Lesson Plan and Reflection

Name: Jaclyn Fishler

Setting/Grade Level: Moderate Self- Cooperating Teacher: Laura Anthony
Contained 6-8 Subjects: Reading
School: Sierra 2-8 Date: 2/20/17
Theme/Title: Vocabulary Activities Composite of Class:
 1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

-Recall the vocabulary words that we Concept 1: Print Concepts- PO 6.

worked on the prior week.
-Apply the meaning behind each word to
identify the word that matches the picture
displayed on each flash card.
-Locate each letter using manipulatives and
put it in the correct sequence on the white
board to spell each word.
Recognize that spoken words are
represented in written language by specific
sequences of letters.
Concept 1: Print Concepts- PO 8.
Demonstrate the one-to-one correlation
between a spoken word and a printed word.

Concept 4: Vocabulary- PO 1. Determine

what words mean from how they are used
in a sentence, heard or read.

2. Methodology
What instructional strategies will you use?
Constructions Library Research
X Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
Problem Solving Field Study
Reflection/Response Graphic Organizers
X Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
Lecture Discovery
Reporting Journal
Simulation Other:

Why did you choose these strategies/methods?

I chose these strategies because I believe that they are appropriate and beneficial for
supporting these students. Cooperative learning allows everyone to get involved because
each student has their own flash cards that they use to respond to my questions.
Independent learning occurs when each student gets their own turn to present their gained
knowledge on the white board. We have brief discussions about each word by providing
examples that are relevant to the students lives to enhance their understandinng of the
meaning of each word. Before the students perform the skills (matching the word to each
picture and spelling each word on the white board), I model the skill for them. The
students view and listen to my model, and then they respond by reiterating my
performance. Lastly, we practice a variety of instructional strategies (matching,
manipulatives, writing, etc.) every day so that the students will be able to understand the
vocabulary words.

How will you group students for instruction?

There are a total of six students included in this reading activity, so I will pull three
students to the table in the back of the room at a time based on levels of abilities. There is
a higher functioning group and a lower functioning group.
 Activity/Step Time Allocated
I will work on three different activities with
the students: a matching activity with flash
cards that just have words on them (word-
word), a matching activity with flash cards
that have pictures and words on them
(picture-word), and an activity in which the
students each gets a turn to spell each word
using manipulatives (magnetic letters) on a
white board
1. Activate background knowledge
-Start with opening question: Say to the 1 minute
students, Remember the words we were
working on last week? Were going to keep
practicing learning our vocabulary because
it will be important to use these words in
our every day lives, whether were talking
to our family, friends, teachers, or whoever
else.
2. Gain student attention (set 1 minute
induction)
-Using the flash cards with just words, I
will briefly say each word aloud for the
students to refresh their memory from the
prior week before starting the word-word
matching activity.
3. Demonstrate processes and
desired outcomes- Modeling
-For the picture-word activity, I will show 3 minutes
the students each picture for the words and
explain why that picture fits each word. Ex:
for the word make, this is a picture of a
person making salsa.
-For the activity with manipulatives, I will 1 minute
show the students how to spell one of the
words (ex: help) using the letters in the
correct sequence.
4. Guided Practice
-Assist students with finding the correct 2 minutes
words for both of the matching activities.
-Assist students with finding the correct 2 minutes
letters for the spelling activity.
5. Independent Practice
-After the first or second round, I will 5 minutes
observe the students as they find each word
for both of the matching activities, with
redirecting as needed.
-After the first or second round, I will 5 minutes
observe the students as they find each letter
for the spelling activity, with redirecting as
needed.
6. Bring closure to the lesson
-Briefly go over each word on the white 2 minutes
board with the students after they have
completed all of the activities.
-Tell the students to pat themselves on the
backs for doing a great job with their
vocabulary words.
7. How I evaluate my *Repeat activities with the second group of
lesson/determine if student 3 students*
learning occurred
-Observe each student as they find their
own matching card throughout the activity
and observe each student as they each take
a turn to find the correct letters for each
word (formative assessments).

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
-Flash cards with -Flash cards with Overhead Computer
just words. just words. Slides Distance
-Flash cards with -Maniuplatives and Learning/Webcast
pictures and white board. Tape Recorder Internet
words.
TV/VCR/DVD Laser Disk
-Manipulatives
(magnetic letters) Assistive Tech. Smart Board
and white board. Digital/Video Other
There is no technology utilized in this Camera
activity because the students are being
pulled to the tables in the back of the
room at two different times throughout
the period and they are participating in
interactive activities with flash cards and
manipulatives.

