Julia Sansom

(3) Lesson Plans

Fall 2015

Professor Observed Lesson

Design for Learning

Instructor: Ms. Sansom
Lesson Title: The Letter J
Curriculum Area: Letter Recognition

Grade Level/Cooperating Teacher:

Preschool/Bosley
Date: October 22nd, 2015
Estimated Time: 60 minutes

Standards Connection:
LL.P.7.1 Identify letters of the alphabet.
Identify the letter J
Learning Objective(s):
Students will recognize and construct, with complete accuracy, the letter J when given a letterwriting handout.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn how to how to identify and write the letter J!
Evaluation of Learning Objective(s):
After the teacher has introduced the letter J, modeled how to write the letter, and the students
have practiced writing and recognizing the letter using various resources; students will complete a
letter-writing handout. Students that are proficient will complete all four of their Js with
complete accuracy (starting at the top of the letter, pulling down into a curve, and then jumping
back to the top and drawing across to make the hat.) and will be considered green. Students that
complete three out of the four letters accurately will be considered yellow. Students that complete
two or less of the letters correctly will be considered red.
Engagement:
The teacher will introduce the letter J by showing students a video from Story Bots on the Ipad,
and discuss J words the video introduced with picture flash cards.
Hello friends! I am so excited for center time today! You want to know why!? We are going to
have a blast learning about a new letter! We are going to get to do all sorts of fun things! But it is
SO so important that you remember how we sit a Ms. Bosleys table during center time. All my
friends need to sit in their chairs nice and tall, have nice hands, and put a bubble in their mouth.
The teacher models this behavior as she says it. Sound good? Wonderful, lets get started! Today
we are going to be learning about a very fun letter. Teacher holds up a whiteboard with the letter
J drawn on it. Can anyone tell me what this letter is? Thats right a J! You want to know
something; the letter J is very special to Ms. Sansom because my name starts with a J! My first
name is Julia. Teacher writes her name on the board. Isnt that neat!? Ok, we are going to get to
watch a neat video that tells us about the letter J and also tells us about some words that start
with J. Turn your listening ears on and put a bubble in your mouth and lets watch the video.
Teacher plays the video that is already pulled up on the Ipad next to her. (See Resources) Wasnt
that a fun!? Those cute little robots said SO many neat words that start with J! Lets talk about
some of those. Teacher grabs J word vocabulary cards that are next to her. (See Resources)
Can anyone tell me what they see in this picture? Thats right those are j j jackets! We wear
those when it gets cold outside. Great job! Student A can you tell me what letter you see right
there? Thats right thats a J! Ok, friends look very closely at these pictures can anyone tell me
what that silly animal is? Yay Student B! You are right! That is a j... j jellyfish! Teacher holds
up the third card. Student A can you tell me what you see in this picture? So close! This is a
picture of a j j jellybean! The word jacket, jellyfish, and jellybean are all words that start
with a J! Can any friends think of any other words that start with the letter J? Hmm Student A,

can you think of a word that starts with the letter J? Great thinking! Jump starts with the letter
J! Student B can you think of a word that starts with the letter J? Oh, awesome thinking! Jack-OLantern starts with the letter J! Awesome! Boys and girls, I think we are ready to move on to our
next fun game! (Teacher Transitions to teaching)

Learning Design:

