to monitor their understanding while reading the text. For
example, they should know to re-read parts of the text if there is confusion and
reflect on the meaning of the story.
3. Essential Questions:
What details can you infer from the text to help you make predictions about
the story?
What details can you infer from the text to generate stimulating questions?
What details can you infer from the text to formulate an overall meaning of
the story?
4. Materials and Equipment:
Guided Reading Books
Pencils
5. Instructional Objective:
The comprehension strategy that is currently being taught in RELA is making
inferences. Students are learning to create inferences while reading the text
to assist them with predictions, questioning techniques, and understanding
the overall meaning of the text. This strategy is being implemented into each
reading group during guided reading.
Students will be instructed to read pages of their assigned fiction books and
formulate inferences while reading.
During reading, students will be able to create inferences from the text that
will produce thought provoking discussions within reading groups and will
help students to understand the text.
6. Instructional Procedures: List instructional strategies and learning
experiences that are in alignment with the objective(s). Include information
about what teaching strategies you will use to engage students. Include
information about what type of technology, manipulatives, etc. you will use
to facilitate students meeting the objectives.
Before: Anticipatory set, minilesson :
The teacher will meet with 4 reading groups over the course of one hour.
Levels M and N are the lower level reading groups that work closely with
the teacher while reading independently and making inferences. Levels P
and Q are the higher level reading groups that are able to read and make
inferences on their own and then come together for discussion at the end
of the week.
Students will be asked what they have learned in the story so far and how
their inferences have helped them formulate an overall meaning.
During: Group work, independent practice.
Reading groups Q and P have been assigned a chapter to read from their
texts over the course of the week. They have been instructed to write
down inferences that they have formulated from the text. The teacher will
review with these groups the inferences that they have come up with.
The teacher will also meet with reading groups N and M. The teacher will
assign these reading groups to read a few pages independently and then
discuss with the group inferences they have formulated from the text.
The teacher will ask each group how these inferences help us to make
predictions, generate thought provoking questions, and discover new
ideas and meanings from the story.
After: Closure, assessment:
When the lesson ends, students will be asked a series of questions about
the text regarding inferring.
When asked the questions, students will be instructed to give a “thumbs
up” or a “thumbs down” if they think it is something that would be
inferred from the text they have just read.
7. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the
objective?
I will assess students’ understanding during the thumbs up/thumbs
down statements. Students’ answers of the thumbs up/thumbs down
statements will help me to conclude if students need more practice with
the comprehension strategy of making inferences.
8. Differentiated Instruction: Tell how you will meet the needs of all learners
during the lesson. This has to be in alignment with the objective. Look back at
the objective and think about how you can support the learners in this
lesson. Will you differentiate content, process, and/or product? Will you
make it more challenging or do you have students that need support in
meeting the objectives
Students who may need extra support will work closely with the teacher
to brainstorm ideas about how to make inferences.
Students who need more of a challenge will be instructed to read the next
chapter of the text on their own and write a detailed summary of
inferences they have found and how those inferences draw them to an
overall meaning.
Reflection
I really enjoyed conducting this lesson with my students. This is the first time
that I am implementing a comprehension strategy into a guided reading lesson and
it went really well. My students and I partook in very thought provoking and
engaging discussions regarding making inferences. My students were very
interested in participating and sharing their ideas and inferences that they had
created. I did feel that the thumbs up/thumbs down method was a little tricky to
keep track of when it came to assessing the students. For the next lesson, I will
create more of a written assessment that will help me to gain a better understanding
on who is retaining the material and who might need some extra practice. Most of
my students were able to meet the objectives. The lower level students were able to
look at their peer’s thumbs to give an answer, which is what made the assessment
tough to get a grasp on who is retaining the material. This is why I’d like to make the
next assessment on paper so I can work closely with students who need more
support. My higher level reading groups would also thrive from a written
assessment because I believe that the thumbs up/thumbs down approach may have
been too easy for them.
Drexel Lesson Plan Template
Teacher: Jordyn Yanishevsky
Grade: 3
Content Area: Guided Reading
1. Content and Standards:
Standard CC.1.2.3.C: Explain how a series of events, concepts or steps in a
procedure is connected within a text, using language that pertains to time,
sequence, and cause/effect.
Standard CC.1.2.3.I: Compare and contrast the most important points and key
details presented.
Standard CC.1.3.3.A: Determine the central message, lesson, or moral in
literary text; explain how it is conveyed in text.
Standard CC.1.3.3.K: Read and comprehend literary fiction on grade-level,
reading independently and proficiently.
