I agree with Will Richardson that the true






I think the big idea learned from the vocabulary lesson is students learned strategies to identify unfamiliar words and how to unlock meaning. GLE/GSEs used in this lesson was R-1-2.1 using strategies to unlock meaning e.g., activating prior knowledge, using cues, or asking questions during read-aloud. The students appeared to be engaged and motivated during the lesson focus, participated in their learning by raising their hands, and there were exchange of information between students and teacher and students to student She skillfully taught as a coach/ facilitator interchangeability.
Differentiated instructions: Realizing that students learn differently, the teacher also used various reading strategies to help the children construct meaning, she projected her voice at various level, used facial expression such as eyes contact, sounding out words, hands and body movement lesson.
Reflection:
I observed both the teacher and her entire class during a Whole group reading exercise, using comprehension strategies, she help students use their background knowledge, use illustrations for prediction, and clarify student’s questions. she also constructed sensory images in every one’s mind as she read, for example when she read about how each of the animal found space inside a pair of mitten, I think most of the student could picture this scene.
Using the term “Zone of proximal development” the Russian Psychologist Lev Vygotskyv, wrote, with the support of another, more experienced person, the learner is able to do more them he could do on his own. Most importantly, the story was interesting, I enjoy it and I’m sure the students did too.
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