Lesson Study
Cycle 2
Inferences of Interest
November 2021-February 2022
November 2021-February 2022
Lesson 1: Intro to Inferences
|
Lesson 2: Making Inferences
Lesson 3: Inferences Jeopardy!
|
|
|
How do we foster a sense of belonging and solidarity to enhance students’ self efficacy as readers and writers in a way that allows them to feel empowered to use their voice? We will create a flow of lessons that are consistent, predictable, and accessible to each student, that incorporates aspects of the interests and cultures of each individual.
|
If we as teachers, slow release the beginning of a story and facilitate discussion, then students will create inferences to draft ideas for a middle and ending, resulting in students making predictions and inferences to create a story with excitement and confidence.
|
Student AStudent A is an energetic, loving student who has dreams of being a nurse like his parents. He is the middle child, between two brothers, who often play video games together. He likes to help around the house by making dinner and setting the table. As a student, he enjoys work that is hands on, like building or programming. He struggles with reading fluency (40 words per minute at 6th grade level with 88% accuracy), and can comprehend texts with 80-100% accuracy at grade level! His IEP goals are focused around behavior, reading, and writing
|
Student BStudent B is a quiet, shy student that opens up and is silly when she's with people she's comfortable with. She speaks 3 different languages (English, and two dialects of Spanish) and uses all three with her family, including both parents and her older and younger siblings. She has dreams of one day being a model or working in the fashion industry. As a reader, she describes herself as someone who doesn't enjoy reading, but learns from the mistakes she makes to increase her reading skills. Her IEP goals are focused around reading, writing, math, and self-advocacy.
|
Student CStudent C is an active, energetic student who loves to play sports of any kind! His favorites are basketball, football, and paintball. He is the oldest of all of his 3 younger sisters and calls himself the "man of the house" as he protects his little sisters. He is very close with his parents and extended family. He self reports that "school is hard sometimes," and struggles most with reading, including decoding and comprehension. His IEP goals are focused around reading, writing, spelling, math, task-initiation and on-task behavior.
**Student C was absent for the first two lessons in the sequence. He joined for the Jeopardy game and learned from his peers to participate in the game and the lesson study lesson.** |
Student A answered 10 questions.
3100 points |
Student B answered 7 questions.
2700 points |
Student C answered 3 questions.
1200 points |
During the discussion, I shared my celebrations and wonderings from the lesson and my team shared the data they collected. In a general discussion, we came up with teaching strategies to possibly address some of the needs we noticed, as well as
|
Takeaways:
|
Lesson Study Group:
Top:
|