Reflective Blog Post 2

I taught a literacy lesson that focused on learning about the genre expository.
The story explored information about the Sun and sunspots. This literacy unit
connected to the science unit of Sun, Moon and Stars. The students were Commented [RA1]: 1a
knowledgeable about the Sun but had not heard of sunspots before. The objective of
this lesson was for students to explain the genre expository and identify text
features in the expository book. Commented [RA2]: 1c
I had the students gather on the rug for the read aloud. I introduced the
genre of expository. I wrote the word expository on the board and asked if students
to show thumbs up if they have heard of this genre before. I then explained that
expository is a book that provides facts about a specific topic and includes
important and interesting information. I posed the following questions to the
students: What do you know about the sun? How important is the sun to Earth? I
had students think for a moment then pair and share with a partner. I then asked Commented [RA3]: 2a
students to share what they discussed with their partners. Commented [RA4]: 3b
I then read the big book aloud to the class. I set a purpose for reading, which
was to explore an expository book and identify text features that help us understand
information. While I read, I stopped to discuss the text features of diagram, caption
and glossary. The students had many questions so I recorded their questions on the
board and asked how the students could answer their questions. I did not plan for Commented [RA5]: 2b
the students to generate as many questions as they did. I took this opportunity to
review the asking questions strategy the class learned previously. The students
learned the skill of asking questions while they read and why it is important. I had
the students think-pair-share with a partner on the rug to discuss why is it
important to ask questions and how to answer them. We briefly discussed that
students can answer the questions they ask while reading a story by reading on. I
continued to read the story and recorded the questions students had.

After reading aloud to the class we looked over the questions the students
had and determined if we answered them by reading on. By reading the rest of the
story after asking questions the students were able to answer most of their
questions. I asked students how we could answer the questions that could not be
answered by reading on. I took responses from a few students and then explained
that if questions about a story cannot be answered by reading on then research may
have to be done to find the answers. I then demonstrated how to research their
question on the Smart Board.
Many of the students were wondering what a sunspot looked like and
information about the last sun spot cycle. The story explains that sunspot cycles
occur every 11 years and the last one was in 2001, meaning there was another cycle
in 2012. Information about the 2012 sun spot cycle could not be found by reading
on. I took the students question and used Google to search and find information. I
explained that it is important to look through more than one resource that pops up
after a search. We browsed through different resources and learned about the 2012
sunspot cycle. The students were so engaged and interested in finding out
information about the last cycle and seeing pictures of real sunspots. It was such a Commented [RA6]: 3c
great experience to take time to explore students interests and provide a learning
experience that was not planned. Commented [RA7]: 3e

One change I would make is to have the students actively engage while Commented [RA8]: 4a
listening to the story by writing their own questions. Some students had great
questions and I knew they were actively listening and truly engaged in the read
aloud. However, I think that if students had their literacy journal or even a post-it
note to write their own questions then each student would have been an active
participant in the lesson. I could have also used the questions students recorded as
an assessment. Another change I would make would be to have students work Commented [RA9]: 3d
independently with the book. There was a lot of information presented in the book Commented [RA10]: 4a
including important text features. I think I could have also discussed important vs.
interesting information that is presented in this book. At the end of the book there
was a section entitled Super Cool Things About the Sun. I touched upon how this
section is a list of interesting information. However, this student was not important
to understanding the story. I think it would have been beneficial for students to
work with a partner and look through the book to gather information they found
important and information that they found interesting. This activity would help
students understand how to look for and identify information that is important.
 Overall, the lesson was successful and the students were very engaged. I had
so much fun teaching this lesson! I felt confident and comfortable enough to
incorporate unplanned activities into the lesson to support the students
engagement and interest. I have learned that anything can happen in the classroom
and it is important to respond appropriately. I did not have researching the sunspot Commented [RA11]: 3e
cycle of 2012 in my lesson plan. However, I was flexible and used student interest as
a teachable moment. After reflecting on this lesson I have gathered important Commented [RA12]: 4a
information that could help me if I were to teach this lesson again. I have learned
that experience with teaching lessons allows for gathering information on potential
misconceptions or topics that are interesting to students. I decided to read
expository books with guided reading groups that week based upon student interest
in nonfiction topics and to continue learning about the genre and text features. I will
reflect on this lesson with my cooperating teacher. I will also talk to my cooperating Commented [RA13]: 4a
teacher about student progress working with expository books in guided reading 4e

groups. Commented [RA14]: 1f