Lesson Plan 3 CVC Words.pdf

Lesson Plan 3 CVC Words.pdf - Lesson​ ​Plan​ ​#3​...

Info icon This preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Lesson​ ​Plan​ ​#3​ ​CVC​ ​Words InTASC​ ​Standard​ ​#9 Shaylee​ ​McMullen EDUC​ ​2100​ ​Public​ ​School​ ​Practicum​ ​Section​ ​01 Fall​ ​2017 Rationale:​​ ​From​ ​this​ ​lesson​ ​I​ ​have​ ​learned​ ​that​ ​not​ ​all​ ​teaching/learning​ ​goes​ ​as​ ​planned​ ​and​ ​there​ ​are​ ​obstacles​ ​I had​ ​to​ ​overcome​ ​to​ ​be​ ​able​ ​to​ ​teach​ ​this​ ​lesson.​ ​I​ ​learned​ ​that​ ​technology​ ​helped​ ​keep​ ​the​ ​students​ ​engage​ ​and​ ​came up​ ​with​ ​multiple​ ​ways​ ​for​ ​them​ ​to​ ​learn​ ​the​ ​content​ ​and​ ​stay​ ​engaged.​ ​I​ ​made​ ​a​ ​flip​ ​chart​ ​which​ ​helped​ ​the​ ​students be​ ​engaged​ ​and​ ​have​ ​fun​ ​while​ ​learning​ ​the​ ​content.​ ​I​ ​created​ ​different​ ​learning​ ​experiences​ ​for​ ​the​ ​students through​ ​different​ ​strategies​ ​and​ ​guidance. Lesson​ ​Plan​ ​#3​ ​Technology​ ​Integration​ ​CVC​ ​Words Practicum​ ​Student​ ​as​ ​Teacher:​​ ​Shaylee​ ​McMullen Date(s):​ ​11/14/17 Grade​ ​Level:​ ​Kindergarten School​ ​Location:​ ​ ​Summit​ ​Elementary PLAN: Concept/Topic​ ​to​ ​Teach​:​ ​CVC​ ​words Rationale​: This​ ​lesson​ ​is​ ​towards​ ​the​ ​middle​ ​of​ ​a​ ​unit.​ ​Students​ ​have​ ​been​ ​working​ ​on​ ​CVC​ ​lessons​ ​and​ ​they​ ​learned all​ ​of​ ​their​ ​single​ ​phonograms​ ​they​ ​are​ ​moving​ ​onto​ ​blending​ ​words​ ​and​ ​it​ ​fits​ ​in​ ​with​ ​their​ ​skill​ ​progression​ ​in reading.​ ​They​ ​have​ ​worked​ ​and​ ​worked​ ​on​ ​single​ ​phonograms​ ​and​ ​then​ ​they​ ​work​ ​on​ ​blending​ ​words,​ ​knowing​ ​the single​ ​phonograms​ ​helps​ ​them​ ​blend​ ​words​ ​because​ ​they​ ​can​ ​try​ ​the​ ​sounds​ ​each​ ​letter​ ​makes​ ​to​ ​help​ ​learn​ ​a​ ​word and​ ​blend​ ​it​ ​into​ ​a​ ​word​ ​instead​ ​of​ ​just​ ​single​ ​sounds. Specific​ ​Learning​ ​Objective​: Students​ ​will​ ​create​ ​and​ ​match​ ​CVC​ ​words​ ​individually​ ​and​ ​(interactively​ ​with​ ​flip​ ​chart)​ ​(using​ ​pictures​ ​and letters)​ ​to​ ​80%​ ​proficiency. Common​ ​Core​ ​Content​ ​Standards/Benchmarks​ ​(CCSS)​ ​addressed​: RF.K.2-​ ​Demonstrate​ ​understanding​ ​of​ ​spoken​ ​words,​ ​syllables​ ​and​ ​sounds. RF.K.3-​ ​Know​ ​and​ ​apply​ ​grade-level​ ​phonics​ ​and​ ​word​ ​analysis​ ​skills​ ​in​ ​decoding​ ​words. RF.K.1-​ ​Demonstrate​ ​understanding​ ​of​ ​the​ ​organization​ ​and​ ​basic​ ​features​ ​of​ ​print. ISTE-Standards​ ​for​ ​Students​ ​(technology​ ​integration​ ​when​ ​applicable)​: The​ ​technology​ ​the​ ​students​ ​will​ ​be​ ​using​ ​in​ ​the​ ​lesson​ ​will​ ​engage​ ​and​ ​enhance​ ​their​ ​learning.