I.
Teaching:
Teacher models how to write the letter J using a white board.
Friends I need all eyes up here with a bubble in your mouth. I want to see each one of my
friends making good choices and earning their thumbs up! Friends, where do we
ALWAYS start our letters? Thats right we start our letters at the top. I want you to reach
your hands up high in the air. *Sings*Where do you start you letters at the TOP, where
do you start your letters at the TOP! If you are gonna write a letter than you better,
better, better, start it at the top! Yay, great job! Teacher picks up her white board that
has a letter J drawn on it and a marker. The letter J is a special letter because it has a
curve in it. Student B could you please point to the curve in the letter J? Teacher holds
the white board out for the student to look at. Great job, you found it! Teacher uses her
marker to trace over the curve on the letter J. The letter J also has straight lines. Student
C can you point to a straight line in the letter J? Teacher holds out the whiteboard for the
student to see and then traces over one of the straight lines. Oh, but wait. I see ANOTHER
line! Can anyone find it? Thats right Student A there is a straight line at the very tiptop
of the J. We call that the hat. Great job looking so closely at the letter J! The letter J is a
pretty neat letter isnt it? It has two straight lines and one curve. Wow! Alright boys and
girls, I need all eyes back on me. I want you to watch me as a write the letter *teacher
pauses and waits for students to finish her sentence* J!! Start at the toppull down
and curve jump back to the top and draw a line across. See that? Now lets trace it in
the air together. Everyone reach your hand up towards the sky pull down curve
around jump back to the top line across the top! Awesome work boys and girls! Are
you ready to write your Js on the Ipad!? (Teacher Transitions to opportunity to
practice)
II. Opportunity for Practice:
Teacher uses the Letter School app on the Ipad and whiteboards to give students the
opportunity to practice writing the letter J.
The teacher gets the Ipad from the table and opens up the Letter School app.
We are going to practice writing the letter J on the Ipad. Watch me first and then you
each will get a turn. Teacher models first. Ok, Student A you can start us off. Teacher
hands each student the Ipad and the students practice writing the letter J. The teacher
continues to remind the students to start their letters at the top. Great job everyone!
Now you are going to get to write your Js on a white board. Teacher passes out
whiteboards and markers to the students at the table. Friends, we are going to practice
writing the letter J altogether. So open up your markers we are going to start at the top
and pull down curve around jump back the top and line across the top. Good job!
Erase, and lets try it one more time. Teacher helps student erase their boards with a
paper towel. Lets try it again! Start at the top and pull down... curve around jump
back to the top and line across the top. Wonderful job! Erase your board and put your
caps on your markers, and make sure you hear the marker click. Teacher collects the
whiteboard and markers. One last time I want you to tell me how to write the letter J.
Student B where do I start my letter? Thats right at the top! Student C does the letter
have any curves? Thats right it does! Ok watch me close. Start at the top and pull

down... curve around jump back to the top and line across the top. (Teacher
Transitions to Assessment)
II.
Assessment
Students will complete a Handwriting Without Tears worksheet to practice writing the
letter J.
Boys and girls, I need all eyes on me and I need you to put a bubble in your mouth. You
have been doing such an amazing job learning about the letter J. I am so proud of each
of you for working so hard. I am going to give you a chance to show me how to write the
letter J! You are going to practice writing your Js on this worksheet right here. Teacher
holds up the worksheet. See where these arrows are friends? This is where you are going
to start each J that you draw. Teacher passes out the worksheet. What do you need to
write your Js? Thats right! You need a crayon. Teacher passes out a crayon to each
student. Teacher observes each individual student writing their letters, assists, and
corrects them when needed. Friends, when you are finished I want you to turn your paper
over and write your name for me. (Teacher transitions to closing)
III.
Closure:
Teacher closes lesson by having students look at an example of the letter J and a nonexample of the letter J and determine which one is a correct representation of the letter J.
Wonderful job on writing such beautiful Js friends! I loved how you worked so hard
during center time and followed directions so carefully. I am proud of you. But I have a
few questions for each of you before we go. We are going to go on a little J hunt! Student
A I have two letters right and I want you to point to which one is the J. Teacher holds up
two alphabet flash cards and lets students determine which one is a J (See Resources).
Remember the letter J has a curve. Can you point to which letter is a J? Great job! This
card is a B, and this card is a J! Teacher holds up two more letters for Student B and
announces to the whole class to take a last turn. Student B can you point to the letter J?
Awesome! Teacher holds up two letters for student C. Student C is this letter a J, yes or
no? Teacher points to the J on the card. Thats right it is!! Oh friends, great job! It is your
turn to go to blocks and cars!
Materials and Resources:
Video: Jump for J by StoryBots
https://www.youtube.com/watch?v=_bGQ-XlLk8M
1 minute 20 seconds
Words that start with the letter J visual cards

acket

ellybean

ellyfish

Letter School App

Whiteboards/markers/erasers

Handwriting Without Tears worksheet/Crayons

*Increased difficulty worksheet option

Alphabet flashcards

Differentiation Strategies (including plans for individual learners):

Students that need increased rigor during the lesson will be given a worksheet with less
scaffolding (more independence in constructing the letter J). These students will also be
asked more rigorous questions throughout the lesson. (i.e. asked to come up with words
that start with the letter J)
Students that need additional support with recognizing and constructing the letter J will
be given additional instruction with letter recognition interventional activities through
sensory related letter practice (constructing the letter J with play dough/sand/dot
markers).
Student will also be given additional time to practice writing their letters using letter apps
on the Ipad.

