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Co-Teaching Lesson

1. The teachers planned a 30-minute reading intervention lesson for kindergarten students in a rural, low-income district. They used a station teaching model with two groups rotating between sight word songs, writing sentences, and reading books. 2. The teachers found time to plan by emailing and meeting before/after classes. They assigned roles with the substitute teacher leading whole group and one teacher leading small groups. 3. The lesson went smoothly overall, though roles switched a few times. Students responded positively to the co-teaching once comfortable. Differentiation included finger spelling for one student. Overall, collaboration made the lesson a success.

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338 views

Co-Teaching Lesson

1. The teachers planned a 30-minute reading intervention lesson for kindergarten students in a rural, low-income district. They used a station teaching model with two groups rotating between sight word songs, writing sentences, and reading books. 2. The teachers found time to plan by emailing and meeting before/after classes. They assigned roles with the substitute teacher leading whole group and one teacher leading small groups. 3. The lesson went smoothly overall, though roles switched a few times. Students responded positively to the co-teaching once comfortable. Differentiation included finger spelling for one student. Overall, collaboration made the lesson a success.

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Copyright
© © All Rights Reserved
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Andrea Claire and Samantha McStraw

1.Introduction: Include a description of the setting and your relationship to the teacher. Be sure to discuss the
demographic information about the district, classroom, and students. Include descriptive information about the
teachers and yourself. How do you know this child is gifted?

The physical setting is a small room with no windows, a horseshoe table and circle table, and is equipped
with a Smart Board. The head teacher in this situation is a long term substitute in a reading intervention
room teaching grades K-4. The co-teachers (due to circumstances) are students in the same class for this
project. This lesson will be taught with Kindergarten for approximately a 30 minute period. The district is
in a rural area with the majority of the population coming from low economic backgrounds, with white
being the majority. The atmosphere of the school is friendly and helpful. The students have been placed in
the reading intervention room because of their low Dibbles scores. None of the students in the class would
be considered gifted.

2.Planning reflection: Address the following issues:


Planning time availability how were you able to find time to plan together? How much time did you
have?
Through personal time and emailing we both were able to plan and schedule the lesson. We were able to
find time before and after our graduate classes, and during personal time in which a portion of the time was
spent completing the lesson.
Roles and responsibilities- how were you able to determine who was responsible for what part of the
planning? Provide specific examples.
Since the head teacher was in a long term substitute position she had to keep the lead role during the lesson
due to district regulations. Since the co-teacher coming into the classroom wasnt a common body in the
room, the plan was for the co-teacher to lead small groups of no more than 3 students.
Where there any issues with assigning roles? How did you resolve them?
Preparation activities who prepared materials and gathered resources?
No, there were no issues with assigning roles. The lead teacher has been using the materials needed for this
lesson throughout her time in the classroom. Both co-teachers were able take some time before the lesson
was to be taught to set up materials and prepare for the days lesson.

3.Lesson plan: Use the template below or something similar that meets your needs and includes responsibilities for
both teachers and student organizational structure (ie whole class, one teach, one assist; station teaching)
STUDENT:
Who is most aware of students gifts and talents and what care was taken to address them at all levels of planning?
Offer clear evidence of differentiation or acceleration in your instruction and assessment of the target student.
The lead teacher in the situation was much more aware of the students abilities in the classroom because
the co-teacher coming into the room is not their on a day to day basis.
If student is of a different cultural or linguistic background (CLD) how is this addressed in your instruction be
specific.
None of the students in the class are of CLD.
TOPIC: Sight Word Recognition Grade: Kindergarten (Reading Intervention)
OBJECTIVES:
The students will understand sight words by song, practice, and reading.
The students will build sight words using play dough.
The students will write sight words learned in beginning of lesson.
STANDARDS (list the actual standard and the specific indicator):
R.F.K.3: Know and apply grade-level phonics and word
analysis skills in decoding words
R.F.K.3a:Demonstrate basic knowledge of one-to-one
letter-sound correspondences by producing the

Date: October 23, 1014

primary sound or many of the most frequent


sounds for each consonant.
R.F.K.3c:Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
Responsibility teacher 1 Miss McStraw
Responsibility teacher 2 Miss Claire
ANTICIPATORY
Whole Group: Students will be introduced
Monitoring Behavior
SET:
to sight words by song.
1. Introduce sight word songs to students for
Co-teaching model
the words: is, have, white.
used: Station
2. Sing sight word songs with students
Teaching
showing them the moves for each song.
3. After singing, ask students to come up to
SMART board to circle the word we learned
about. (Is this the word is?)
4. Repeat steps 1-3 for all sight words.
INSTRUCTION,
1. After whole group sight word songs, break students up into two groups. Have students
PROCEDURES:
choose a color out of the bucket.
2. Reds will go with Miss McStraw and browns will go with Miss Claire.
3. Students will switch stations after 10 minutes.
Co-teaching model
used: Station
Teaching

