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Meet the Team

 

Madison Murillo- Kindergarten teacher at HTeX

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Layla Baily- Kindergarten teacher at HTeCV

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Adriana Navarro- 1st grade teacher at Hawking STEAM

 

Nicole Sammartano- TK teacher at Baker Elementary

Meet the Students

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The Lesson

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Student Thinking

Focal Student 1

Emma.heic
  • She recited norms

  • She raised her hand to share and then had another student help her answer

  • She went straight for the playdoh. She took out the flowers and the rocks and the bug

  • She pointed to one of the bugs and asked the name. She had a millipede and a fly she thought was a bee

  • She chose the blank paper and drew an accurate picture of her creation 

  • For her sentence, she wanted to say "I see a millipede"

  • A student at her table asked how to spell ant. She looked at the word bank on the box to support another student. 

  • She put a period at the end of both lines. She knows sentences need periods!

  • For sharing- it was hard for them to get started to share, but she knew she needed to turn her body to share with her neighbor

Focal Student 2

Camila.heic
  • Rug time she raised her hand, she explained how we share our stories without prompting

  • Creation time- she was by herself at her table at first then was joined by another student

  • Students working independently- she was checking in on her table classmate but they weren’t playing with each other. 

  • She had two grasshoppers one mama, one baby, and a ladybug who was a friend

  • She picked the mild paper (sentence start I see...)

  • Drawing- she traced out the bugs

  • Writing- started writing a minute before the drawing was over. She began writing “I see grasshoppers” she looked very thoughtful while writing, she would point to the word on the word bank with the eraser on her pencil

  • During writing time she kept writing, she shared and shared her story with Ms. Layla

  • Mr. Matt then check in with her and asked about her story he asked what they are playing and she said they were playing in a pool- wanted to write “bugs play in the water” wrote it with a marker not with pencil

  • For her other sentences she wrote I see a ladybug and I see a grasshopper. Just letters are written but she knew what they said

  • Sharing time- table needed prompting to share with table partner. She shared with the teacher but not a friend

Focal Student 3

Bruno.heic
  • Engaged during rug time

  • Ceating time really wanted to get materials "I want to make a jungle, maybe a forest"

  • Halfway with timer - “My creation is already done”  He did add more after noticing he had more time

  • Timer went off “My creation is finally finished”

  • Writng- he picked the mild paper (sentence start I see...)

  • Confirmed with Marquita if he could color 

  • He drew the scenery and lastly the spider

  • Story is about “A spider in the forest” “Oh I think the spider is going to play” Actually there's going to be two spiders and play hide and seek 

  • Writing: I see a… was asked what to write he said I see two spiders wait I see two spiders playing. Later added in the forest. 

  • He shared “These are spiders playing in the forest”  Partner asked Who are the seekers? He said the blue one - could add on to his story on the spot. 

  • Overall: met content understanding goals- great dictation of his story- was able to “read” the words that he wrote

 

Whole-Class


100% of the class engaged during introduction
100% of the class engaged in activity
100% of the class wrote at least one sentence on their paper
100% drew something
5 students raised their hand to answer a whole group question

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Takeaways

Lesson study cycle two was a success! All students were engaged and enthusiastic about participating, from the rug to their desks. As a class, all students drew an illustration that matched their story. During this play-based lesson, students exhibited confidence, joy, and ownership. A major highlight of this lesson study having students ask for more writing time, as educators this gave us joy, in addition, to building our confidence for creating a successful lesson. The equity theme truly branched over to the team. 

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Next steps, would be to create autonomy with a writer's journal or folder. The stories would live in one place where students could revisit, as well as, read to their peers. We would also like to create a space for the author chair where students can share their stories whole group. Sharing their stories in front of the class would also support ownership in the lesson. Lastly, we discussed having an exit ticket to measure student enjoyment.

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