​ ​It​ ​will engage​ ​their​ ​learning​ ​because​ ​they​ ​will​ ​be​ ​coming​ ​up​ ​to​ ​the​ ​interactive​ ​board​ ​to​ ​move​ ​around​ ​letters​ ​as​ ​well​ ​as​ ​play new​ ​games​ ​during​ ​their​ ​computer​ ​center.​ ​It​ ​will​ ​enhance​ ​their​ ​learning​ ​because​ ​they​ ​get​ ​to​ ​build​ ​words ​on​ ​the computer​ ​and​ ​the​ ​games​ ​tell​ ​them​ ​if​ ​they​ ​have​ ​placed​ ​the​ ​wrong​ ​letter​ ​so​ ​they​ ​know​ ​if​ ​they​ ​are​ ​doing​ ​it​ ​correctly without​ ​having​ ​to​ ​get​ ​feedback​ ​from​ ​just​ ​the​ ​teachers. Technology​ ​in​ ​this​ ​lesson​ ​helps​ ​the​ ​students​ ​have​ ​a​ ​hands-on​ ​way​ ​of​ ​learning​ ​as​ ​a​ ​whole​ ​group;​ ​it​ ​also provides​ ​a​ ​new​ ​way​ ​to​ ​make​ ​words​ ​on​ ​the​ ​computers.​ ​Some​ ​of​ ​the​ ​students​ ​in​ ​my​ ​group​ ​need​ ​to​ ​be​ ​busy​ ​and​ ​do​ ​not like​ ​sitting​ ​too​ ​long.​ ​Using​ ​technology​ ​to​ ​get​ ​them​ ​up​ ​even​ ​for​ ​a​ ​minute​ ​during​ ​whole​ ​group​ ​can​ ​help​ ​them​ ​to​ ​regain focus. The​ ​computer​ ​games​ ​and​ ​interactive​ ​whiteboard​ ​will​ ​directly​ ​support​ ​the​ ​objectives​ ​and​ ​meet​ ​the​ ​standards empowered​ ​learner​ ​and​ ​digital​ ​citizen.​ ​The​ ​games​ ​meets​ ​these​ ​standards​ ​because​ ​in​ ​the​ ​games​ ​they​ ​have​ ​to​ ​put​ ​their names,​ ​we​ ​will​ ​talk​ ​about​ ​only​ ​putting​ ​our​ ​first​ ​names​ ​not​ ​our​ ​first​ ​and​ ​last​ ​which​ ​is​ ​being​ ​a​ ​good​ ​digital​ ​citizen​ ​as well​ ​as​ ​the​ ​students​ ​learning​ ​how​ ​to​ ​play​ ​their​ ​games​ ​which​ ​helps​ ​them​ ​be​ ​empowered​ ​learners. The​ ​technology​ ​I​ ​will​ ​be​ ​using​ ​are: ● Interactive​ ​whiteboard ● Computers ISTE​ ​Standards-Students​ ​to​ ​be​ ​addressed​: Empowered​ ​Learner-​ ​Students​ ​critically​ ​curate​ ​a​ ​variety​ ​of​ ​resources​ ​using​ ​digital​ ​tools​ ​to​ ​construct​ ​knowledge, produce​ ​creative​ ​artifacts​ ​and​ ​make​ ​meaningful​ ​learning​ ​experiences​ ​for​ ​themselves​ ​and​ ​others. Digital​ ​Citizen-​ ​Students​ ​recognize​ ​the​ ​rights,​ ​responsibilities,​ ​and​ ​opportunities​ ​of​ ​living,​ ​learning​ ​and​ ​working​ ​in an​ ​interconnected​ ​digital​ ​world,​ ​and​ ​they​ ​act​ ​and​ ​model​ ​in​ ​ways​ ​that​ ​are​ ​safe,​ ​legal​ ​and​ ​ethical. Assessment(s)​ ​to​ ​be​ ​used: Observation​ ​of​ ​game​ ​completed​ ​at​ ​table​ ​work Observation​ ​of​ ​game​ ​on​ ​computers Professional​ ​Observation Materials​ ​needed​​ ​–​ ​(be​ ​comprehensive) Flipchart Crayons Computer Interactive​ ​Whiteboard​ ​(IWB) Games​ ​on​ ​the​ ​computer: http://pbskids.org/island/preview/gamepreview.html?ww-letterpit​​ ​easy http://www.readwritethink.org/files/resources/interactives/puzzlemewords/​​ ​medium/hard​ ​depending​ ​on​ ​what​ ​level they​ ​pick Game​ ​for​ ​table​ ​work: http://thekindergartenconnection.com/wp-content/uploads/2015/11/Gingerbread-CVC-Game.pdf Key​ ​Vocabulary​ ​and​ ​definitions​ ​specific​ ​to​ ​content​: Fin-​ ​a​ ​flat​ ​part​ ​or​ ​flipper​ ​attached​ ​to​ ​a​ ​fish. Cat-​ ​a​ ​small​ ​animal​ ​with​ ​fur. Bat-​ ​nocturnal​ ​mouselike​ ​mammal​ ​with​ ​wings. Top-​ ​pear-shaped​ ​toy​ ​that​ ​spins. Mug-​ ​a​ ​large​ ​cylinder​ ​cup. Lip-​ ​two​ ​fleshy​ ​parts​ that​ ​form​ ​the​ ​upper​ ​and​ ​lower​ ​edges​ ​of​ ​the​ ​opening​ ​of​ ​the​ ​mouth. Sun-​ ​the​ ​star​ ​around​ ​which​ ​the​ ​earth​ ​orbits,​ ​and​ ​creates​ ​warmth. Leg-​ ​ ​limbs​ ​on​ ​which​ ​a​ ​person​ ​or​ ​animal​ ​walks​ ​and​ ​stands. Fan-​ ​a​ ​device​ ​with​ ​blades​ ​that​ ​rotate​ ​in​ ​a​ ​circular​ ​motion​ ​moving​ ​air​ ​for​ ​cooling. Dog-​ ​animal​ ​with​ ​a​ ​long​ ​snout​ ​and​ ​fur. Pig-​ ​hoofed​ ​animal​ ​with​ ​bristly​ ​hair,​ ​a​ ​flat​ ​snout,​ ​and​ ​curly​ ​tail. Net-​ ​an​ ​open-meshed​ ​fabric​ ​twisted,​ ​knotted,​ ​or​ ​woven​ ​together​ ​at​ ​regular​ ​intervals. Bed-​ ​a​ ​piece​ ​of​ ​furniture​ ​for​ ​sleep​ ​or​ ​rest. Pot-​ ​a​ ​container​ ​used​ ​for​ ​cooking. Ram-​ ​a​ ​male​ ​sheep. Sub-​ ​an​ ​item​ ​that​ ​can​ ​be​ ​submerged​ ​in​ ​the​ ​ocean​ ​so​ ​we​ ​can​ ​look​ ​at​ ​different​ ​animals. IWB-​ ​Interactive​ ​White​ ​board Computer-​ ​an​ ​electronic​ ​device DO: Anticipatory​ ​Set Phonogram​ ​cards,​ ​what​ ​do​ ​you​ ​know​ ​about​ ​CVC​ ​words?​ ​What​ ​CVC​ ​words​ ​do​ ​you​ ​know? Step-by-Step​ ​Procedures​:​ ​(List​ ​pg.​ ​#,​ ​books,​ ​etc.;​ ​be​ ​specific);​ ​ ​Expand​ ​the​ ​box​ ​as​ ​needed​ ​or​ ​just​ ​use​ ​headings THE​ ​TEACHER​ ​WILL​: ● The​ ​teacher​ ​will​ ​welcome​ ​students​ ​to​ ​the​ ​carpet​ ​and​ ​have​ ​them​ ​sit​ ​in​ ​their​ ​spots. ● Teacher​ ​will​ ​start​ ​with​ ​phonograms. ● Teacher​ ​will​ ​ask​ ​them​ ​what​ ​CVC​ ​words​ ​they​ ​can​ ​think​ ​of. ● Teacher​ ​will​ ​start​ ​the​ ​flipchart​ ​and​ ​show​ ​the​ ​students​ ​what​ ​we​ ​are​ ​doing.