I could not get the videos to work on any of my home
computers, so I found a sample sheltered lesson on YouTube. Here are the links to the videos that I
watched.
In this lesson,
the teacher was giving an explicit lesson about a word with multiple
meanings. The word they were focusing on
was “draw.” The teacher began the lesson
by creating a multiple meaning web with her students. The word “draw” was in the middle, and the
three legs of the web pointed to three illustrations of the word draw- one had
a hand drawing a picture, one had a person opening curtains, and one had a
person choosing something from a hat. Students
were given 3-half sheets of paper with the word draw, and each of the
definitions. They were to draw an
example of each meaning of the word draw.
In the second
part, the teacher revealed a piece of chart paper with four sentences on
it. Each sentence had the word “draw”
underlined. The teacher explained the
next activity. The class was to read the
first sentence, and determine the meaning of the word “draw” in that
sentence. Next, the class would read the
other three sentences to decide which sentence used the word “draw” in the same
way. The class choral read the sentence
together, and then the teacher asked students to hold up the half-sheet of
paper they created with the appropriate meaning for “draw.” Most students held up the correct sheet, and
the teacher provided meaningful feedback.
The class choral read the sentence again. The teacher asked the students to identify
the words that helped them figure out the meaning for “draw” in this sentence. Several students gave answers, and the
teacher circled the words on the chart paper.
The class read the last three sentences using the same procedure. Each time, they discussed the different
meaning of the word “draw,” and found contextual clues. Once, the teacher even asked students to
“think-pair-share” by sharing their answers with a partner. At the end, students were asked to identify
the sentence that used “draw” the same way as the first sentence.
Reflection
Introduction-
The teacher supported students in building background knowledge about the word
“draw.” She provided a visual reference,
and allowed students to create their own.
The teacher in this lesson also incorporated academic language into the
lesson by teaching students about multiple meaning words.
Pre-reading-
The teacher explained the reading activity as well as the purpose. Students were to identify the meaning of the
word “draw” in each sentence, and then identify context clues that helped
them. The teacher incorporated more
academic language by explaining “context clues,” and by giving examples. Before starting, students had a clear idea of
the activity’s expectations.
During Reading-
Students and teacher read the sentences chorally. This is very helpful for students who may not
be confident in their reading ability.
It allows students to practice reading aloud without being singled
out. Also, the teacher checked for
understanding along the way by having students share their thinking with the
class or with a partner. She gave meaningful
feedback to students.
Post-Reading-
The students had to identify which of the three uses of “draw” matched the
original sentence. The students got to
discuss their answers with a partner before the answer was revealed to the
class.
Reflection- The
teacher reviewed the importance of using context clues to help students
understand the meanings of words in sentences in paragraphs. This brought the lesson full circle, and gave
students a broader concept to take away with them.
Overall, the
teacher sheltered this literacy lesson in a lot of practical ways. Students seemed engaged, and they seemed to understand
the lesson as well.
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