Data Analysis:
I taught a total of nine students during this lesson. The assessment guidelines for writing the letter
J were:
Green:
Students that are proficient will complete all four of their Js with complete accuracy (starting at
the top of the letter, pulling down into a curve, and then jumping back to the top and drawing
across to make the hat.) and will be considered green.
Yellow:
Students that complete three out of the four letters accurately will be considered yellow.
Red:
Students that complete two or less of the letters correctly will be considered red.
This table shows how many students fell into the three categories.
Overall the students did very well with the assessment. They were able to follow directions and
write their Js using the 3 main steps. The students that scored in the red range have challenges
writing due to certain special needs. With these students I guide their handwriting so they can
practice the different steps on writing the letter J.
The results of the scoring is represented in the table
*The students that performed on a level yellow or red I worked with to model writing the letter J
and then guided their hand in writing the letter again.
Green
7 Students

Yellow

Red
Two students

Reflection:
This was the second lesson that I have taught to my preschool class. I have observed my teacher
teaching her students letter recognition during literacy circle several times. Therefore, I decided

to follow a similar structure that my cooperative teacher had established because I saw that it was
very effective and familiar to the students. For the actual teaching of the lesson I felt that the
strengths were that the objective and focus of the lesson was clear to the students. The resources
and practice was all focused on teaching students how to write the letter J. I also felt that the
resources I used were appropriate for the students and helpful. The students are use to using the
Letterschool app on the iPad, which is a fantastic scaffold letter writing practice. But the students
were new to using the mini whiteboards. I was unsure of how they would handle them, so I tried
to explain to them that using these whiteboards were very special because they all got their very
own board. This spoke volumes to them, and ended up being the best resource for them! I felt that
the weakness of my lesson was not using real life visuals of objects that begin with the letter J. I
feel that the flashcards I used at the beginning were not concrete enough for them. My main take
aways from teaching this lesson was that teaching students is so rewarding! I absolutely love
seeing little light bulbs go off in their mine. I also learned that it is very hard work to manage
student behavior and teach at the same time. This is definitely an area of teaching that I would
love to learn more about.

Samford University
Design for Learning

Teacher Observed/Video Taped Lesson

Design for Learning

Instructor: Ms. Sansom
Lesson Title: B and W Sounds
Curriculum Area: Phonics

Grade Level/Cooperating Teacher: Pre-K/Bosley

Date: November 17th, 2015
Estimated Time: 45 Minutes

Standards Connection:
L.L.P. 2.1 Discriminate and identify sounds in spoken language
B and W
Learning Objective(s):
When shown pictures of objects beginning with either that letter B or W, students will be able to
correctly identify if the objects begins with the letter B or W.
Learning Objective(s) stated in kid-friendly language:
Boys and girls, today we are going to be learning about what sound the letter B and W makes.
You will be able to hear a word and be able to figure out if the word starts with a B or a W.
Evaluation of Learning Objective(s):
After the teacher has introduced the sounds the letters B and W make, and modeled how to say
the sounds, and the students have practiced recognizing the sounds at the beginning of words;
students will complete a picture and letter identification worksheet. Students that are proficient
will complete all five of the questions with complete accuracy and will be considered green.
Students that complete three or four out of the five questions accurately will be considered
yellow. Students that complete two or less of the questions correctly will be considered red.
Engagement:
The teacher will introduce the sounds of the letters B and W by using a book and watch as
visual of objects that begin with the letter B and W. Then the teacher will show students two
videos that illustrate the B and W sounds.