​ ​Then​ ​I​ ​will​ ​call​ ​up​ ​a​ ​student​ ​to​ ​help me​ ​make​ ​the​ ​word​ ​that​ ​matches​ ​the​ ​picture.​ ​They​ ​will​ ​look​ ​for​ ​a​ ​letter​ ​that​ ​matches​ ​the​ ​picture​ ​and​ ​drag​ ​the letter​ ​to​ ​the​ ​picture.​ ​RF.K.3 ● Teacher​ ​will​ ​assist​ ​students​ ​with​ ​letter​ ​if​ ​they​ ​need​ ​assistance​ ​by​ ​sounding​ ​out​ ​the​ ​words. ● Teacher​ ​will​ ​model​ ​game​ ​they​ ​will​ ​play​ ​at​ ​table​ ​work​ ​and​ ​then​ ​show​ ​the​ ​games​ ​they​ ​will​ ​play​ ​on​ ​the computer.​ ​Digital​ ​Citizen ● Teacher​ ​will​ ​send​ ​students​ ​to​ ​their​ ​stations. ● Teacher​ ​will​ ​walk​ ​around​ ​stations​ ​and​ ​observe​ ​their​ ​work​ ​and​ ​help​ ​when​ ​needed. ● When​ ​there​ ​are​ ​a​ ​few​ ​minutes​ ​left​ ​teacher​ ​will​ ​ask​ ​students​ ​if​ ​they​ ​learned​ ​a​ ​few​ ​new​ ​words​ ​today?​ ​thumb up,​ ​down​ ​or​ ​sideways ● Teacher​ ​will​ ​ask​ ​students​ ​what​ ​a​ ​CVC​ ​word​ ​is. ● Teacher​ ​will​ ​ask​ ​students​ ​to​ ​raise​ ​their​ ​hand​ ​to​ ​tell​ ​me​ ​their​ ​favorite​ ​CVC​ ​word. ● Teacher​ ​will​ ​dismiss​ ​students​ ​to​ ​go​ ​get​ ​their​ ​snacks. THE​ ​STUDENT​ ​WILL​: ● Students​ ​will​ ​come ​to​ ​carpet​ ​sit​ ​down​ ​and​ ​be​ ​ready​ ​to​ ​start​ ​phonograms. ● Students​ ​will​ ​raise​ ​their​ ​hands​ ​and​ ​tell​ ​the​ ​teacher​ ​CVC​ ​words.​ ​RF.K.2 ● Students​ ​will​ ​wait​ ​for​ ​instructions​ ​on​ ​what​ ​to​ ​do​ ​next. ● Students​ ​will​ ​watch​ ​what​ ​we​ ​are​ ​doing​ ​then​ ​wait​ ​to​ ​be​ ​called​ ​on​ ​to​ ​come​ ​up​ ​to​ ​the​ ​board.​ ​They​ ​will​ ​sound out​ ​words​ ​to​ ​see​ ​which​ ​letters​ ​they​ ​will​ ​need​ ​to​ ​make​ ​the​ ​word.​ ​RF.K.3,​ ​RF.K.1 ● After​ ​moving​ ​a​ ​letter​ ​to​ ​the​ ​picture,​ ​the​ ​students​ ​still​ ​sitting​ ​down​ ​will​ ​give​ ​a​ ​thumb​ ​up​ ​or​ ​a​ ​thumb​ ​down​ ​if they​ ​think​ ​it​ ​is​ ​the​ ​right​ ​letter​ ​in​ ​the​ ​correct​ ​place.​ ​RF.K.1 ● Students​ ​will​ ​listen​ ​to​ ​instructions. ● Students​ ​will​ ​go​ ​to​ ​their​ ​stations​ ​and​ ​get​ ​to​ ​work​ ​on​ ​their​ ​jobs.​ ​Empowered​ ​Learner,​ ​Digital​ ​Citizen ● Students​ ​will​ ​rotate​ ​through​ ​all​ ​the​ ​stations. ● Students​ ​will​ ​answer​ ​the​ ​question​ ​presented​ ​by​ ​the​ ​teacher​ ​with​ ​a​ ​thumb​ ​up,​ ​down,​ ​or​ ​sideways. ● Students​ ​will​ ​answer​ ​the​ ​question​ ​presented​ ​by​ ​the​ ​teacher​ ​if​ ​they​ ​are​ ​called​ ​on.