2. Prerequisites: State what students should know prior to this lesson.
Students should be able to make inferences from the text to lead them to a greater
idea.
Students should be able to formulate questions about the text to stimulate thinking.
Students should be able to monitor their understanding while reading the text. For
example, they should know to re-read parts of the text if there is confusion and
reflect on the meaning of the story.
3. Essential Questions:
What are ways this text can be connected to another text?
What are ways this text can be connected to your own life?
What are ways this text can be connected to the world?
4. Materials and Equipment:
Guided Reading Books
Pencils
Exit Ticket
5. Instructional Objective:
The comprehension strategy that is currently being taught in RELA is making
connections. Students are learning to connect a current text to other texts,
their own lives, and the world around them. This strategy is being
implemented into each reading group during guided reading.
Students will be instructed to read pages of their assigned fiction books and
they will be able to make connection from the text to other texts, their own
lives, and the world around them.
Students will be able to understand and explain why these connections make
sense.
6. Instructional Procedures: List instructional strategies and learning
experiences that are in alignment with the objective(s). Include
information about what teaching strategies you will use to engage
students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the
objectives.
Before: Anticipatory set, minilesson :
The teacher will meet with 4 reading groups over the course of one hour.
Levels M and N are the lower level reading groups that work closely with
the teacher while reading independently and making connections. Levels
P and Q are the higher level reading groups that are able to read and
make connections on their own and then come together for discussion at
the end of the week.
Students will be asked what they have learned in the story so far and
what type of connections they can form from the text.
During: Group work, independent practice.
Reading groups Q and P have been assigned a chapter to read from their
texts over the course of the week. They have been instructed to write
down connections that they have formulated from the text. The teacher
will review with these groups the connections that they have come up
with.
The teacher will also meet with reading groups N and M. The teacher will
assign these reading groups to read a few pages independently and then
discuss with the group connections they have formulated from the text.
The teacher will ask each group how these connections relate to other
texts, their lives, and the world around them.
After: Closure, assessment:
When the lesson ends, students will be given an exit ticket to check for
their understanding of connections.
The exit ticket will ask students to write down one text to text connection,
one text to self connection, and one text to world connection that they
have formulated while reading.
7. Assessment: Tell how you will know if all students have met the
instructional objective. What tool(s) will you use to measure if all
students can meet the objective?
I will assess students’ understanding during the exit ticket. Students’
answers of the exit ticket will help me to conclude if students need more
practice with the comprehension strategy of making connections.
8. Differentiated Instruction: Tell how you will meet the needs of all
learners during the lesson. This has to be in alignment with the objective.
Look back at the objective and think about how you can support the
learners in this lesson. Will you differentiate content, process, and/or
product? Will you make it more challenging or do you have students that
need support in meeting the objectives
Students who may need extra support will work closely with the teacher
to brainstorm ideas about how to make connections.
Students who may need extra support will work closely with the teacher
while writing up their exit ticket.
Students who need more of a challenge will be instructed to read the next
chapter of the text on their own and write a detailed summary of
connections they have found and how those connections can be applied.
Reflection
I decided to create an exit ticket to end this lesson to see how my students
would do while taking an informal type of assessment. It was much more helpful for
me to be able to see where my students fall when it comes to the material by seeing
their answers written down on paper. I also felt like I was able to give a lot more
guidance to my lower level learners as they were writing down their answers. This
guided reading lesson went really well. My students really enjoy discussing different
connections they can make from the text and they also really enjoy discussing these
types of connections with their peers. The students tend to get very excited when
they agree with their peers and also share the same types of connections. This
comprehension strategy stimulated a lot of very meaningful discussions, which
helps my students to understand how to implement this strategy into their everyday
reading.
Analysis
After conducting these pre-assessment lessons, I have discovered that they
really teach the students a lot more about the comprehension strategies that are
ever taught during actual RELA time. Students are able to get hands on experience
with the skills while also having me to guide their thinking. I have really enjoyed
implementing this into my guided reading groups. The discussions have become
much more meaningful and engaging. Something that I would like to change to these
lessons is to implement a graphic organizer customized to the specific
comprehension strategy for students to fill out while they are reading. I have
noticed that with my lower level students, they can sometimes forget what they
have just read and I have to guide their thinking a bit more during discussion. I feel
that if they have a graphic organizer to follow, they will remember many more
details from the text and therefore be able to contribute much more insight to our
discussions without having much guidance. When it comes to my teaching, being a
guide is super important for these students. Learning a new comprehension strategy
is very tough when you have little to no practice with them. As the teacher, I will
always give students my own examples for them to work with while we create
discussion. I notice that by doing this not only does it stimulate their thinking but it
also allows me to form bonds with my students by breaking down that teacher-
student barrier. I relate this back to domain 2 of Danielson’s 4 domains. I have
always made note that domain 2 is one of the most important skills to obtain as an
educator. By creating a close relationship with students, it creates a level of comfort-
ability where respect and rapport become much more apparent. Students are more
engaged in discussions and want to put their best efforts forward. This is a skill I
will continue to use in my teaching and hope to strengthen as time moves forward.