Hello friends! We are going to do some much fun learning today in literacy centers! We are
going to be learning about the sounds two letters make!
We are going to get to do all sorts of fun things! But it is SO so important that you remember
how we sit a Ms. Bosleys table during center time. All my friends need to sit in their chairs
nice and tall, have nice hands, and put a bubble in their mouth. The teacher models this
behavior as she says it. Sound good? Great! Lets get started!
I need my friends to try to figure out what two letters we are going to be learning today. I
brought two surprises along with me today. Teacher places a book on the table. Can anyone
tell me what this is? You may read one at story time, or look at the neat pictures during
morning time Thats correct! This is a b...b book!
Now I have a big question for you does anyone have a guess on what that word book
starts with? Student A, do you have any ideas on what the word bb BOOK! Starts with?
What great thinking! The word book starts with the letter B! We are going to be talking
about the sound the letter B makes. Teacher writes the word book on the small
whiteboard.
I have another surprise for you! I also, brought a WATCH along with me. A watch is just a
very small clock we can wear on our wrist. What do you think the word wwWATCH
starts with? Teacher writes the word watch on the white board, and underlines the
w.
The word watch begins with the letter w! We are going to be learning about the sound the
letter W makes.
Can anyone tell me what two letters we are learning about today? Student C, what two letters
did we say we are learning about today? Thats correct we are going to be learning about
what sound the letter B makes, and what sound the letter W makes.

We are going to watch TWO videos today that teach us about the sounds the letter B and W
makes. Make sure you are listening closely so you can hear the b...bB sounds and the
w...w...W sounds in the video.
Teacher plays B video, and then W video.
Wow! Those were very fun videos!! Can anyone tell me something they saw in the b video?
Thats right there were butterflies in the b video. Can anyone tell me something they saw in the
w video? Great thinking Student A, there were worms in the w video!! We are going to be
looking at more pictures and figuring out if they start with a b...bb sound like that book or if
they start with a ww w sound like the watch!! (Teacher transitions to teaching)
Learning Design:

I. Teaching:
The teacher will use a B/W sound file folder to model matching the beginning
sounds to the correct letter. (i.e matching a picture of a butterfly to the letter B)
Students, we are going to play a little game to help us figure out the sound that the letter
B makes and the sound the letter W makes. I have several picture of things that start with
the letter B and the letter W. Remember when we started this morning, I showed you this
book and watch. The b b book begins with what letter? Student A? Thats awesome
bbbook begins with the letter B. B makes a B sound. Lets make the B sound together
two times! Ready! 1-2-3 bb Great job friends! We also looked at the watch, and said
that the word watch started with which letter? Student B? Thats right! The word watch
starts with the letter W. Now Student A, look at this picture. What is this a picture of?
Good job! This is a picture of a bat! Does the word bat start with the letter B or the letter
W? Correct! The letter B! Now I want you to place the picture under the letter B! Good
job! Student B, what is this a picture of? Spiders crawl on this Sometimes we see them
on windows Great thinking! It is w...w WEB! Does the word web start with a W or
and B? Great job! The word web starts with a W! *Teacher will continue this procedure
for each picture* Awesome thinking everyone! Everyone letter makes and sound. What
sound does the letter B make? Thats correct! Lets all say it together! 1-2-3B! Every
letter makes a sound what sound does that letter W make!? Thats right! Lets all say it
together!! 1-2-3 W! Ok friends, you are going to practice figuring out if a certain
pictures start with B or W!
II. Opportunity for Practice:
B and W Sound Hunt
Students will be given a table with pictures of either an object that starts with a B or
a W.
Ok, now its your turn to practice friends! I am giving each of you a handout with some
different picture on it. These words either start with a b sound or a w sound. I want
you to find all the pictures that start with the b...b... sound and place a B card on top
of the picture. I need all eyes on me. If you see a picture that starts with the letter W then
you will place the W on your mat. *Teacher demonstrates* When you have your mat and
cards you may begin matching.
III. Assessment
Students will identify whether the object in the picture begins with the letter B or W.
Students now it is your turn to practice all on your own. I am passing out a worksheet to
each of you that has five pictures on it. you are going to look at the picture and decide if
the picture begins with a B or a W. Then you will circle the correct letter! Lets do the first
one together. Student A, what is this a picture of? Thats right, a whale! Does the word
whale start with a W or a B? Thats correct, a W, so you will circle the letter W. Now it is

your turn to do the next question. Teacher assists and observes students throughout
the assessment (Teacher transitions to closure).
IV. Closure:
Students today we have learned about the sound a B makes and the sound a W makes.
Can anyone tell me what sound a B makes? Student A? Amazing job! The letter b makes
and bb B sound. Can anyone think of any words that begin with the letter B? Great
thinking Student C! Book begins with the letter B! We also learned what sound the letter
W starts with! Student B, can you tell us what sound the letter W makes? Amazing job!
The letter w makes a wwW sound. Can anyone think of a word that begins with the
letter W? Student A? Oh wow, you are correct water starts with the letter W! I am so
proud of all of the hard work you have done friend! Great thinking! (Teacher rotates
groups)
Materials and Resources:
Book
Watch
B sound video
https://www.youtube.com/watch?v=F7WyPqms5x0
W sound video
https://www.youtube.com/watch?v=8ovG9ptOjBw
B/W beginning sound file folder
B and W Letter Sound Hunt/corresponding flash cards