​ ​RF.K.2,​ ​RF.K.1 ● After​ ​all​ ​the​ ​stations​ ​they​ ​will​ ​go​ ​back​ ​to​ ​their​ ​own​ ​classroom. Lesson​ ​Closure​: Thumb​ ​ups,​ ​down​ ​or​ ​sideways​ ​if​ ​students​ ​learned​ ​any​ ​new​ ​words​ ​today,​ ​what​ ​their​ ​favorite​ ​CVC​ ​word​ ​is,​ ​what​ ​is​ ​a CVC​ ​word. Differentiation​: Applications For​ ​students​ ​with​ ​lower​ ​skills,​ ​I​ ​have​ ​a​ ​different​ ​website​ ​where​ ​the​ ​games​ ​say​ ​the​ ​sounds​ ​of​ ​each letter​ ​to​ ​help​ ​build​ ​the​ ​words.​ ​ ​At​ ​table​ ​work,​ ​I​ ​will​ ​pull​ ​the​ ​gingerbread​ ​man​ ​and​ ​ask​ ​them​ ​what​ ​it​ ​is and​ ​have​ ​them​ ​find​ ​it​ ​on​ ​their​ ​worksheet​ ​so​ ​I​ ​can​ ​help​ ​them​ ​find​ ​and​ ​think​ ​of​ ​the​ ​word.​ ​As​ ​well​ ​as observe​ ​them​ ​more​ ​and​ ​they​ ​are​ ​all​ ​doing​ ​the​ ​same​ ​word​ ​instead​ ​of​ ​different​ ​words. Extensions For​ ​students​ ​with​ ​higher​ ​skills,​ ​on​ ​the​ ​puzzle​ ​game​ ​their​ ​is​ ​an​ ​advanced​ ​level.​ ​At​ ​table​ ​work​ ​the students​ ​will​ ​partner​ ​up​ ​instead​ ​of​ ​whole​ ​group​ ​playing​ ​the​ ​game. STUDY: Results​ ​–​ ​How​ ​did​ ​students​ ​perform? Through​ ​observation​ ​Justice​ ​and​ ​Samantha​ ​are​ ​struggling​ ​with​ ​matching​ ​the​ ​picture​ ​with​ ​the​ ​CVC​ ​words. They​ ​had​ ​a​ ​hard​ ​time​ ​with​ ​some​ ​of​ ​the​ ​words​ ​and​ ​confused​ ​fin​ ​and​ ​fan,​ ​and​ ​sub​ ​and​ ​sun.​ ​ ​Jude​ ​B.​ ​and​ ​Wesley​ ​were off​ ​track​ ​and​ ​it​ ​took​ ​them​ ​longer​ ​to​ ​find​ ​the​ ​words​ ​but​ ​once​ ​they​ ​focused,​ ​they​ ​were​ ​able​ ​to​ ​find​ ​them​ ​quickly.​ ​All students​ ​were​ ​able​ ​to​ ​find​ ​words​ ​that​ ​matched​ ​the​ ​pictures​ ​on​ ​the​ ​gingerbread​ ​man​ ​to​ ​the​ ​written​ ​word​ ​on​ ​their paper.​ ​The​ ​amount​ ​of​ ​time​ ​it​ ​took​ ​varied,​ ​but​ ​they​ ​were​ ​all​ ​able​ ​to​ ​perform​ ​at​ ​an​ ​80%​ ​or​ ​higher​ ​proficiency.​ ​I​ ​found this​ ​out​ ​through​ ​observations​ ​of​ ​what​ ​words​ ​they​ ​got​ ​correct​ ​and​ ​what​ ​words​ ​they​ ​mixed​ ​up.​ ​Some​ ​words​ ​like​ ​‘sub’ and​ ​‘sun’​ ​got​ ​confused,​ ​but​ ​with​ ​talking​ ​through​ ​the​ ​sounds​ ​of​ ​the​ ​letters​ ​they​ ​were​ ​able​ ​to​ ​correct​ ​their​ ​thinking.