Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414

Title of Exemplar Phonograms

Portfolio Category I II x III IV V

ACEI Standard Instruction

ACEI Standard Element(s):

3.1 Integrating and applying knowledge for instructionCandidates plan and
implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community

Semester Spring 2013 Date N/A

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.

This lesson is based on the Orton-Gillingham Approach to reading
instruction. I worked with my mentor at Waialae Elementary Public Charter
School to select the sounds to be reviewed to our 5
th
grade students in our SPED
resource room. Based on our knowledge of our students, the Orton-Gillingham
Approach is the best way for our students to understand the different phonograms.
It also helps our students because of its repetitious style. Understanding the
sounds coincides with our students reading goals as stated in their IEPs.

The stand elements is demonstrated in this lesson by showing connection
across the curriculum. Students practice both oral and written language in this
lesson. It also addresses individualized curricular goals as stated in each students
IEP.


2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).

Through working with my mentor who is trained in Orton-Gillingham, I
gained a valuable amount of knowledge and skills in using and understanding
OG. I learned the scope and sequence and also how to teach OG based lessons. I
also learned different terms that describe different sounds. By being introduced to
OG and having to use this in my student teaching portion of the program and
seeing how well students learn from it makes me want to get trained in it.

A disposition I gained through preparing for this lesson is communication.
It had to communicate with my mentor for it to fall within the sequence of the
Orton-Gillingham Approach. The lesson provides students with opportunities to
learn both through auditory and visual senses. Through using the Orton-
Gillingham Approach, I have gained a stronger understanding of how to teach
reading to students with SLD as well as general education students.
Dual Prep Lesson Plan Format

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 10/31/13

Lesson Title: Reviewing Phonograms Teaching Date: 11/5/13

CCSS Content Area: Language Arts Grade Level: 5 Mentor Teacher: Sarah Mahoney


Step 1Desired Results
A. Brief narrative overview of lesson that specifies enduring understanding and
essential question
Student will review phonograms learned and identify them by coding, reading, and
spelling words provided by the Orton-Gillingham Word List.

B. Common Core Standards:
Strand Topic Common Core State Standard
Reading Foundational


Phonics and Word
Recognition
5.RF.3 Know and apply grade-
level phonics and word analysis
skills in decoding words.
a. Use combined knowledge of
all letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.

Reading Foundational

Fluency 5.RF.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read grade-level text with
purpose and understanding.
b. Read grade-level prose and
poetry orally with accuracy,
appropriate rate. and expression.
c. Use context to confirm or self-
correct word recognition and
understanding. rereading as
necessary.


C. General Learner Outcome (GLO):
Effective Communicator

D. Hawaii Teacher Performance Standard:
A2.1 Reading, Writing, and Oral Language-Candidates demonstrate a high
level of competence in use of English language arts and they know,
understand, and use concepts from reading, language and child development,
to teach reading, writing, speaking, viewing, listening, and thinking skills and
to help students successfully apply their developing skills to many different
situations, materials, and ideas.


E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities

Student Initial(s) IEP Goal/Objectives(s)/
DL Given regular practice with words
containing common spelling patterns,
David will spell the words correctly with
at least 80% accuracy on 4 out of 5
attempts.
CA Given practice in spelling words
containing long vowel patterns, Casey will
spell words correctly with 90% accuracy
on 4 out of 5 weekly assessments.
Step 2Assessment Evidence

A. Performance Task (What will students do to demonstrate their learning?)
When given phonograms visually, students will say the sound. Also, when
provided a list of words on the board, student will be able to identify the
phonogram in each of the word in the list and be able to read each word.
Student will listen to a sound given by the teacher and be able to repeat the
sounds and write it. When given words that include the practiced sound,
student will repeat the word, fingerspell, and sounds as he/she writes the
word.

B. Performance Criteria (How good is good enough? ATTACH checklists, rubrics, or
criteria.)
Students will participate in group discussion. They will demonstrate
understanding of phonograms by orally saying sounds. Students will show
understanding of each phonogram by being able to identify sounds through
listening during the auditory drills. Students will also demonstrate knowledge
of sounds coding words and identifying sounds in them.





Step 3Active Learning Plan

Procedures Teacher will Student will
Attending Cue

Say, Call me Respond, Maybe!! They
will stop what they are
doing and show that they
are ready to begin the
lesson.
Anticipatory Set

Say, Im going to be going
through the deck and were
going to review the sounds
that we have learned,
especially the ones we just
learned yesterday.


Modeling

Ask students what they
know about each group of
phonograms.
Say the cheer for each
group of phonograms
along with the teacher.
Guided Practice





VISUAL DRILL
- show students flashcards of
phonograms and tell them, I
want you to give me just the
SOUND.

-tell the students to say each
letter, say the keyword (from
the picture) and then say the
sound for the newer
introduced sounds.

AUDITORY DRILL
-say, Im going to say a
sound, youre going to
ECHO the sound, spell it,
and code it. (e.g.
/ir/ECHO/ir/)



VISUAL DRILL
-say the sound of the
phonogram. (E.g. /ch/)



-students will say each
letter, the keyword, and
then the sound. (E.g. er,
fern, /er/ )


AUDITORY DRILL
-echo sound, spell it, and
code it.

Independent Practice




VISUAL DRILL
-present students with a list
of vocabulary words that
share the same sound, one
for each student. Teacher
VISUAL DRILL
-walk up to the whiteboard,
identify the sound, and
code the word.

will assign a list to each
student and tell them to
come up to the white board
and Identify the common
sound and code the word.

AUDITORY DRILL
-say word, have students
echo word, & spell it. (e.g.
fernECHOfern)







AUDITORY DRILL
-echo word then spell it on
their dry erase boards.
Assessment Evidence-
Summative

VISUAL DRILL
-have the group read all the
list of words together. Before
each word, teacher will point
to a word and prompt
students by asking, What
WORD?!


VISUAL DRILL
-say the word together as a
group.
Closure

Ask, Who can tell me the
three different vowel+R
pairs that make the same
sound?

Ask, Who can tell me the 3
newer vowel+R pairs and
their keywords?

-Raise their hand and
answer the question.
(Answer: er, ir, ur; /er/)


-Raise their hand and
answer the question.
(Answer: ar-star, or-fork,
or-world)



Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.

Student A- DL
Student will be given ample time to respond to prompts. Student
will be in a small group setting and seated near the teacher or in
line of sight.

Student B- CA
Student will be in a small group setting and seated near the
teacher or in line of sight.





Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Differentiate the learning environment, content, process, or performance task for
individuals or small groups (e.g., gifted, ELL students, reading groups).

Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)

ELLs


Use the flashcards that have both sound
and picture of keyword.
Accelerated Learners


Introduce more level appropriate sounds.
Have accelerated learners provide other
examples of words with same sounds. Use
keywords in a sentence that shows
understanding of the word.
Struggling Students


Provide them the opportunity to learn the
sounds kinesthetically by making their
own flashcards to take home and practice.


A. Materials to have ready:
Dry erase pens (enough for teacher and each student)
Dry erase boards (enough for each student)
Pre-made flash cards with phonograms/sounds provided by the Orton-
Gillingham list

B. Approximate time needed for lesson:

50 minutes


C. Resources (where I got my ideas):

Orton-Gillingham Phonics Program