Ball

Watch

Box

Whale

Book

Bat

Assessment
*Include picture

Differentiation Strategies (including plans for individual learners):

Students that need increased rigor will be asked high order questions such as
Can anyone tell me the sound the first letter in your name makes?
Can anyone tell me a word the starts with the B sound/W sound?
Students that need additional instruction will receive increased emphasis on the
opportunity for practice portion of the lesson and will be asked differeitiated questions.
Does the word boy start with a b or w
Does the word wagon start with a w? Yes or no?

Data Analysis:
I taught a total of none kids during this phonic lesson. The guidelines were for assessment were:
Green:
Students that are proficient will complete all five of the questions with complete accuracy and
will be considered green.
Yellow:
Students that complete three or four out of the five questions accurately will be considered
yellow.
Red:
Students that complete two or less of the questions correctly will be considered red.
The results of the assessment are represented in the table
*For students that scores in the yellow and red range I went back through the worksheet with
them and talked them through what the pictures were representing and tried to emphasized the
beginning sound of the word.
Green
Yellow
Red
4 students
2 students
2 students
Reflection:

For this lesson I used what I learned from my letter recognition lesson and used real life
examples instead of just pictures. I used a book and a watch as examples of words that
begin with the b sound and w sound. In this lesson we were working on being able to
discriminate between the two sounds. I think the highlight of the lesson was when I used
a file folder t-chart. I would show a student a picture of an object that either started with a

b sound or w sound and they had to determine with sound it made. I think this was most
helpful to the students because it was a simple and clear exercise that really gave them a
lot of practice determining what sound they were hearing. I would definitely have
changed the assessment I gave the students. It was difficult for them to use and was not
clear enough for them. I think it was too challenging for the level they are on. I would
have used the exercise I had them do during the opportunity for practice as the
assessment. That was more clear and appropriate for their level. Overall, I learned a lot
about the importance of clear explanations during this lesson. Sometimes more words are
not always better. Using simple and concise explanations and directions is at times the
best way to communicate. I felt that I was too wordy in this lesson and therefore I think
there were parts of the lesson that were confusing.
Peer Review:
Video Observation
Notetaking Tool
Observers name: Emily Eustace_________________________
Lesson observed: Phonics___________________________
Purpose: To provide a framework for reflection and collaborative conversations about
teaching and learning.
Directions: Read over the guiding questions below. As you view the video, jot down
notes about what you see and hear. Note any examples or evidence to support answers to
the questions.
Student Engagement/Classroom
Involvement
1. How are students involved in the
lesson?
What is the extent of student involvement?

Notes

2. Were there opportunities for

students to
ask questions? What kinds of questions
were they asking?
How did the teacher help students make
connections to what they were learning?

The teacher connected different objects

with the letters that she was teaching. For
example: (w) watch and (b) book.

3. Describe the interaction in the

classroom.

Students were echoing the teacher.

Students were also physically interacting
with the file folder practice.

Student Learning

The students are seated directly in front of

the teacher so that they are fully engaged
and on her level. Students are continuously
being questioned

Notes

1. What evidence do you see that

indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

Students were correct with their responses

to the teachers questions, which showed
that they accurately answered each one.
Yes! The teacher clarified the objective
before beginning the teaching.

3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor student
progress?

The students were able to verbally and

physically place each item with the correct
letter that it began with.
The teacher listened to each students
responses, as well as individually
monitoring the students when they were
practicing. The teacher had the students
sitting in front of her so she could easily
watch them.

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, co-learning,
etc.)
2. How was content/concepts presented
to students? Was there adequate
explanation of the concepts to
ensure student learning?

3.

What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

The teacher is facilitating the lesson, but

also playing a role as if she is on the same
level as the students.
The teacher did a great job of helping the
students to understand the concept that
was being taught. Students seemed to have
a positive impact from the lesson.

The students were questioned to decipher

between the letters b and w during the
entire lesson. Students were also asked to
make connections with the letters to
worldly objects. The teacher was very
patient and encouraging while waiting for
responses.