​ ​I believe​ ​that​ ​homework​ ​and​ ​more​ ​practice​ ​is​ ​still​ ​needed​ ​because​ ​they​ ​are​ ​still​ ​struggling​ ​at​ ​times​ ​but​ ​students​ ​are starting​ ​to​ ​understand​ ​and​ ​I​ ​think​ ​having​ ​practice​ ​will​ ​help​ ​them​ ​to​ ​master​ ​CVC​ ​words. Reflection/Evaluation:​ ​ ​What​ ​worked? In​ ​my​ ​lesson,​ ​what​ ​worked​ ​well​ ​was​ ​the​ ​game​ ​at​ ​table​ ​work,​ ​they​ ​seemed​ ​to​ ​love​ ​it​ ​and​ ​have​ ​fun​ ​searching for​ ​the​ ​gumdrop​ ​with​ ​the​ ​word​ ​on​ ​their​ ​paper.​ ​The​ ​different​ ​types​ ​of​ ​activities​ ​kept​ ​the​ ​students​ ​engaged​ ​and wanting​ ​to​ ​learn.​ ​I​ ​determined​ ​that​ ​my​ ​students​ ​did​ ​attain​ ​the​ ​objectives​ ​by​ ​observation​ ​at​ ​table​ ​work​ ​and​ ​through observation​ ​of​ ​thumbs​ ​up,​ ​sideways,​ ​or​ ​down.​ ​I​ ​also​ ​determined​ ​this​ ​through​ ​questions​ ​I​ ​asked​ ​the​ ​students​ ​and their​ ​answers.​ ​Having​ ​the​ ​students​ ​come​ ​up​ ​to​ ​the​ ​board​ ​to​ ​build​ ​CVC​ ​words​ ​that​ ​match​ ​the​ ​pictures,​ ​helped​ ​them stay​ ​engaged​ ​and​ ​wanting​ ​to​ ​learn.​ ​I​ ​did​ ​not​ ​move​ ​around​ ​the​ ​room​ ​as​ ​much​ ​as​ ​I​ ​could​ ​of​ ​I​ ​stayed​ ​at​ ​the​ ​front​ ​of​ ​the room​ ​most​ ​of​ ​the​ ​time.​ ​I​ ​also​ ​did​ ​not​ ​monitor​ ​behavior​ ​very​ ​well.​ ​I​ ​was​ ​more​ ​focused​ ​on​ ​what​ ​the​ ​child​ ​at​ ​the​ ​board was​ ​doing​ ​than​ ​all​ ​of​ ​the​ ​children​ ​sitting​ ​on​ ​the​ ​carpet​ ​so​ ​at​ ​times​ ​there​ ​are​ ​children​ ​sitting​ ​up​ ​on​ ​their​ ​knees​ ​making faces​ ​into​ ​the​ ​camera​ ​which​ ​would​ ​not​ ​have​ ​happened​ ​if​ ​the​ ​camera​ ​was​ ​not​ ​there.​ ​I​ ​projected​ ​my​ ​voice​ ​well​ ​I believe​ ​all​ ​students​ ​could​ ​hear​ ​me.​ ​I​ ​did​ ​not​ ​provide​ ​very​ ​much​ ​positive​ ​encouragement​ ​at​ ​times.​ ​When​ ​the​ ​students came​ ​up​ ​to​ ​the​ ​board​ ​and​ ​placed​ ​the​ ​correct​ ​letter,​ ​I​ ​should’ve​ ​praised​ ​them​ ​and​ ​I​ ​did​ ​not.​ ​I​ ​selected​ ​appropriate words.​ ​Most​ ​of​ ​the​ ​time​ ​I​ ​did​ ​notice​ ​that​ ​I​ ​asked​ ​the​ ​children​ ​“Okay?”​ ​frequently​ ​after​ ​giving​ ​an​ ​instruction​ ​which started​ ​to​ ​annoy​ ​me,​ ​but​ ​I​ ​think​ ​I​ ​was​ ​asking​ ​okay​ ​to​ ​make​ ​sure​ ​they​ ​understood,​ ​which​ ​I​ ​could’ve​ ​used​ ​it​ ​less. Through​ ​watching​ ​the​ ​video​ ​I​ ​noticed​ ​my​ ​body​ ​language​ ​was​ ​appropriate​ ​I​ ​did​ ​not​ ​cross​ ​my​ ​arms​ ​they​ ​were mainly​ ​at​ ​my​ ​sides​ ​or​ ​used​ ​to​ ​help​ ​the​ ​students.