4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application Objective Test I will evaluate each students goal/outcome
Exam by using a checklist to record which words
 Concept X Observation each student gets correct throughout the
Mapping matching activities. Throughout all of the
Parent Contract activities, I will closely observe each
Evaluation students performance so that I will have a
Peer Evaluation X Checklist general understanding of where each
Self-Evaluation Performance student stands. These will both be informal
Inventories Portfolio assessments.
Quantitative Rating Scales
Scales How will you use this information?
Rubric Scored I will use this information to determine
Discussion how I should evaluate each student for their
Journals Problem- formal assessments on Wednesday,
Solving February 22nd. Some of the students may
Assessment answer the questions by doing the word
Other activity, and on the other hand, some of the
students may have two parts to their
assessments in which they do both of the
matching activities. I will modify the
assessment for certain students as needed.

5. Reflection after Lesson Implementation

1. To what extent did students learn what you intended? How do you know?
The students seemed to respond quickly to the matching word-word activity. Weve been
frequently practicing this activity and these students are familiar with word matching
activities because they also do life skills (food words) matching activities with Mrs.
Anthony. The picture-word activity wasnt as simple for the students to grasp because
some of them have difficulties being able to relate each picture to each word. The
spelling activity was feasible for some of the students because they previously learned
how to locate letters on their devices. On the other hand, the students that currently
struggle with finding letters on their devices struggled with the spelling activity, but they
still seemed to enjoy using the manipulatives.
2. Did you do anything differently than what you planned? If so, why?
Everything mostly remained the same from what I had planned; however, I felt that I was
running out of time towards the end of the lesson. Pulling 3 students aside at a time is a
type of transition that tends to slow down the pace of the reading groups, so I believe that
I need more experience with this type of structure in order to fully adjust.

3. If you were going to teach this lesson again to the same students, what would you
do the same? Differently?
If I were going to teach this lesson again to the same students, I would do everything the
same, except I think I would incorporate the augmentative communication (aucomm)
devices. The students use their devices for many other activities, so I think that using
flash cards and manipulatives may be a decent change for the students. For the next unit
of vocabulary words, I want to incorporate the aucomm devices to guide my students to
be able to independently find each word or letter. I think that this will help to improve
their communication skills.

4. How much time did you actually use? Were transitions smooth?
I used the full 45 minutes for the reading groups and as I stated earlier, the transitions
were slightly rocky, but I am currently finding strategies to improve the transitions.
5. Identify a group or individual who did well with the lesson. How do you account
for this? What might you do in the future to ensure their continued success?
Some individuals who did well with the lesson were able to answer every question
correctly on the word-word activity and the spelling activity. I could tell that they were
paying attention to my modeling in the beginning of each lesson because they always
made eye contact with me and voluntarily answered a lot of my questions. To ensure their
continued successes, I will provide these particular students specific verbal praise. I
noticed that they respond well when the teachers and aides commend them and it is also
effective to specifically tell him what they did right. For example, I will make comments
such as, Good job with the word matching.
6. Identify a group or individual who had difficulty with this lesson. How do you
account for this? What interventions could you use so that they achieve the learning
goals?
Some individuals who had difficulty with this lesson required at least minimal support
from me or the aides on each activity. They were able to be successful if me or one of the
aides guided them through the activity. Some of them also had difficulties staying on task
because they often got distracted by the other reading group (the advanced) in the class.
To achieve the learning goals, I will pull aside these students separately to review each of
the words one-on-one. Working with lower functioning students one-on-one has often
proved to be valuable in my prior experiences. I also think it may be helpful to integrate
the words into other activities that the students work on throughout the day (ex: in dance
class, we frequently use the word jump and I think it would benefit the students if I write
it on the board to create a visual for them). The more exposure provided to the students
will increase the likelihood that the learning of the material will flow more smoothly.
7. Are there any other comments, reactions, or questions about the lesson? Was
there anything you felt especially good, frustrated, or confused about?
Regarding the lesson, I am curious to see if the students will ever be able to locate the
words on the flash cards by just listening to me saying the words aloud. The students are
mostly able to find the matching words when I show them my flash card, but I wonder if
the students will ever be able to master the other concept. For some of the words, a
couple of the students would willingly provide me their own examples without me even
asking. I felt especially good about this because it showed me that these students were
actively participating and comprehending the word considering they were able to relate it
to their own lives, which made it meaningful to them. As an example, one of the students
talked about how she likes little puppies when we were discussing the word little. It
also made me feel good when the students got excited to get their own turn on the white
board. This particular group of students like performing tasks infront of their classmates
because they like receiving positive attention. I could tell the students genuinely enjoyed
this activity and I believe that it will be favorable to continue using it in lessons in the
future.