4. What tasks are students doing? Did

the students have the opportunity to
practice their new knowledge or
skill? Did the practice help support
the learning outcome?
5. How did the teacher manage the
learning environment? (Procedures,
securing attention, time on task, etc)

The students practiced their skills by using

the file folders and placed the different
pictures under each letter. The practice
allowed for students to individually make
a decision with each letter.
The teacher did a great job of controlling
the students while she was individually
talking to one student!

Feedback
3-2-1
3 Affirmations based on the observations and evidences above
The teacher engaged the students very well, and controlled them well as a group.
The teacher was positive when encouraging students on their efforts.
The teacher continuously stressed the objective while engaging, teaching, and
having the students practice!

2 Questions for Consideration

What other ways could you have the students practice? Is it possible that they could
work as a group?
Would you consider using a different assessment?

1 Recommendation
Maybe try using a bigger engagement?
Self-Review:
Content Knowledge
Notes:
o
o

I establish good eye contact with my

class. I do not talk over their heads, to the
blackboard or to just one individual.
If I tend to teach predominantly to one
area of the classroom, I am aware of this.

I tried to be engaging by making eye

contact with my students and trying to
keep their attention. I also try to involve

o
o
o

I make a conscious effort at all times to

pay attention to all students equally.
I divide my students into small groups in
an organized and principled manner.
I recognize that these groups should differ
in size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or
equipment, I have them set up before the
class begins.

Literacy
C. Presentation
o

o
o
o
o

o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to
accommodate students with vision
impairments.
I speak loudly enough to be heard in all
parts of the classroom and I enunciate
clearly.
I vary the exercises in class, alternating
rapid and slow paced activities to keep up
maximum
interest level in the class.
I am prepared to give a variety of
explanations, models or descriptions,
understanding that
one explanation may not be sufficient for
all students.
I help the students form working principles
and generalizations.
Students use new skills or concepts long
enough so that they are retained and thus
future
application is possible.
I plan for "thinking time for my students
so they can organize their thoughts and plan
what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect
the learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily
activities and am aware of culture
misunderstandings which might arise from
the activities I choose.
o I work for an atmosphere of understanding
and mutual respect.
o I tell students when they have done well,

all students equally in the lesson.

Notes:

I think all the students were situated so

they could see me and the materials I
held up during the lesson.

Notes:

I felt that I could have spoken louder

during the lesson, at times I think my
voice sound too quiet. I felt that the
student had ample amount of time to
practice the skill. I also gave students
models and visuals.

Notes:

I felt that my lesson had a lot of variety

and opportunities for the students to
practice the phonics skill. I showed my
students respect and tried to create an
uplifting atmosphere.

but I don't let praise become mechanical.

My activites are varied, some more visual,
aural, oral and kinesthetic. I provide
models, examples, and experiences to
maximize learning in each of these areas.

Professionalism
B. Self-concepts
r I treat my students with the same respect that I
expect them to show me.
r I plan "one-centred" activities which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
r I am aware that my students learn differently.
r My exercises are varied, some ore visual, aural,
oral and kinesthetic. I provide models,
examples, and experiences to maximize learning in
each of these areas.
r I finish my class period in a way which will
review the new concepts presented during the class
period. My students can immediately evaluate their
understanding of those concepts.
III. The Activity
A. Interaction
r The activities maximize student involvement.
r The activities are organized to insure a high
success rate, leaving enough room for error tomake
the activity challenging.
r The activity is focused.
r The activity is geared to the proficiency level
of my class or slightly beyond.
r I make the content of the activity relevant and
meaningful to my students' world.

I felt that my assessment was too

challenging for my students. They
needed something more concrete and
clear. I would have used their practice
as the assessment because it was geared
at the appropriate level.
I also felt that my lesson could have
been more organized and concise.

Cooperating Teacher Feedback: Meghan Bosley

Third Lesson

Design for Learning

Instructor: Ms. Sansom
Lesson Title: One to One Correspondence
Curriculum Area: Math

Grade Level/Teacher: Preschool/Bosley

Date: December 3rd 2015
Estimated Time: 45 minutes

Standards Connection:
MP 1.1
Demonstrate one to one correspondence in counting objects and matching numeral name with
sets of objects.
One to one correspondence with numbers ranging 1-10
Learning Objective(s):
Students will correspond each number 1-10 with the correct amount of dot stickers, when given a
math handout.
Learning Objective(s) stated in kid-friendly language:
Boys and girls, today you will be learning how to count to 10.