Station #2 (Horseshoe table) Students will


read sight word decodable with teacher.
- Teacher will pass out books to all
students.
- Teacher will explain that students
will highlight a sight word when it
is read.
- Students will take turns reading
pages of book. When a sight word
is read students will highlight the
word.
- Today we will only highlight the
words that we learned. (Teacher
will have these words on flashcards
in front of students)

*Differentiated
instruction:
*Acceleration:
CLOSURE:

*Work individually with students as they are reading to break down the word into sounds.
Use finger spelling to represent a 1-to-1 correspondence of one finger for every sound.
Teacher models then students repeats.
1. Bring students back to whole group.
1. Have students play I have, Who has Sight
2. Students will break up into groups by
word game.
choosing a color out of the bucket.
-Students will take turns reading cards.
-Red- go with Miss Claire
-Brown go with Miss McStraw

Co-teaching model
used: Station
Teaching

3. Have students play I have, Who has Sight


word game.

Station #1 (Circle Table) Students will write


Stick Sentences.
- Teacher will have students pull
sticks out of can. Each child will
pull a stick.
- Teacher will lead students in finger
spelling CVC words and reading
sight words.
- Teacher will then ask students to use
words to make sentences.
- Teacher will guide students in
writing sentences and following
C.O.P.S (Capitalization, Order,
Punctuation, Spelling)
- Students will record sentences on
recording sheet.

ASSESSMENT of
STUDENT
LEARNING:
*Differentiated
assessment:
MATERIALS:

TECHNOLOGY:

-Students will take turns reading cards.


Reading sight words in I have who has
game. Use checklist to show understanding
of sight words.
*Use checklist while students are reading
decodable book.
- Play Dough
- SMART board
- Read it, Write it, Build it mats
- Dry erase markers and erasers
- I Have, Who Has Sight words
-Assessment checklist
-SMART board

Reading sight words in I have who has game.


Use checklist to show understanding of sight
words.
*Use checklist while students are using Read
it, Build it, Write it mats.

4.Reflection after teaching:


Be sure to address:
Comfort level in teaching together?
Lead teacher and co-teacher were very comfortable together. Both teachers were able to respond
positively to issues that arose. For example, the co-teacher is a new face in the classroom. Students
were not used to her being there. Some students thought they could get away with not following
classroom rules with her. There was a few times the lead teacher need to stop her direction to tell
students to show the same respect for the co-teacher they would show for the lead teacher. After a
few time students got the hang of another teacher being in the classroom.
Lead teacher and co-teacher were able to collaborate together to plan lesson cooperatively; making
sure they each share the same responsibilities.
Plan for reinforcing what worked and addressing what didnt as far as co-teaching is concerned?
Once co-teacher moved clips up and down the behavior chart, students started to respond to her
more. Students were showing her more respect and the lesson was able to move along smoothly.
How well you followed the planned responsibilities outline?
Following the planned responsibilities was fairly easy and went very smoothly. There were a
couple times when roles reversed. For example, during whole group the roles for monitoring
behavior and delivering the lesson needed to be switched because there was a student who needed
direction. Lead teacher needed to take the role during that situation.
How the student did and how do you know that (+ differentiated assessment) ?
Student was able to read word using finger spelling technique taught. Student was also able to read
the decodable word that featured many sight words learned over the past few weeks.
What you learned from this experience?
Andrea: From this experience I learned that it is hard to go into a classroom for the first and only time and
co-teach a lesson. The students need to have a relationship with both teachers in order for the co-teaching
to really work will without any issues. As for the co-teaching and planning part of it, it was easy to plan
with Samantha since we already had a close relationship. We also share many of the same beliefs and
teaching styles which made the process much easier!
Samantha: This experience has really shown me the power of working together and collaborating to make
lesson plans succeed. It is really important to have a relationship with your co-teacher in which you can do
this. Having a co-teacher that I was able to work with and collaborate with made this a successful lesson for
the students. They really enjoyed having her in the classroom. This kind of team work sets a great example
for students to work in teams.

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