​ ​I​ ​also​ ​provided​ ​eye​ ​contact​ ​with​ ​each​ ​student​ ​when​ ​talking​ ​to​ ​them and​ ​providing​ ​them​ ​feedback.​ ​At​ ​times​ ​I​ ​displayed​ ​confidence​ ​in​ ​my​ ​body​ ​language​ ​but​ ​not​ ​always.​ ​A​ ​mannerisms I​ ​displayed​ ​that​ ​could​ ​be​ ​distracting​ ​is​ ​playing​ ​with​ ​my​ ​hair.​ ​I​ ​do​ ​it​ ​constantly​ ​when​ ​I’m​ ​not​ ​up​ ​teaching​ ​but​ ​I​ ​did​ ​it still​ ​when​ ​I​ ​was​ ​and​ ​I​ ​feel​ ​like​ ​that​ ​could​ ​distract​ ​some​ ​children.​ ​My​ ​classroom​ ​management​ ​is​ ​not​ ​where​ ​it​ ​should be.​ ​I​ ​did​ ​not​ ​acknowledge​ ​children​ ​who​ ​were​ ​not​ ​sitting​ ​criss​ ​cross​ ​which​ ​helps​ ​them​ ​to​ ​focus​ ​on​ ​what​ ​is​ ​being taught.​ ​A​ ​behavior​ ​I​ ​did​ ​acknowledge​ ​was​ ​interrupting​ ​and​ ​not​ ​letting​ ​other​ ​children​ ​have​ ​their​ ​turn​ ​to​ ​talk.​ ​I​ ​was not​ ​aware​ ​of​ ​behaviors​ ​all​ ​the​ ​time,​ ​(which​ ​needs​ ​to​ ​change),​ ​so​ ​the​ ​classroom​ ​can​ ​run​ ​more​ ​efficiently​ ​and​ ​students can​ ​learn​ ​and​ ​retain​ ​more​ ​information.​ ​I​ ​did​ ​not​ ​write​ ​on​ ​the​ ​board,​ ​but​ ​I​ ​did​ ​have​ ​a​ ​flipchart​ ​and​ ​the​ ​words​ ​were large​ ​enough​ ​to​ ​be​ ​seen​ ​by​ ​every​ ​child.​ ​I​ ​had​ ​the​ ​children​ ​build​ ​words​ ​and​ ​I​ ​had​ ​all​ ​the​ ​correct​ ​letters​ ​and​ ​enough for​ ​them​ ​to​ ​build​ ​the​ ​words​ ​needed.​ ​It​ ​was​ ​also​ ​clear​ ​and​ ​all​ ​the​ ​words​ ​I​ ​had​ ​written​ ​were​ ​spelled​ ​correctly. Watching​ ​the​ ​video​ ​of​ ​myself​ ​helped​ ​me​ ​see​ ​how​ ​I​ ​am​ ​doing​ ​and​ ​what​ ​I​ ​need​ ​to​ ​work​ ​on​ ​to​ ​become​ ​better​ ​with children​ ​and​ ​teaching. A​ ​factor​ ​of​ ​this​ ​lesson​ ​that​ ​made​ ​it​ ​difficult​ ​was​ ​the​ ​fact​ ​that​ ​I​ ​could​ ​not​ ​record​ ​four​ ​of​ ​the​ ​students.​ ​It​ ​made me​ ​have​ ​to​ ​position​ ​the​ ​camera​ ​in​ ​a​ ​certain​ ​place​ ​so​ ​they​ ​were​ ​not​ ​in​ ​the​ ​video.​ ​I​ ​also​ ​could​ ​not​ ​call​ ​them​ ​up​ ​to​ ​the board​ ​so​ ​it​ ​made​ ​them​ ​feel​ ​excluded​ ​which​ ​made​ ​it​ ​hard​ ​as​ ​the​ ​teacher.​ ​In​ ​my​ ​own​ ​classroom,​ ​that​ ​is​ ​not​ ​something I​ ​will ​have​ ​to​ ​worry​ ​about.​ ​In​ ​this​ ​lesson​ ​I​ ​used​ ​sticks​ ​to​ ​call​ ​on​ ​students​ ​and​ ​took​ ​out​ ​the​ ​sticks​ ​of​ ​the​ ​children​ ​that could​ ​not​ ​be​ ​in​ ​my​ ​video.