Evaluation of Learning Objective(s):

After the teacher has modeled correlating numbers with the corresponding number of objects, and
the students have practiced correlating numbers with the corresponding number of objects;
students will fill in a counting mat with by matching numbers 1-10 with the correct number of
plastic bears. Students that are proficient will complete the counting mat with 100-80% accuracy
and will be considered green. Students that complete the counting mat with Below 80%-50% will
be considered yellow. Students that complete the counting mat with less than 50% accuracy will
be considered red.
Engagement:
The teacher will begin the lesson by activating the students prior knowledge counting
numbers 1-10. Then the teacher will read Ten Apple Up On Top by Dr. Seuss.
Good morning preschoolers! Today in math centers we are going to working on our counting!
We are going to be playing some neat counting games! Now I need everyone to remember that
when we are at math center time we work very hard at Ms. Bosleys table! So lets sit up as tall as
we can in our seats. Turn our listening ears up super loud. And put a bubble in our mouth. Great
job everyone! I want to see good listeners today! We are going to be learning about counting
numbers today, and we are going to be counting a lot of neat things!! We have to remember that
numbers are everywhere! We can count almost anything! We can count the steps we take when
we walk to the bathroom. We can count how many friends are in our class. We can count how
many shoes we have on! Lets practice counting things we can around us! Lets start by counting
all the people at this table. Ready get your pointer finger ready! We are going to start by
counting Student B. Point your finger to Student B! Lets count! 1-2-3-4! There are four friends at
this table! Lets count our fingers know! Show me two fists! Let count. 1-2-3-4-5-6-7-8-9-10! Wow
great job! We have 10 fingers! I have lined up 10 apples right here and I want us to practice
counting them!! Ready GO 1-2-3-4-5-6-7-8-9-10! Great job there are 10 apples right here! We
are going to start center time today by reading a super fun book about guess what!?! 10 apples!!
Thats right! Teacher holds up the book. See right here this silly guy is trying to balance 10 whole
apples on top of his head!! Do you think he is going to be able to!? Lets find out! Teacher reads
book to students meanwhile placing an apple on the table as she reads to demonstrate what is
occurring in the book. Wow friends! That was a great book! How many apples were they able to
put on their heads? Thats right Student A! They were able to balance 10 whole apples on their
head! Do you think you would be able to balance 10 apples on your head? No? What about 2
apples? I think we could maybe balance two apples on your head! This book was showing us that
we can use any kind of thing like a toy or apples to show our numbers. When I have 10 apples

lined up right here these apples are showing the number 10! We use fun things like apples and
toys to help us count! Today we are going to get a lot of neat things to help us learn about
counting! (Teacher transitions to teaching)
Learning Design:

