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​I am in a kindergarten class for field experience and it is going very well! I'm lucky that my cooperating teacher is so eager to help me and make sure that I have a great experience. I have taught a lesson on phonemic awareness and also a lesson on phonics. I have added my lessons and also my reflections on the lessons. Feel free to use or adapt the lessons and use my experiences to help you plan!

Name: Jayde Zindrick

Date: 11/4/2010

Name of lesson and reference: Phonemic Segmentation

Peer reviewers: Jackie Fields and Holly Stevens

Identify where the phonemes of a one-syllable word fall 4 out of 5 times, using phonemic segmentation cards. |||| ** Assessment tool to be used: ** Check marks will be used to indicate a correct answer for each child during the assessment. ||
 * ** Lesson Preparation ** ||
 * ** Establishing Goal(s) **
 * Standard 1: Oral Expression and Language Study
 * Learning outcome: divide one-syllable words into sounds. ||
 * **Students will be able to**
 * ** Differentiation and Scaffolding **
 * Lesson will be taught in small groups of similar reading needs
 * Specific phoneme weaknesses will be addressed for individual students by choosing words that contain the “sh” for additional practice and instruction
 * Special attention will be given to problem phonemes such as “r” and “th” for the linguistically diverse students. ||
 * ** Materials Used: **
 * Phonemic segmentation cards
 * Reading eyes
 * Assessment check list ||
 * ** Lesson Opener ** ||
 * Have the students close their eyes. Tell them to focus on the sounds that you are saying and say the word soap. Segment soap into its phonemes. Tell them that they don’t need their eyes to separate the sounds so today they are going to use their reading eyes. ||
 * ** Group Instruction ** ||||||  ||
 * ** Phonemic Segmentation ** |||||| Demonstrate what they are expected to do by showing them a card with soap on it and say the word. Tap out each phoneme with reading eyes in the circles on the card. Ask, “where did we hear the “p” sound?” and place the reading eyes on the last circle on the card. ||
 * ** Group/Guided Practice (Checking for understanding and corrective feedback) ** ||
 * Teacher:


 * Pass out a card to each student that contains the phoneme “o”
 * Say the word on the cards as you pass them out and tell the students to tap it out with their reading eyes.
 * Ask students “Where is the “o” sound?”
 * Check to make sure each student places their eyes on the correct segment. Each will be in a different spot.
 * Help students if they placed their eyes in the wrong spot
 * Repeat 1 more time unless additional group practice is needed. || Students:


 * Students tap out the word on their card

going to take turns
 * Student will place their reading eyes on the “o” sound ||
 * ** Independent Practice (include checking for understanding and opportunity for mastery) ** ||
 * ** Teacher: **
 * Tell students that they are going to do the same activity but this time they are
 * Ask the first student “What is this picture of?”
 * “Now tap out the sound with your reading eyes.
 * “Where did you hear the “g” sound
 * Give feedback when students succeed and give help if needed.
 * Repeat until students are performing well || ** Student: **


 * Student will say the word (for example “dog”
 * Student will tap out (d-o-g)


 * Student will place reading eyes on the “g” sound ||
 * ** Assessment ** ||
 * List the steps you used to assess students.

When students have finished independent practice, they will repeat the activity 5 times. Every time they get the placement of the phoneme correct a check mark will be placed next to their name. They will have to complete the activity without assistance.

How will you reteach to struggling students (only write something you will most likely use)?

Struggling students could use the same cards but focus only on the initial phonemes at first. They could then work on the ending phonemes followed by the middle phoneme. Eventually you can mix the placement of the phonemes.

How will you enrich the learning of advanced students (only write something you will most likely use)? You can introduce multi-syllable words to enrich the learning of advanced students. || Have the students close their eyes again and tell them that the reading eyes are going to show them what they see. Tell them their reading eyes are looking at a horse and tell them to imagine tapping out the word horse. ||
 * Closing ||
 * How will you close the lesson so that students are engaged.


 * Phonemic Awareness Lesson Reflection**

Overall I feel that my lesson went pretty well. I feel that this lesson was successful because it was taught in small groups. I was able to give each student the attention and feedback that they needed to succeed. I found it difficult to teach this lesson because most students in the class were already at a level beyond the lesson. Knowing what I know now, I would have adapted the lesson to make it more difficult for the students. I could have worked with syllables instead of phonemic segmentation. The students enjoyed the “reading eyes” but I think I could have incorporated more creativity into the lesson. I realized that I find it difficult at times to assess the students because I want to help them when they have trouble. I also learned that I have to discuss behavior expectations prior to the lesson. I should have told the students that they could not help the other students prior to independent practice. Once the issue was addressed it did not happen again. I also had to tell the students not to talk while it was another person’s turn because they needed to be able to hear the word and the sounds. Overall I was impressed with how well the students responded to the lesson and was impressed, as always, of what they are capable of doing. Name: Jayde Zindrick

