Literacy Lesson First Grade
Upon reviewing this first-grade literacy lesson, the teacher, right off the bat, was
energetic and excited to teach it. His engagement was also high, making most of these first-grade
students locked into the topic. The topic was about past and present, and the first strategy I
noticed was that the class was split by whether they wanted to write about past or present. By
splitting the groups, it gives an opportunity for the students to practice collaboration but can also
allow the teacher to facilitate the conversation more directly, especially if the students have
questions because the teacher can hone in to support the information they need. Splitting up into
groups also gives students, who may not otherwise be confident enough to speak in whole group
learning, a chance to give their thoughts and opinions. Having small groups allows the quieter
students to practice speaking at a smaller level, they too have incredible thoughts and ideas,
small groups can be a safe space for them (Murphy & Lick, 2000).
Second Strategy
Another observation I made during this lesson is how the teacher did quite a bit of what
we say in my room, “holla back”, which is just what my class says for call/response. This is an
incredibly important factor in teaching because it shows the teacher that the classroom is ready to
learn and listen to what the teacher is saying. It is also an incredible way for students to retain the
information because of its repetition. Call and response are both helpful in the beginning for
introduction, the middle for check-ins, and last for memory. Overall, it keeps everyone together
and on the same page during the lesson (Slavin & Schunk, 2020).
Third Strategy
Another element the teacher added into his teaching was that of the students completing a
‘syllable walk’. In this syllable walk, each student had to take a step per syllable in the words the
teacher presented. The teacher included various other movements within his lesson. Adding
movements can have the same effect as the call/respond have; it's another way for the students to
have fun learning while retaining the information being presented. It keeps everyone involved as
much as possible, shows that the class hears what the teacher is again presenting, and changes
the standard method of information retention in learning (Denning, Hayden, & Moody, 2024).
What would you do differently
If I were the teacher within the classroom, I would first start my class on the rug. The reason why
I would do this is because I can see everyone better and brings us all closer together as a group.
It creates a more close-knit moment for introducing the topic of discussion and learning. When
everyone is spread out at the introduction of a lesson, it can be easier for students who are farther
away from the teacher have less involvement, whether that be due to “hiding out” from sitting in
the back row or by the teacher unintentionally calling on the hand that's right in from of their
face, sitting all together on the run can negate from this problem. Another element I would
slightly change is assign students to the past or present topic group versus allowing them to
choose. This is because it negates students choosing a certain group because of their friends and
allows them to collaborate with different peers in their class that they would not normally work
with. I would also do this so that I can place more peer models with students who may be
struggling within the classroom. Peer models are more than just strong academic students, they
are also spotted by the teacher including others without being asked, so to have them in with
those who may have a harder time, I, the teacher, will have full confidence the everyone is
having an opportunity (Harley, 2023).
Biblical Integration
Proverbs 22:6 says, “Start a youth on his way; even when he grows old, he will not depart
from it” (CBS). Teachers are doing more than just teaching a lesson, every part of their day is to
“train children”, whether that be by math, science, or life skills. The hope of every teacher is that
the students take what they are taught and use it for the rest of their lives. Even in the small
actions of splitting groups of students who will involve others who may not necessarily get the
chance elsewhere, time can often be more important than anything else. God looks at the heart,
as it says in 1 Samuel 16:7. Anyone can master math facts, but how one person treats another is
worth more than gold.
References
Christian Standard Bible
Denning, C. B., Hayden, L. A., & Moody, A. K. (2024). Movement-Based Learning:
Adding Physical Activity in the Classroom for Children With Autism Spectrum Disorder.
Teaching Exceptional Children. https://doi.org/10.1177/00400599241256610
Harley, J. (2023). How to design and deliver a small group teaching session. Nursing
Management., 31(1), 22–26. https://doi.org/10.7748/nm.2023.e2100
Murphy, C.U. and Lick, D.W. (2000), "Whole‐Faculty Study Groups: A Powerful Way to
Change Schools and Enhance Learning", Team Performance Management, Vol. 6 No. 1/2, pp.
37-38. https://doi.org/10.1108/tpm.2000.6.1_2.37.6
Slavin, R.E., Schunk, D.H. (2020). Learning Theories Educ 500 for Liberty University
(Third). Pearson.
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