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Hester received feedback from her supervisor on a literacy group activity focused on phonological awareness. The supervisor provided suggestions on how to simplify the activity, such as focusing on one sound instead of multiple sounds, using actions to represent sounds, and integrating sounds into everyday routines. Hester applied this feedback by incorporating initial letter sounds into songs and routines to better engage the children.
Hester received feedback from her supervisor on a literacy group activity focused on phonological awareness. The supervisor provided suggestions on how to simplify the activity, such as focusing on one sound instead of multiple sounds, using actions to represent sounds, and integrating sounds into everyday routines. Hester applied this feedback by incorporating initial letter sounds into songs and routines to better engage the children.
Hester received feedback from her supervisor on a literacy group activity focused on phonological awareness. The supervisor provided suggestions on how to simplify the activity, such as focusing on one sound instead of multiple sounds, using actions to represent sounds, and integrating sounds into everyday routines. Hester applied this feedback by incorporating initial letter sounds into songs and routines to better engage the children.
Attendance
gave
each
child
a
chance
to
share,
responded
to
childrens
ideas
and
sharing
Used
strategies
to
help
children
remember
when
to
click
(hands
behind
back)
What
sort
of
prompt
might
you
use
to
help
them
with
the
day?
If
you
were
working
on
phonological
awareness,
would
starting
with
the
first
letter
sound
M
have
been
a
useful
strategy?
Gave
children
a
job
while
listening
to
the
story
but
was
3
sounds
too
many?
Was
there
an
action
children
could
do
when
they
heard
the
sound
they
are
listening
for?
This
was
done
for
the
second
time
around.
Gave
children
a
cue
to
settle
Ill
wait
until
everyone
is
settled
on
the
floor
Great
story
reading
voice
J
When
reading
the
story
several
of
the
sounds
were
missed
in
the
first
few
sentences,
and
then
intermittently
used.
Were
the
instructions
to
complicated?
ie
too
many
sounds?
Could
we
see
this
by
the
lack
of
participation?
Is
there
a
way
you
could
have
further
differentiated
the
sound?
Would
have
focusing
on
one
sound
have
been
more
effective
for
both
child
engagement
in
the
activity
or
for
identifying
sounds?
Gave
Daniel
a
chance
to
participate
(with
picture
cards)
he
was
allowed
to
chose
not
to
participate
without
issue.
What
about
bouncing
the
sound?
Were
there
too
many
cards?
Could
you
have
used
a
childs
name
to
help?
D-D-Daniel?
Managed
the
circle
so
all
children
had
a
turn
to
pick
a
card.
Used
song
(hand
washing
song)
to
transition
to
snack
time
Found
a
letter
sound
in
the
fruit
(pear)
Comment [1]: University
Liaison/Supervisor
feedback
on
literacy
group
time
activity
phonological
awareness.
(Lesson
plan
provided
in
documents).
This
document
has
been
annotated
to
demonstrate
how
I
sought
and
applied
feedback
to
improve
my
teaching
practices.
Comment [2]: I
applied
this
feedback
by
integrating
phonological
awareness
into
everyday
group
time
and
in
routines.
E.g.
initial
letters
sounds
were
used
in
morning
group
time
for
The
Days
of
the
Week
song.
E.g.
When
choosing
children
to
complete
routines
like
hand
washing,
everyone
who
has
a
p,
p,
p,
at
the
start
of
their
name
can
go
wash
their
hands.
Comment [3]: With
this
feedback
I
simplified
my
group
time
goals
by
reading
stories
that
focused
on
just
one
initial
sound
instead
of
several.
This
helped
children
much
more
easily
distinguish
the
sound
and
focus
on
this
sound
whilst
I
read.
Comment [4]: This
feedback
really
helped
while
working
both
in
groups
and
one-on-one
with
students
to
focus
them
on
initial
sounds,
to
practice
them
and
to
compare
and
distinguish
them
from
other
sounds.
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