Drexel Lesson Plan Template
Teacher: Jordyn Yanishevsky
Grade: 3
Content Area: Guided Reading
1. Content and Standards:
Standard CC.1.2.3.A: Determine the main idea of a text; recount the key details and explain how
they support the main idea
Standard CC.1.2.3.B: Ask and answer questions about the text and make inferences from text;
refer to text to support responses
Standard CC.1.3.3.A: Determine the central message, lesson, or moral in the literary text; explain
how it is conveyed in the text
Standard CC.1.3.3.C: Describe characters in a story and explain how their actions contribute to the
sequence of events
2. Prerequisites: State what students should know prior to this lesson.
Students should be able to identify the main idea of the text.
Students should be able to identify characters in the text
Students should be able to identify key details in the text.
Students should know how to ask questions to further investigate main ideas from
the text.
3. Essential Questions:
How can we find key details to create one large main idea?
How do the key details contribute to one large main idea?
How will the main idea help us to understand the meaning of the story?
4. Materials and Equipment:
Guided Reading Books
Pencils and sticky notes
Graphic organizer
Exit Ticket
5. Instructional Objective:
“Students will know how to synthesize key details from the text in order to
formulate one main detail and important message from the story.”
“Students will be able to make inferences from the text in order to formulate
a main idea about the story”.
6. Instructional Procedures: List instructional strategies and learning
experiences that are in alignment with the objective(s). Include
information about what teaching strategies you will use to engage
students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the
objectives.
Before: Anticipatory set, minilesson :
Students who are not working with their reading groups will be
introduced to three tasks that they can work on while working
independently. They will have to choice of reading online stories using
GetEpic.com on their Chrome books, they will have the option of reading
a paper back book of their choosing, or they will have the option to write
about any topic they would like.
Students who attend reading club will leave the classroom for 30 minutes
to work with our reading specialist.
The teacher will work with each reading group for about 15 minutes.
Groups P and Q have been given a chapter to read on their own during the
week and will now meet with the teacher to go over the synthesizing
organizers they have filled out on their own.
Groups M and N will work closely with the teacher to synthesize details
on every couple of pages. The teacher will guide these students while
filling out their synthesizing organizers.
The teacher will ask the students what has happened in the story so far.
The teacher will ask the students any predictions they may have for what
will happen in the story.
The teacher will ask the students about which characters have been
introduced in the story.
During: Group work, independent practice.
Groups P and Q will be asked to take out their completed organizers and
share the key details and large ideas they have come up with throughout
the week.
After discussing what students have come up with on their own, we will
come together to fill out one large organizer to summarize all of the key
details we have come up with to ultimately lead to one large detail from
the chapter.
Groups M and N will be assigned 2-3 pages at a time to read on their own.
Once finished, the group will come together to report on key details they
recall from the text and how that can lead us to one large main idea.
The teacher will fill out an organizer on the board as the students follow
and fill out their own.
Students not working in a reading group will be working on Go Epic,
reading silently, or writing silently.
After: Closure, assessment:
7. Assessment (Exit Tickets): Students will be given a short 3-question
exit ticket at the end of their guided reading group. Questions will
contain information regarding the text that students have read during
the week or during their guided reading time.
8. Assessment: Tell how you will know if all students have met the
instructional objective. What tool(s) will you use to measure if all
students can meet the objective?
I will assess students by having them complete an exit ticket activity. This
activity will contain questions regarding important information about
what students have been assigned to read from the text. Students will be
assessed on their comprehension skills during this exit ticket. Students
will also be assessed on their synthesize organizers. The synthesize
organizers should be filled out fully and correctly. Students will also be
assessed on their level of participation while filling out our synthesize
organizers.
9. Differentiated Instruction: Tell how you will meet the needs of all
learners during the lesson. This has to be in alignment with the
objective. Look back at the objective and think about how you can
support the learners in this lesson. Will you differentiate content,
process, and/or product? Will you make it more challenging or do you
have students that need support in meeting the objectives
Students are broken up into groups based on their reading level. For
example: lower level readers are paired together and higher-level readers
are paired together.
