Reflecting Conversation

Summary

This video script focuses on strategies for differentiating vocabulary instruction in the classroom. The teacher discusses the use of a poem to engage students in explicit vocabulary instruction, incorporating modeling and opportunities for students to use new words. Emphasis is placed on differentiating instruction based on students' varying needs, particularly in terms of content and process. The teacher reflects on their practices and expresses a desire to continue refining their approach, especially in addressing foundational skills and creating small group lessons for targeted support. The conversation also touches on the importance of ongoing professional growth and collaboration.

Takeaways

• 😀 Explicit vocabulary instruction is a priority, with a focus on teaching words upfront and providing students with opportunities to use them in speaking and writing.
• 😀 The teacher uses modeling to demonstrate how to incorporate vocabulary in both verbal and written communication.
• 😀 Small group work is considered an effective way to address different student needs, especially when focusing on foundational skills.
• 😀 The teacher recognizes the importance of differentiating instruction, particularly by product, but acknowledges a need for growth in differentiating content and process.
• 😀 The teacher plans to use the same text (a poem) for multiple instructional purposes, allowing students to interact with it at different levels.
• 😀 Vocabulary instruction is tied closely to the text and task, making it relevant and contextualized for the students.
• 😀 Differentiating by process is a focus for further development, as the teacher seeks to refine how students engage with content in different ways.
• 😀 Differentiation is considered a critical component of the teacher's instructional practice, with the aim of meeting diverse student needs.
• 😀 The teacher finds reflection valuable, using insights gained from data to determine next steps for individual students' learning.
• 😀 Collaboration with colleagues is seen as an important strategy for refining instructional practices and getting new ideas for differentiation and foundational skill development.

Q & A

What is the main focus of the teacher's upcoming lesson plans?

The teacher's main focus is on vocabulary instruction, using interactive read-alouds, and helping students engage with the vocabulary through explicit teaching and opportunities to use the words in context.

How does the teacher plan to use the poem in their lesson?

The teacher plans to use the poem to teach vocabulary, focusing on how the hummingbird flies and describing its movements with words like 'zigzag,' 'dart,' and 'dip.' The poem will also serve as a model for students to practice these words in speaking and writing.

What does the teacher want to achieve with small group work?

In small group work, the teacher aims to target specific needs by differentiating instruction, particularly in foundational skills such as phonics and language, with a focus on inflectional endings like '-ing.'

What challenge does the teacher face regarding differentiation?

The teacher feels confident in differentiating by product (tasks) but is uncertain about how to differentiate content and the process of engaging with that content. They are seeking ways to expand their differentiation strategies.

What role does explicit vocabulary instruction play in the teacher’s approach?

Explicit vocabulary instruction is central to the teacher's approach. It involves upfront teaching of vocabulary words, aligning them with the text and tasks, and providing students opportunities to actively use these words in both speaking and writing.

What specific foundational skill does the teacher want to address in small groups?

The teacher wants to focus on helping students with inflectional endings, particularly the '-ing' suffix, as part of a broader effort to strengthen their foundational language skills.

How does the teacher plan to integrate feedback into their future lessons?

The teacher plans to integrate feedback by observing and collaborating with others, especially regarding how to differentiate by content and process. They also aim to refine their approach to targeting students' foundational skills more effectively.

How does the teacher intend to use modeling in their instruction?

The teacher plans to continue modeling how to use vocabulary words in context, demonstrating their use in both spoken and written language. This modeling will be intentional and aligned with the vocabulary being taught.

What specific area of differentiation does the teacher want to explore further?

The teacher wants to explore differentiating content and process, not just the products (tasks) students complete. They aim to understand how to tailor lessons more effectively to meet diverse student needs in these areas.

What steps will the teacher take to improve differentiation in their classroom?

The teacher plans to work closely with others to better understand how to differentiate content and process, and they intend to observe lessons that incorporate these strategies to build their own skill set in this area.