INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

I understand that an instructional/teaching strategy is the method teachers use to deliver

information in the classroom. I believe in the power of instructional strategies because they
help to activate students curiosity about a class topic and engage them in learning. As a
teacher, it is my job to use effective instructional strategies to instigate and develop critical
thinking skills among my students and keep them on task. It will also help to sustain a useful
classroom interaction, and in general, enable and enhance the learning of course content. The
goal of a teaching strategy is to facilitate learning, to motivate learners, to engage them in
learning, and to help them focus. As a teacher, I believe it is important that I vary instruction to
not only keep the students interest, but also to allow them to interact with content in a variety
of ways that appeal to various learning styles. I need to use different instructional strategies to
make my lesson more effective in reaching a wide range of learners.
Evidence
My first piece of evidence is the variety of mini lesson plans I created during my course (EN 440 Literacy
III) at West Oak-view Elementary. I discovered that my two students: Ava Dawe and Miya Slagle were
struggling readers. I used my knowledge of literacy development to create mini lessons with reading
game activities that incorporated their strengths during the tutoring sessions. This motivated them to
approach the new reading skills with curiosity and interest.

Activity Plan #
(60 minutes for EN 440)
Tutor and Students Names: Sr. Kate Okolocha. Ava Dawe and Miya Slagle
Date: 10/29/2015
Goals: Insert goal here Read smoothly, at an appropriate rate and with expression-paying attention to
punctuation and phrasing. Think and talk about what they read, improve understanding by predicting
and retelling with pictures.
Student Strengths: Ava loves reading and sometimes makes a literal connection that reflects a basic
understanding of the story. Miya loves reading and uses expression to convey meaning some of the
time.
Activity
Read Aloud (with
snack) *Must do

Time
about 10-15
min

Details
Model reading with expression and
phrasing

Materials
The Teeny Tiny
Teacher, by
Stephanie
Calmenson

Mini Lesson

5-7 minutes

Connection: Readers, you know how

we have been learning about the
strategy or tool readers can use to
figure out the tricky parts of their
books. Well, we can add to this to
make sure you have lots of strategies in
your reading box. Remember you may
need to use different strategies or tools
to figure out the tricky words.
Teach: (demonstration, guided
practice, explanation with example,
inquiry)
Teaching Point (write in workshop
language):
Today Im going to teach you how you
can use different strategies in your
reading toolbox as a reader to figure
out tricky words. Watch me use my
reading tools. Notice how I use a
couple of different strategies to figure
out the word. (I study the picture.)
Hmm, the picture isnt really helping
me. Watch what I will do next! (I say
the beginning and end sounds and
study the picture.) Thats it! Let me
check and see if it makes sense. (I say
the word) Yes! Now I know what this
says. Readers, did you notice how I
used the picture but it didnt totally
help me? Did you see how I didnt give
up? I tried other strategies. Well, you
can do that too when you are reading.
Active Engagement: (Guided practice,
imagine, stop and jot, turn and talk)
Right now, I want you and your partner
to remind each other of all the tools in
your reading toolbox that you can use
to figure out the tricky parts in your
books. Im going to listen in and see
what you are saying. (I listen and say a
few things I overheard.)
Link to ongoing Work: Restate teaching
point and invite child to try

Must include
level of the
books read by
students
The Fire Cat,
by Esther
Averill

Independent Practice
Guided Reading,
Strategy Group

15-20 minutes
What is the
child doing
during this
time? What are
you doing?

Students will read their own book.

When they get to tricky parts in their
book, they will try their best by using
different strategies from their reading
strategy box to figure it out.

Game or Activity

15-20 min

Learning Games Initial Consonants.

I am a Leaf, by
Jean Marzollo.
Level 14

Wrap Up *must do
5-10 min
Remind students that when they get to
Review mini lesson,
tricky parts in the book they read
talk about next
throughout this week, they have to
session, make goals for
remember that they may need to use
time in between
different strategies to figure it out.
tutoring
They dont have to give up.
Next Steps (Based on the data and your conferring, what skills will you focus on for the next lesson?)
Next week, I will teach and show you how to read in a voice that isnt too slow and that sounds like
youre talking normally. We are also going to focus on the initial consonants for the game time.

Evidence #2

My second piece of evidence is the lesson plan I created while student teaching. As a teacher, I
believe it is important that I vary instruction in order to sustain the students interest, and allow
them to interact with content in a variety of ways that appeal to various learning styles. I used
different instructional strategies to create a social studies lesson plan for fourth grade students
that were engaging and effective in reaching a wide range of learners.

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN FORMAT
4th Grade Lesson
Sr. Kate Okolocha
Subject: Social Studies
Content Area: The Badlands of South Dakota

Time Duration: 50 Minutes

2/29/16
Michigan Curriculum Framework Content Standards and Benchmarks:
Analyze information from geographic representation, use tools and technology to define
location, place and region. Locate major South Dakota geographical features.

Unit Outcome:

TWL will be able to describe the landscape and climate of the Badlands 67 million years
ago
TWL will be able to explain why the climate of the Badlands changed
TWL will be able to define erosion and describe the way it changes the landscape
TWL will be able to define prairie and describe the types of life that live in the Badlands

Rational/Purpose of lesson:
The students will discover how the South Dakota Badlands have changed over time and discuss
some of the causes and effects of these changes. They will apply this knowledge to every day
situation and while discussing landscape and climate of other region.

Assessment:
The students will see pictures and watch video of the Badlands National Park. I will ask them to
imagine that they visited the Badlands National Park. They will discuss in groups what they see
and write a letter to a friend explaining what they see and what caused the changes in the
Badlands of South Dakota. I will walk around listening to their discussions and we will share
their thinking and work together.
Resources/Materials Required:
Text Book (pgs. 242 245)
Pictures of Badlands National Park
Worksheet/ papers
Markers/Pencils
Flash cards
Smart board

Video of the Badlands National Park

Introduction/Grabber:
Review students prior knowledge by asking them to locate South Dakota on a map of the
United States. Have students speculate why the region they will be studying is called the
Badlands.
Procedures:
o
o
o
o
o

Introduce pictures of the Badlands National Park before and after the climate changed.
Have students talk about the words that comes to their minds and why
Discuss the meaning and history of the Badlands of South Dakota with the students
Ask students why the climate of the badlands changed
Ask students to turn and talk to each other about the effects the climate change have on
the Badlands, and then share their discussions with the class.
o Have students talk about the flora (plant life) and fauna (animal life) they think existed
in the badlands before the climate changed
o Have students talk about the flora (plant life) and fauna (animal life) in the Badlands
now and why
o Students will watch a video of the Badlands National Park. They will discuss in groups
what they see in the video. They will write a letter to a friend describing what they see,
what the Badlands look like, and what caused the changes in the Badlands of South
Dakota. (The discussion might extend to the next day lesson if we run out of time)
o https://www.youtube.com/watch?v=68zB8xM8GLo
Homework: Students who are still writing their letters will take it home and complete.
Closure: Review; ask students what they learned about the Badlands and summarize the
lesson.