Small Group Reflection

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My chosen student participant sessions consisted of Individual and Small Group experiences. The decision to implement a session in two entirely different ways, would allow the assessment of collective and individual strategies in areas of language comprehension and phonemic awareness. The small group session consisted of a reading experience, following the Model Reading strategy. I wanted to observe how Khalil socially/emotionally viewed himself as a learner when placed in a group setting. The individual activity focus was phonological awareness and the alphabetic principle; understanding, if Khalil grasped letter-sound associations, he is on the way to reading and writing words. At the beginning of both experiences, the student leaner participated…show more content…
I chose this scaffold activity to challenge his ability to not only associate k, h, l, and I with his name, but also to understand these same letters/sounds are a part of our reading environment in various forms. I displayed a picture word card of a kite and asked Khalil to listen for the first sound in the word and match the picture with one of the letters in his name. Immediately he identified the picture, but when asked to match picture with letter card, he stared at the literacy materials for a moment, then response, “I don’t know” ended the scaffold lesson. By way of an informal assessment, Khalil is now at the emergent level of literacy knowledge and struggles with decoding beginning letter sounds in words. Witnessing the student’s phonological struggle using the picture word cards, I rendered a professional decision to continue focus on letter/sound recognition, while building mastery of the complete…show more content…
From a professional stance, my future learning plan for Khalil is additional exposure to small group reading opportunities, but also partner readings as well. My educational goal for this student is to experience constant exposure to this form of reading strategy, thus building his self-esteem, through collaborative response exercises and continue to close sessions with individualized “Check for Understanding” informal assessment. Khalil’s lack of participation requires social/emotional accommodation during group reading-related activities. Prior to asking questions during group readings, stating that all responses are a “prediction”, meaning there are neither a right or wrong answer, but just a way of thinking about what is going on in a story. The next group modeled reading activity, I will try the session following the “Partner Reading” model, with only Khalil and another student and assess if his lack of responding is associated with peer-on-peer interactions as
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