Lesson Planning and Preparation

Name: Sarah Schuster________ Date of Observation:_3/1/17____________

Ages/Grades Number of Number of Number of Number of English
of Students in Students Gifted Language Learners
Students __K___ Class __27____ with an IEP __0__ Students __0____
__12____

Lesson Title: Make a Word _____________________________________________________________

1. Content Knowledge (1A)

Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ISTE*S 1C. use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways

ISTE*S 2C. demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property
2. Student Characteristics (1B)
a. Identify your students abilities regarding the identified enduring skills, concepts, and processes for your class.
The students in the class all have varying ability levels. A group of 14 students read between a level 4 and a level 6 (the level expected
at the end of kindergarten). A smaller group of students, about eight students read at a level 3 while the remaining five students read at
a level two or below. Different groups of students have been practicing different skills that fit their needs. All students have passed
their beginning and ending sounds, but not all have passed their middle sounds. A group of students are beginning to work on
recognizing patterns in words and have begun working on long and short vowel sounds with the silent e. Another group of students
are working on putting beginning, middle, and ending sounds together. The last group of students are still working to identify middle
sounds in words and create words around those middle sounds. Students work on stretching out words constantly during writing and
reading workshop as well. The goal for kindergarteners at the end of the year is to successfully stretch out CVC words. Some students
have already met this objective, but the group of students that I am working with are still working towards this objective. The lower
group of students are on a level 2 or 3 on Lexia. On these levels, they work on sight words, Elkonin boxes, and identifying beginning
and ending sounds. They have not moved on to identifying middle sounds on Lexia, but are working on it in class during word work
at the station they visit. The middle group of students are on levels 4 and 5 while the higher students (a select few) are on higher levels
up to level 8. These higher levels still work on sight words, but it also works towards helping students develop skills to help them
decode words that have different phonemes and arent decodable by normal methods.
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.
None of the students in my class have an IEP. Many students are not identified in kindergarten since they assume that it is just a delay
and the student will catch back up. One student is in the process of being tested for a speech and language delay as well as being
tested so that he can receive ECE services for both math and language arts. He is a very active student and has trouble staying on task
because he likes to move around and works best with individualized instruction rather than whole group or independent work. Another
student in the class is also in the process of being tested for a disability so that she can receive ECE services. This student also does
not receive much support at home. Her mother had her when she was 13 and has been trying to raise her on her own.

Since there are 12 English language learners in the class, they also do not receive much help at home since their parents do not speak
English and are not able to help them with their homework. There are a couple of other students in the class who only have one parent

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at home that speaks English so they only have support if that person is around to help. Some of the ELLs do not speak much when
they are in class because they are not comfortable enough with English yet. A few of the Spanish speaking students in the class will
speak in Spanish to each other during workshop or at recess since that is the language they are the most comfortable with. They know
English enough to communicate and are able to read, even if it is at a lower level, but they prefer to speak in Spanish since that is the
language that they speak in at home. The ELLs in the class are pulled out to receive language services once a day.

Slaughter does RTI so there are groups that are constantly being pulled for RTI instruction. Some students receive more interventions
than others. Some students are pulled out of class three times a day for instruction. There is also an interventionist that comes into the
room during math to work with a tier 2 group.

There is a higher performing group of students in the class as well. They are not classified as GT, but they are students that receive a
lot of support at home and came in ready for kindergarten. One of the students in this group is bilingual, but the rest of the students
speak English. A couple of these students come from homes where they have moved before, or their parents had moved, either from
somewhere within the U.S. or from another country, a couple of times before settling here.