Date: 10/28/2010

Name of lesson and reference: Phonics

Peer reviewers: Krista Riggio and Jolene Davis

Standard 2: Reading for all purposes. Concepts and Skills students know include 2. Use knowledge of letter sounds to decode words in print. c. Demonstrate sequence of phonemes (speech sounds) in spoken words maps to the sequence of letters in written words (e.g., /k-ă-t/ = //cat//). || Students will be given a short spelling test consisting of 5 words on writing paper. || Only list one related to behavior; the rest must be focused on academic support. ||
 * **Lesson Preparation** ||
 * **Establishing Goal(s)**
 * **Students will be able to**… write and spell 4 of the 5 words given on writing paper. |||| **Assessment tool to be used:**
 * **Differentiation and Scaffolding**
 * Students will be given words according to their reading level so that each student is challenged appropriately.
 * M.M, A.N, and D.L. will be asked to write the letter of a specific sound because they are still learning their letters.
 * Images of the words will be used to give the linguistically diverse learners additional reference.
 * **Materials Used:**

When I give your table a word I want you to sound it out and write the letters that make the sounds in the box.
 * Laminated cards with Elkonin boxes on them. (4, 3, and 2 boxes)
 * List of words for each group
 * Images for each word
 * Dry erase markers for each student
 * Cloth at each table for students to erase
 * Writing paper for spelling test ||
 * **Lesson Opener** ||
 * Ask the students “Who wants to be able to spell by the end of the day?” and tell them that they will be able to spell and impress their moms, dads, brothers and sisters when we are finished with the lesson. ||
 * **Group Instruction** ||||||  ||
 * **Will be teaching the connections between phonemes and graphemes using elkonin boxes.** |||||| I will draw boxes on the board and say a word like “hot” as I hold up a corresponding image. I will tell the students to listen for the sounds in the words and say them to the class “h-o-t”. I will then explain that we can spell the word by picking the letter that makes the sound. We know that the beginning sound is “h” and we know that H makes this sound so we will put H in the first box. We know that the middle sound is “o” and “O” makes that sound so we will put the “O” in the middle box. We know the last sound is “t” and we know that “T” makes that sound so we will put a “T” in the last box. Now we have spelled the word hot just by writing down the letters that make the sounds. I will then say each phoneme in the word then blend it together as I draw an arrow under the word. ||
 * **Group/Guided Practice (Checking for understanding and corrective feedback)** ||
 * Teacher:

The word is lip.

Now hold up your card.

If some students don’t have the correct answer say: Hmmm some friends in your group don’t agree lets sound it out together.

Sound out the word and write it on the board

Continue with a few more words || Students:

Students will sound out words on their own and write lip on the card.

Students hold up their card

Students will repeat the sounds ||
 * **Independent Practice (include checking for understanding and opportunity for mastery)** ||
 * **Teacher:**

Say: We are going to do the same thing this time but we are going to do it by ourselves. I will give you a word and I want you to write the letters that make the sounds in the box again.

Walk around the room and assist students that are having trouble.

For those that finish quickly have words that are more difficult ready for them to try such as words with a final “e” and words that end in “ck” || **Student:**

Students will sound out and write down their word individually ||
 * **Assessment** ||
 * List the steps you used to assess students.

Give students writing paper. Tell them that this time they are going to write the word on the paper instead of on the card. Give the students 5 words and have them turn in their spelling test.

How will you reteach to struggling students (only write something you will most likely use)?

I will reteach struggling students in groups by playing a cup game starting with one letter until it is mastered moving to two letters until mastery then going to cvc words until mastery.

How will you enrich the learning of advanced students (only write something you will most likely use)?

In a group I will play the cup game instead and teach new rules like two vowels go walking to extend their current knowledge. ||
 * Closing ||
 * How will you close the lesson so that students are engaged.

Close by giving the whole group a word like fish to spell on the Elkonin boxes and then give them goldfish crackers for a small snack. ||


 * Phonics Lesson Reflection**

My phonics lesson went well but there were many opportunities to improve it. This lesson made me realize that actually teaching a lesson can be very different than practicing the lesson with peers. I feel that I was very prepared for the lesson but realized that it would have been better to work in small groups instead of whole group. I found myself having to help some students a lot more than others and the students finished quickly had to wait for the rest of the class. It would have been a good idea to have something for them to do for a minute or two if they finished early. I also feel that I could have incorporated more creativity into the lesson. In this lesson, the students did very well with the group and individual practice so I gave the assessment earlier than I had originally planned. My cooperating teacher shared with me that it doesn’t hurt to get a little more practice. Another critique my teacher gave me was to use lower case letters when writing word instead of capital letters. This is something that I hadn’t even thought of as being a factor in my lesson and is glad that she shared this with me so that I can correct it for my interactions with the students.