Regina Martinez

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Regina Martinez
EDUC 200
Intro to the Teaching Process
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St. Marks Lutheran School
768 student enrolled 40 Teachers K-8 Students
per Teacher 18.8   Student Body Coed  
Private School / Affiliation Lutheran Church
AssociationEvangelical  
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Ms. Ms Kindergartens Class

• Classroom Demographic
• 20 students with 1 teacher aid
• Majority of class is a mixture of Asian,
  Hispanic, White and Black students.

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Observation

• Classroom Reading Environment
• Large parent support during reading groups.
• Each group has a parent leader per 4 students to
  a table.
• Each group rotates to a different classroom with
  head teacher to read in a quiet forum.
• All students enter 1st grade reading and writing.

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Observation

• 4 groups working with a parent supervised by a
  teachers aid reviews phonic worksheets as well as
  stages interaction of group memory game with
  letter blends.

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Lesson Plan 1

• Kindergarten Standard 1.9 Blend
  vowel-consonant sounds orally to make words or
  syllables.
• Objective TSSBAT connect the blends of sounds
  to the words in the reading book. (Analysis)
• Motivation As a class, read the weekly story
  on the rug. Identify the words for today on the
  board and have the class repeat those words as a
  group after I read them.
• Input of Information Cut out letters from
  magazine to recreate the blends identified on
  board from the story words and glue them together
  to make the blends on index cards.

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Lesson Plan 1 (cont)

• Checking Comprehension Shuffle the cards at the
  table and have a matching game and practice
  sounds in small groups at each reading table.
• Structured Practice Handout a worksheet with
  the identified blends and have the students
  complete and color.
• Guided Practice Conduct small reading groups
  and having each student read a portion. Ask
  questions for comprehension.

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Lesson Plan 1 (cont)

• Closure Designate a classroom board and as new
  blends are introduced pin them up in a colorful
  and exciting way. Review all the sounds listed
  as a recap.
• Formal/Informal Assessment During the small
  reading group identify which students are
  struggling or accelerating. Have the story
  copied and practiced at home. Realign the groups
  if appropriate.

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2nd Lesson Plan

• Kindergarten Standard 1.16 Understand that as
  letters of words change, so do the sounds (i.e.,
  the alphabetic principle).
• Objective TSSBAT connect the blends of sounds
  to the words in the reading book. (Analysis)
• Motivation As a class, read the weekly story
  on the rug. Identify the words for today on large
  flashcards and have the class repeat those words
  as a table when I identify the words to them.
• Input of Information Handout a worksheet of
  letters with a ferris wheel. The students will
  cut and color. They will then move the letters
  around the wheel to practice changes in the
  sounds.

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2nd Lesson Plan (cont)

• Checking Comprehension Shuffle the letters at
  the reading tables and as a group sound out the
  new letters with parent volunteer.
• Structured Practice Handout a worksheet with
  the identified blends and have the students
  complete and color.
• Guided Practice Conduct small reading groups
  and having each student read a portion. Ask
  questions for comprehension.

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2nd Lesson Plan (cont)

• Closure Add new blends to the Reading Board
  -Pin the new words up in a colorful and exciting
  way. Add a large ferris wheel to the board and
  review all the sounds learned today. Go around
  and ask students to identify the blend and new
  word created.
• Formal/Informal Assessment Send the ferris
  wheel home for practice with a parent. Have the
  blends reflect the work for the week.

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3rd Lesson Plan

• Kindergarten Standard 1.1 Use letters and
  phonetically spelled words to write about
  experiences, stories, people, objects, or
  events.
• Objective TSSBAT connect the blends of sounds
  to the words in the reading book. (Analysis)
• Motivation As a class, read the weekly story
  on the rug. Identify the vocabulary words for
  today on an overhead projector and have the class
  repeat those words each time I read them.
• Input of Information Handout a blank sheet of
  paper and have students create sentences using
  the ferris wheel to help. They will then draw a
  picture of one of their sentences.

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3rd Lesson Plan (cont)

• Checking Comprehension As a group read the
  sentences out loud and show the work. Place
  their paper on the wall.
• Structured Practice Handout a matching
  worksheet with the identified words and have the
  students complete and color.
• Guided Practice Conduct small reading groups
  and having each student read a portion. Ask
  questions for comprehension.

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3rd Lesson Plan (cont)

• Closure Designate a classroom board and as new
  blends are introduced pin them up in a colorful
  and exciting way. Review all the sounds listed
  and add a large ferris wheel and pin the words
  created around it. Add vocabulary words on a
  section of the board.
• Formal/Informal Assessment During the small
  reading group identify which students are
  struggling or accelerating. Have the story
  copied and practiced at home. Readjust groups.

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Field Notes

• How the teacher identifies the objective?
• The teacher rotates a group through a quiet
  reading room in order to allow the students to
  focus and comprehend the reading selection.
• How the children know what is expected from them?
• By removing a group to a quiet reading room,
  students understand the importance of reading the
  stories and verbally answering reading
  comprehension questions.
• How the teacher gives the rationale Does the
  teacher make the lesson relevant to kids?
• The matching game selected in the phonics letter
  blend excited the students, which the children
  didnt realize they were learning because they
  were having fun.

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How the teacher checks for understanding? With
smaller groups, the teacher is able to identify
immediately if a child is struggling. After the
reading lesson, the teacher asked each child in
the group a reading comprehensive question to
ensure the content was grasped. What kinds of
group activities do the children do? The matching
game was utilized for letter blending as well as
a letter ferris wheel to blend consonants and
vowels together. How the teacher assess the kids
at the end of the lesson? The teacher assesses
each child at the end of the lesson and moves the
children around the groups in order to emphasis
at the reading levels.
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Emotional Response

• I really enjoyed myself just in observing over
  the 2 days this semester. The one crucial
  resource I have learned to utilize and understand
  are the standards that will help me to identify
  where my daughters need to be. My main objective
  in this class has been met and reinforced during
  this class as well as during the on site
  experiencing teachers in action. My expectation
  and admiration for teachers not only in my
  childrens classroom but around the country has
  increased tremendously.

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Feedback from other students
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Resources utilized on this project http//www.cde
.ca.gov/ci/ http//www.greatschools.net/ http//ww
w.education.com/home/index.jsp