Students who struggle with reading spend time with our reading
specialist in reading club.
Students who require enrichment will read and fill out synthesize
organizer independently without instructor assistance.
Students who struggle with assessment will have the exit ticket read to
them or the teacher will write for them as they speak their answers aloud.
Reflection
I really was amazed at how great this guided reading lesson turned out to be.
I decided to implement the graphic organizers into this lesson, which really engaged
students thinking. My lower level learners were able to recall information from the
text while using their graphic organizers. Synthesizing text is not an easy skill and
these students nailed it. The only thing I wish I could change about this lesson is
being able to have more time for our discussions. Since I required all students to fill
out the graphic organizer, it slowed down independent reading time, which did not
leave a lot of time for discussion. Next time I will make the graphic organizers
optional for higher-level learners because they are able to retain information much
easier than my lower level learners. I will also assign fewer pages for lower level
learners to read so that we have more time for discussion.
Drexel Lesson Plan Template
Teacher: Jordyn Yanishevsky
Grade: 3
Content Area: Guided Reading
1. Content and Standards:
Standard- CC.1.2.3.A: Determine the main idea of a text; recount the key
details and explain how they support the main idea.
Standard CC.1.2.3.C: Explain how a series of events, concepts or steps in a
procedure is connected within a text, using language that pertains to time,
sequence, and cause/effect.
Standard CC.1.2.3.I: Compare and contrast the most important points and key
details presented.
Standard CC.1.3.3.A: Determine the central message, lesson, or moral in
literary text; explain how it is conveyed in text.
Standard CC.1.3.3.K: Read and comprehend literary fiction on grade-level,
reading independently and proficiently.
2. Prerequisites: State what students should know prior to this
lesson.
Students should be able to make inferences from the text to lead them to a greater
idea.
Students should be able to formulate questions about the text to stimulate thinking.
Students should be able to synthesize key details in the text in order to convey a
large key detail.
Students should be able to monitor their understanding while reading the text. For
example, they should know to re-read parts of the text if there is confusion and
reflect on the meaning of the story.
3. Essential Questions:
What are important key details that can be taken away from specific parts of
the story?
What are some interesting but unimportant details from the text that we
might not need to know to understand the story?
How can we use the important key details to help us understand the overall
meaning of the story?
4. Materials and Equipment:
Guided Reading Books
Pencils
Determining Importance Graphic Organizer
Mini Quiz
5. Instructional Objective:
The comprehension strategy that is currently being taught in RELA is
determining importance. This strategy is being implemented into each
reading group during guided reading.
Students will be instructed to read pages of their assigned fiction books and
they will be able to determine the important key details of what they have
just read.
Students will be able to understand and explain why the important details
will support the overall meaning of the story.
Students will also be able to point out the interesting yet unimportant details
that are also included in the assigned text.
6. Instructional Procedures: List instructional strategies and learning
experiences that are in alignment with the objective(s). Include
information about what teaching strategies you will use to engage
students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the
objectives.
Before: Anticipatory set, minilesson :
The teacher will meet with 4 reading groups over the course of one hour.
Each group will meet for 15 minutes.
Levels M and N are the lower level reading groups that work closely with
the teacher while reading independently and summarizing facts. Levels P
and Q are the higher level reading groups that are able to read and
summarize facts on their own and then come together for discussion at
the end of the week.
Levels M and N will be provided with a “determining importance” graphic
organizer that they will be encouraged to use while they read their text
independently.
Levels P and Q have been provided with this organizer during their
independent reading throughout the week. This organizer is provided to
students as an aid while determining importance.
The teacher will meet with groups in this order: Q, N, P, and M.
Students will be asked what they have learned in the story so far and will
be expected to make predictions on what will happen or continue to
happen in the story.
During: Group work, independent practice.
Reading groups P and Q have been assigned a chapter to read from their
texts over the course of the week. They have been instructed to write
down important details that they notice as well as interesting but
unimportant details from the text. The teacher will review with these
groups the details that they have come up with.
The teacher will also meet with reading groups M and N. The teacher will
assign these groups to read a few pages and write down the important
and unimportant details they notice from the text. After they read, we will
come together to share the details that were noticed.
The teacher will ask each group why they feel certain details are
important and how these details will help us with the overall message
from the story.
After: Closure, assessment:
When the 15-minute guided reading session and discussion ends, each
group will be given a mini quiz to check for their understanding of
determining importance.