I. Teaching:
The teacher will model one-to-one correspondence for placing the corresponding
number of magnetic dots next to the correct number on the mini whiteboard.
Students we are going to learn more about counting our numbers. I want to have
everyones eyes on me. I need you to help me with something. I am going to be counting
out each number. !You see we are counting out each number! When we count up the dots
it should match the number it is next to! This is a very important part of counting! We use
different objects to help us count out the numbers. Just like this! Teacher grabs her
whiteboard and magnetic dots. Right here is the number 10! Can everyone say 10 with
me? 10! Great job! I am going to count out the number 10 with these little magnets.
Ready count with me! 1-2-3-4-5-6-7-8-9-10! Amazing!! Right here is the number 9! Help
me count out the number 9 with these magnets! Count with me ready! 1-2-3-4-5-6-7-8-9!
Awesome job! You see what we have here! These magnets are showing us the number
that they are next to. Lets keep going! What number is right here? The number 8 great
thinking! Lets count out 8 magnets! 1-2-3-4-5-6-7-8! What number is this student A?
Awesome the number 7! Lets count out the number 7 with these magnets! Count with me!
1-2-3-4-5-6-7! What number is this student b? Excellent the number 6! Lets count out the
number 6! 1-2-3-4-5-6! Teacher points to the number one that is written on the
whiteboard. Right this is the number 5 so I am going to place one dot on here. What
number is this? Teacher points to the number 4. This is the number 4 so I am going to
place how many dots next to it? 4, thats right! 1-2-3-4! Student A how many dots do I
need to stick next to the number 3? Thats right three dots! Can you stick them on their
for me? Great job! Student B how many dots need to go next to the number 2? Great 7
dots! 1-2-3-4 Lets keep going! Student C what number is on the board right here?
Awesome the number 1!
II. Opportunity for Practice:
Students will have the opportunity to practice their counting skills. To begin with
the teacher will give each foam dots. The teacher will show students a number flash
card. The students will ask students to place the correct number of dots on the cards
to represent the number.
Students you have been doing an amazing job with your counting! I want you to look up
at this card. What number is on this card!? Right! The number 1! Should I have two foam
dots on this card!? No way! I only need one! Student A, what number is this right here!
The number two! Will you count out two foam dots and place it on the card? Great
listening! Student B, what number is this! Three! Count out 3 dots and place it on the
card! Let me here you counting!! Great job! Student C tell me what number this is? Its
the number 4! How many dots do you need to count out? Four dots! You are correct!
Student A what number is this? Right! This is the number 5! Count out five dots and place
the on the card! You are all making such happy choices!! Student B, what number is this?
The number six! Count out six dots and make sure I can hear you counting! Remember to
use your words Student B! Student C, this is the number 7! Will you count out 7 dots and
place them on the card? Thank you! Student A, will you tell me what number this is?
YES! This is the number 8! Count out 8 dots and place them on the card!! Student B, will
you tell me this number! Yes sir! That is the number 8! How many dots do you need to
make the number 8? Use 8 dots! Student B, tell me this number right here. Yes the
number nine! Count out 9 dots and make sure I can here you counting!! This is our last

number friends! Will you count of 10 dots Student C? Great work friends. Teacher places
cards with dots in order. We counted all the way to 10! We showed each number by using
dots! Great work! Now its your turn to count! (Transition to assessment)
III. Assessment
Placing dot stickers next the correct corresponding number will assess students on
their one-to-one correspondence. (#1=1 sticker)
Students, here is a counting worksheet that I have made for you! There is 1, 2, 3, 4, 5, 6,
7, 8, 9, 10 questions. Lets look at number 1! There is 1 box out next to the number 1. Do
you need to put two dots next to number one? No way! You only need 1 dot! You are
going to put the dot stickers in each box and say the number out loud! I want to hear you
counting!! Watch me! Teacher models! Now its your turn! (Transition to closure)
IV. Closure:
The teacher will conclude the lesson by having the student use their fingers to
represent certain numbers.
Great job today working on your counting everyone! Real quick before we switch centers
can everyone show me the number 10 with your fingers? Great! Now show me 9 fingers!
The teacher will continue to count down to the number 1. Amazing job everyone! Switch
centers!
Materials and Resources:
1-10 group
Ten Apples Up On Top by. Dr. Seuss
Counting Flashcards
Foam Dots
Dot stickers
Math assessment
Differentiation:
Students that need increased rigor will be asked high order questions such as
If you have 10 boxes, how many 10 stickers do you need?
If you already have put three stickers in the boxes, how many more stickers do you need
to make 5?
Is this the number 5 yes or no
Data/Analysis
All 6 students that I taught scored in the green on this assessment. I believe the reason for this is
that this skill and content was not new for them. They were familiar with the materials and what
they were being asked to do. Many of the students can count higher than 10, but the main focus of
tis lesson was trying to get the students acclimated to looking at number values. Corresponding
the number 5 to 5 objects helps students see the number 5 in picture form. This visual is key to
their number sense.
Reflection:
This was my first full math lesson to teach, and I really loved working with the students on their
counting. I realized that the preschoolers love to count and they were extremely receptive to this
lesson. I felt that the strengths of the lesson were that there was a focused goal and all of the
practice and modeling was age appropriate, therefore it was effective for the students. I learned
from my phonics lesson to be careful about over thinking the assessment and practice. My
students do best with simple to the point hands on practice. They love to get involved and this
whole lesson I had them counting! I also felt that the assessment was concrete and a good way for

the students to practice the sequence of their numbers, as well as corresponding dots to number. I
felt that I could have provided more modeling for my students on how to use the dot stickers on
the assessment. Overall, I thought the lesson was effective for my students needs.

Samford University
Design for Learning