Megan Zara, M. Ed.
Darling-Hammond explains that "when a teacher is able efficiently to predict and understand the range of other answers given by students in class, it becomes possible to think creatively about the novel answer…" (Darling-Hammond, 2005, pg 362). In my situation with Caleb, I explained that we would be working on noticing when we needed to apply a fix-up strategy in order to improve his comprehension. After explaining our purpose, I asked Caleb if he had any questions about what we were doing before he read.
READ 5463 Video Analysis #1, Lesson #2
I believe that that small aside, pointing out a good place to stop, was much more meaningful for Video Analysis #1 Transcript from Lesson #2 Caleb, because he was the one who asked the question. My original instructional plan was to simply model the process of stopping and noticing meaning-changing miscues; however, I was able to use Caleb’s question to make a teachable moment more meaningful by changing my strategy for teaching this lesson and customizing the remainder of the instruction. As I reflect on my planning for this lesson, I realize that I needed to take more time to think about what questions he may have about this strategy.
I was pleasantly surprised that he asked me how we know when we should stop in our reading. From my experience teaching sixth graders to notice when they need to apply fix-up strategies, I know that most students don't think to ask this question. I see Caleb's question as a "novel" question; one I don't normally get when I teach this strategy. I was able to customize my instruction later in the lesson to use Caleb's interest in knowing when to stop as a teachable moment when he made a meaning-changing miscue.
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READ 5463 Video Analysis #1 Transcript from Lesson #2