The quiz will consist of statements from the text and students will be
expected to indicate if these statements are important or unimportant for
the overall message of the story.
7. Assessment: Tell how you will know if all students have met the
instructional objective. What tool(s) will you use to measure if all
students can meet the objective?
I will assess students’ understanding during the mini quiz. Students’
answers of the mini quiz will help me to conclude if students need more
practice with the comprehension strategy of determining importance.
8. Differentiated Instruction: Tell how you will meet the needs of all
learners during the lesson. This has to be in alignment with the
objective. Look back at the objective and think about how you can
support the learners in this lesson. Will you differentiate content,
process, and/or product? Will you make it more challenging or do
you have students that need support in meeting the objectives
Students who may need extra support during this lesson will be
encouraged to use their determining importance graphic organizers to
aid their understanding while reading.
Students who may need extra support will work closely with the teacher
to fill out the graphic organizer while discussing importance from the
text.
Students who may need extra support will have the quiz read aloud to
them.
Students who need more of a challenge will be instructed to read the next
chapter of the text on their own and write a detailed summary of what
parts they found to be important in the text and why.
Reflection
This lesson was definitely the best comprehension strategy that I have
implemented thus far. During this lesson, I allowed my higher level students to have
the option to fill out the graphic organizer while reading because I noticed during
the synthesizing lesson that they did not need it as much as the lower level students.
None of the students felt that they needed it and they were still able to retain
information from the text and provide great examples of important details as well as
unimportant details. I had my lower level students remain filling out the graphic
organizer, which continued to improve their retention of details from the text. It also
helped them to follow my lead while filling out the graphic organizer together
during discussion. Each group continued to provide amazing details and provided
great insight to stimulate meaningful conversations.
Analysis
All of my students were able to meet each objective after implementing all
four of these lessons. Each student provided explicit detail during discussions as
well as contributing thoughtful insight while participating in group conversations.
Every student completed each form of assessment in a timely manner as well as
completing the assessments accurately. Each student was able to draw insightful
inferences, provide meaningful connections, synthesize key points, and determine
important and unimportant details from the text. Discussions became much more
meaningful after providing students the option to use the graphic organizer. The
graphic organizer allowed students to write down their thoughts while reading
therefore; they did not forget important information to discuss during our group
conversations. As an educator I provided clear and concrete instruction on which
comprehension strategy we were implementing and how our discussions would be
held. According to domain 1c of the Danielson domains, it is important for the
educator to provide suitability for diverse learners. I was able to do this by allowing
students the option to use a graphic organizer during independent reading. Higher-
level students were able to read independently without using a guide while also
contributing meaningful details to the conversation. Lower level students used the
guide during independent reading to help analyze their thoughts to provide
meaningful details to the conversation. Providing a written assessment also allowed
students to put their thoughts down on paper in order to show their understanding
of the comprehension strategies. I provided differentiation by reading each quiz
question aloud to students who needed extra support. According to domain 4a of
the Danielson Domains, I reflected on each lesson and made improvements after
each lesson to create a more well-rounded and effective lesson for all students.
Conclusion
This study of student achievement has taught me so much as a future
educator. It has taught me to become very patient when it comes to providing
instruction as well as patience with developing meaningful conversations. It has also
allowed me to strengthen my skills in Danielson’s Domain 1 of instruction. This was
an area that I wanted to improve on and this study allowed me to hone in on my
skills of instruction and how to differentiate properly for each learner. During my
first two weeks of observing this classroom, I noticed when students would learn a
comprehension strategy during RELA; they would forget that strategy immediately
while they had to read independently. This got me thinking about how if students
were instructed to work on this skill during their guided reading, they would be so
much more confident to implement it into their everyday reading as well. I had no
doubts that by doing this, I would notice amazing growth with these students. My
prediction of my students growing their skills of comprehension strategies was
completely accurate. My students went above and beyond to understand and
develop strong skills while incorporating each strategy into their own reading.
Implementing comprehension strategies into guided reading also allowed for much
more meaningful and thoughtful discussions. Before implementing comprehension
strategies, it was like pulling teeth to get my students to contribute their thoughts
into discussion. Now it is hard to even get a word in because the students are so
eager to share their thoughts. This process has been very enjoyable especially to
watch my students grow their knowledge. This experience excites me when it comes
to having my own classroom and to be able to watch my student’s minds grow each
and everyday.
References
Danielson, C. (2014). The framework for teaching evaluation instrument. Retrieved from
https://danielsongroup.org/framework/framework-teaching