​ ​I​ ​felt​ ​bad​ ​that​ ​I​ ​could​ ​not​ ​call​ ​on​ ​them​ ​to​ ​come​ ​up​ ​to​ ​the​ ​board​ ​so​ ​they​ ​could​ ​participate, so​ ​I​ ​tried​ ​to​ ​call​ ​on​ ​all​ ​of​ ​them​ ​when​ ​it​ ​was​ ​ ​answering​ ​the​ ​question​ ​and​ ​not​ ​coming​ ​up​ ​to​ ​the​ ​board.​ ​One​ ​child wanted​ ​to​ ​be​ ​called​ ​on​ ​so​ ​bad​ ​he​ ​slowly​ ​went​ ​from​ ​sitting​ ​criss​ ​cross​ ​to​ ​putting​ ​his​ ​hand​ ​up​ ​as​ ​high​ ​as​ ​he​ ​could​ ​to his​ ​knees​ ​and​ ​then​ ​almost​ ​to​ ​his​ ​feet.​ ​I​ ​now​ ​realize​ ​that​ ​I​ ​did​ ​not​ ​call​ ​on​ ​him​ ​even​ ​to​ ​answer​ ​a​ ​question​ ​which​ ​makes me​ ​feel​ ​even​ ​worse,​ ​so​ ​this​ ​played​ ​a​ ​role​ ​in​ ​how​ ​I​ ​was​ ​teaching​ ​and​ ​having​ ​to​ ​strategically​ ​call​ ​on​ ​them​ ​and​ ​place the​ ​camera.​ ​ ​During​ ​my​ ​lesson​ ​closure​ ​children​ ​from​ ​other​ ​flex​ ​groups​ ​were​ ​coming​ ​into​ ​the​ ​classroom​ ​getting ready​ ​for​ ​snack.​ ​Some​ ​students​ ​walked​ ​in​ ​front​ ​of​ ​the​ ​camera​ ​and​ ​making​ ​faces​ ​and​ ​other​ ​children​ ​got​ ​distracted from​ ​these​ ​children​ ​coming​ ​back​ ​into​ ​the​ ​classroom. ACT: Reteach/reflections/relevance/review​ ​– The​ ​next​ ​step​ ​for​ ​my​ ​students​ ​would​ ​be​ ​to​ ​continue​ ​practicing​ ​CVC​ ​words​ ​and​ ​creating​ ​new​ ​words.​ ​I​ ​would have​ ​them​ ​move​ ​to​ ​making​ ​the​ ​word​ ​without​ ​using​ ​pictures​ ​to​ ​help​ ​guide​ ​them.​ ​I​ ​would​ ​also​ ​have​ ​them​ ​continue​ ​to build​ ​words​ ​and​ ​blend​ ​them.​ ​I​ ​would​ ​want​ ​them​ ​to​ ​get​ ​to​ ​the​ ​point​ ​where​ ​they​ ​can​ ​come​ ​up​ ​with​ ​a​ ​CVC​ ​word instantly.​ ​I​ ​think​ ​they​ ​are​ ​getting​ ​close​ ​to​ ​needing​ ​a​ ​formal​ ​assessment​ ​because​ ​they​ ​can​ ​tell​ ​me​ ​what​ ​a​ ​CVC​ ​word is​ ​and​ ​come​ ​up​ ​with​ ​a​ ​few​ ​CVC​ ​words​ ​as​ ​well.​ ​I​ ​do​ ​think​ ​they​ ​need​ ​more​ ​practice​ ​and​ ​to​ ​continue​ ​to​ ​blend​ ​words together​ ​before​ ​they​ ​can​ ​move​ ​to​ ​bigger​ ​words​ ​and​ ​different​ ​types​ ​of​ ​strategies.​ ​I​ ​feel​ ​they​ ​can​ ​play​ ​more​ ​games and​ ​play​ ​in​ ​partners​ ​to​ ​help​ ​them​ ​become​ ​more​ ​independent​ ​and​ ​master​ ​the​ ​skill​ ​while​ ​having​ ​fun. Link​ ​to​ ​Movie: https://www.wevideo.com/view/1017661485 https://www.youtube.com/embed/4gcUxmduNpE Pictures​ ​of​ ​Game​ ​Played​ ​at​ ​Table​ ​Work: Pictures​ ​of​ ​Flipchart: ​​ ...
View Full Document

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern