LESSON PREPARATION AND EVALUATION Lesson Preparation #1 Teacher Candidate: Daphnie Peterson Title of Lesson: Constant and vowel

letter recognition Grade Level: Third Grade Subject Area: Phonics Lesson Topic (What is the big idea?): Use of the Instant Letter Recognition Chart 1 (Birsh, 2011, p. 155) to teach constant and vowel recognition and individual letter sounds to a student with less than 80% correct as measured by two separate assessments ( 1 formal and 1 informal).Formal assessment with Phonics Inventory http://teams.lacoe.com and informal will done by making an ABC book. What standard(s) and/or IEP goal(s) will it address? Standard: 2. Reading for all purposes Content Are: Reading, Writing, and Communication Standard: 2.3.d.i. Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) Standard: 1.1.b. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS: SL.K.5) IEP goal(s) Main Objective of Instruction (What do you want the student(s) to learn?): Student will: Build consonant and vowel letter-recognition fluency through a variety of activities Demonstrate knowledge of consonant and vowel letter names and sounds by creating an ABC Book either by writing, drawing a picture or cutting pictures from a magazine. (See Birsh, 2011, Chap. 6, p. 145.) Supporting Objectives: Student will pay attention to how letters look to aid in a students ability to instantly identify consonant and vowel letter names. (See Birsh, 2011, Activity 23, p. 23)

Specific Strategies to be taught/modeled: 1. Consonant letter identification 2. Vowel letter identification 3. Consonant and vowel letter sounds Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? 1. Multisensory teaching a. Say all the letters individually (without singing the ABC song). b. Connect all letter sounds to an object with the same letter. c. Hear oneself (the student) say the letters and their sounds. d. Use manipulatives (magnetic letters). e. Write letters and draw pictures to identify letters. 2. Use of Model-Lead-Test teaching strategy a. Use of I Do, We Do, and You Do What background knowledge do the students have? 1. Ask student(s) to sing the ABC song. 2. Have students do the individual letter sounds. How will you assess students learning pre, during and post? Pre: Have student(s) identify letters from Phonics inventory sheet (http://teams.lacoe.com) During: The student will fill in their ABC book both by drawing pictures, writing the appropriate letter and gluing pictures of the letter(s) of focus. This will be done in the Your Turn of the lesson. After: I will ask student to identify letters I have identified as being a challenge for them by filling and using the Instant Letter Recognition Chart (Carreker & Birsh, 2011, Activity Appendix B, p. 135) What management/grouping issues do you need to consider? 1. Provide positive praise. 2. Guide student in modeling appropriate letter sounds and letter identification. 3. Share with group and teacher their final product 4. Celebrate accomplishment. Materials and Resources: Metal baking pan Magnetic letters Pencil

Crayons ABC Book Scissors Glue stick Magazines or other pictures Letter recognition chart Phonics inventory sheet Birsh, J.R (Ed.). Chap.6,(2011). Multisensory teaching of basic language skills (3rd ed.), Baltimore: Paul H. Brooks Publishing Co. Carreker, S., & Birsh, J.R (2011) p. 23. Multisensory teaching of basic language skills: Activity Book (Revised edition). Baltimore: Paul H. Brooks Publishing Co. http://teams.lacoe.com) How/where will students be able to integrate (generalize) this learning? Students will work with a small group in the general education classroom working with peers and teacher in a heterogeneous grouping. How will you evaluate the lesson (judicious review)? If further instruction and practice is needed, teacher will meet with student regularly until mastery level is reached. Lesson Title: Letter Identification and Letter Sounds Main Objective of this lesson: Demonstrate knowledge of consonant and vowel letter name and sounds to increase letter recognition fluency. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. 1. Sing together the ABC song. 2. Ask the student: Can you say all the letters in the alphabet without singing them? 3. Say to the student: Well today we are going to look at each letter of the alphabet; we are going to look at their shapes, the sounds they make to help you make connections with pictures from magazines.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?)

Strategies (I Do): This will be presented to an individual as direct instruction. I will use magnetic letters to place letters in order while making individual letter sounds. Check for Understanding- What will you ask? Differentiation: This lesson will be broken down into mini lessons until student has reached the mastery level of the lesson before moving on. (PRODUCT) Guided Practice (We Do): 1. The teacher and the student will identify individual letters and sounds of those letters Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. 1. The student will write the letter in their ABC book in the correct order (A,B,C,D) and glue matching picture from magazine adjacent to the letter sound for visual reference.

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name

Daphnie Peterson

Date 4/19/13

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.) *The lesson I briefly taught was to make my student aware of the letter names and the sounds each makes. To begin the lesson I would have the students sing the ABC song and then to repeat the ABCs without singing, so they could hear the difference. I would also use magnetic letters so they could see the letter, notice their shapes (straight lines, curve lines etc.). I would wrap up the lesson by having each student begin an ABC book where they write the letter and find pictures with the beginning sound of each letter as a visual reference.

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.) *I believe I was able to make the learning accessible for all students. What I felt didnt go well is the speed of the lesson. I felt as though it went really fast. I havent been able to apply this to the classroom yet and will make this a point to address if necessary.

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.) *If I saw that the student was having a hard time figuring out the sound of each letter, and therefore had a hard time finding a picture of something that began with that letter then I could spread the lesson out over a couple of days. Also I think I may bring in specific pictures that are common to specific letter sounds so to take away some of the anxiety of searching for pictures on their own.