Two of the students in the class moved to Louisville in the middle of the school year. One is currently being tested for a disability, and
the other student does not speak much English. This made the transition challenging for each of these students. The other students in
the class have not moved around much since they are still so young. The few ELLs may have moved a couple of times, but the rest of
the students are from Louisville.
3. Learning Environment (2A-2E)
a. Provide a rationale for learning theory or brain research applied in this lesson to meet students needs. (2B)
Jerome Bruners constructivist theory is the main learning theory present in the lesson. This lesson is based off students prior abilities
and knowledge of phonemes and how letter sounds and how to read. Some of the words that students are spelling or identifying
sounds of are sight words that students have seen before. The phonemes that students are sounding out are ones that they have been
introduced to before. Bruners constructivist theory focuses on schema and building on prior knowledge. In this case, students are
building on their prior knowledge of the different phonemes and how letters work together to make different sounds and various
words. The students need more practice with their beginning and middle sounds as well as different blends and digraphs. The different
applications help the students practice these skills that they are familiar with. They also have the opportunity to practice building
words that contains blends and digraphs that they have previously learned. The use of these applications build on students prior
knowledge of the phonemes, blends, and digraphs to help them practice the skill of building and stretching out words.
Robert Ganges conditions of learning theory is also present in this lesson. It is not as prominent as the use of schema present in
Bruners theory, but Ganges theory is present in a few ways. Ganges conditions of learning theory says that there are nine
instructional events that occur in learning. This connects with the constructivist theory based on what level of learning students are
currently in. In this lesson, the use of technology allows for eight of the nine events to occur. The technology used allows for instant
feedback for students to see how they performed during the activities and get feedback for how they did and what they could work on.
Without this feedback, students are only achieving up to levels six. This learning theory shows how students learning can be enhanced
by technology by allowing for instant feedback and allowing them to achieve almost all to all steps of the learning processes
mentioned in Ganges conditions of learning theory.
b. Describe strategies to support collaborative and individual learning. (2A)
Since there are not enough iPads for each student, some students would have to share the iPads. This would allow students to
collaborate with one another while they are working. When students are using an application such as Socrative, Google Forms or
Kahoot, students can be in pairs and work together to answer the questions and do the work. This allows students to work
collaboratively to complete the work. Students can talk with each other about the correct answers and sound out the words together to
help one another. Since the students are so young and some of them have accents or do not always pronounce words correctly, having
someone else to listen to and talk with when stretching out words can be beneficial. It allows them to hear how another student may
say a word and how that could sound different to how they say it. It then allows for discussion about the topic to enhance learning.
Students will have to share the iPad so that they both have a chance to complete the work, but it allows them to talk with each other to
build knowledge and understanding through their own connections.
Since students are making their own connections, they are learning individually. When students trade-off who gets to answer the
question on the iPad, they can decide whether or not they agree with their partner. If they do not, they can select the answer they think
is correct and see what the result is. This allows for individual learning because students are making decisions based on their own
information and own thinking. They have to learn that it is not always best to listen to what someone else tells them if they truly
believe that they themselves have the correct answer and can justify it. With Plickers, students are also showing their individual

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learning. Plickers allows each student to determine what they believe is the correct answer and show their thoughts based on how they
hold the card. Each student has their own code and it is hard for them to see what their peers think. This prevents students from
choosing an answer just because their neighbor chose that answer. They can choose the answer they think is correct since they cannot
read another persons card. This allows me to see what each student knows and provides me with instant feedback on their individual
learning.
c. Describe strategies to foster an understanding and respect for diversity. (2A)
There are multiple ESL students in this class that I am aware of. These students each have different backgrounds and bring something
different to the classroom. Some students prefer to speak in Spanish, but since I am trying to teach them how to read in English, they
typically are not allowed to speak in Spanish during this time. I understand that these students are more comfortable speaking Spanish
and I do not disregard this, but I do want them to learn English as well. Since they prefer Spanish, they are allowed to speak it during
free times and during recess to help them feel more comfortable at school. During this lesson, I will also provide these students with
more time on some activities. They will be paired with an English-speaking student of a similar ability level when using the iPad so
that they can hear how they pronounce words and phonemes in their dialect. This helps the ESL students that have an accent or are
used to listening to people with Spanish accents. This way they are able to hear and American accent to help them hear the sounds
better. This also benefits the English-speaking student as well because it allows them to listen for the difference between
pronunciations of words to help make them more cautious of listening for sounds within words. I am also aware that not all students
have access to technology at their homes. With this being known, I am using applications that are easy for students learn how to use
and do not require extensive knowledge on how to use an iPad. The students all have general knowledge of how to use an iPad since
they have used them before in class. They do not need much knowledge beyond this for any of the applications. This allows all
students to be on the same playing field for these activities whether they have technology available to them at home or not.
d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).
The classroom is set up with five different table groups a kidney table in the back of the room and a carpet in front of the smart board.
There are 10 classroom iPads and 27 students meaning there will be two three students per iPad. One group will be in front of the
door, two groups will spread out on the carpet, one group will be at the back table, and one group will be at each table and one table
will have two groups (the table with two groups will have two groups of two). The groups will be spread out so that they have enough
room to talk with each other and have enough room so that they are not bothered by other groups. Having the groups spread out
allows them to talk with their partners or groups while they work and not be distracted by other groups. Having the students spread
out also helps students who get overwhelmed by large groups. Many students perform better in small groups when they have the
opportunity to talk with others. They are too shy to speak out in whole-group instruction so small groups benefit these students. The
students that do not have a problem with large group instruction are still able to share their thoughts with their partners. This helps
create a positive learning environment.
For Plickers, the students will all be on the carpet. Each student has a designated spot on the carpet labeled with a piece of tape. These
seats allow each student to have their own space on the carpet and not be bothered by other students. Having the students on the carpet
will allow them to all be in one area to make it easier to scan their cards without missing any of them. This also takes away some of
the temptation of looking at someone elses card. Since they are all on the carpet, they will not be able to see any other cards since
they will all be facing the same way. This makes the work more individual and helps students feel more comfortable about their
answers since they know others cannot see what they chose.
Kindergarten receives a second wellness at the end of the day if they get all of their work done. This second recess is often offered as
a reward to the class for staying on task and getting their work done. This is one strategy used for controlling behavior. If the students
do not behave and get their work done, then they will have to spend part of their second recess finishing their work especially since
word work is at the end of the day. They do not have a point system for behavior, so their free time is their reward. The students know
that if they do not get their work done then they have to finish their work during their second wellness so they often work hard to
finish their work. If their behavior tends to get too wild, then the students will have to work independently and quietly rather than
working with partners. This tactic is backed by B.F. Skinners idea of positive reinforcement. With positive reinforcement, Skinner
explains that a behavior is rewarded in order to encourage and increase the use of that behavior. By offering recess as a reward,
students are engaged in positive reinforcement because they are rewarded with recess if they continue the targeted behavior.
I will be engaging students with their selective sustained attention. The article, The Motivated Brain Improving Student Attention,
Engagement and Perseverance by authors Gayle Gregory and Martha Kaufeldt explained that brain research shows that there are two
types of attention: selective sustained attention, and transient attention. Selective sustained attention says that students select what
they want to pay attention to and deem important and can focus on that for seven to twelve minutes before they will begin to lose
focus. This will be present in my lesson because each section of the lesson will only last between their attention span. Research shows

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 that students attention span of children is about the length of their age in minutes give or take two minutes. Each activity will require
students to pay attention to for period of time longer than their transient attention calls for (seven seconds). Their selective sustained
attention will be activated because they will need to focus on completing the assignment. The activities will not last more than ten
minutes to make sure students are able to stay focused during the duration of the assignment and not lose focus. Once students have
completed an activity, they receive a short break for a couple of minutes to let their minds refocus before requiring their full attention
to be on their work again. This allows students to have the necessary break they need since their attention span is no more than ten
minutes. After the break, students will be able to refocus and pay attention for another ten minutes to complete the next task asked of
them. This keeps all activities in the students selective sustained attention range to maximize their learning.
4. Learning Target(s)/Objectives (1E)
a) The lessons learning targets/objectives should be observable and measureable. The connections to the state curriculum/content
area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives.
b)
Learning Formative Cognitive Level National and/or Adaptations
Target(s)/ assessment Item(s) Level of cognitive Kentucky and/or
Objective(s) List item type(s) demand using Curricular Accommodations
(1C) below and attach the Blooms Taxonomy Standards (1F) For example,
actual item(s) and/or (1956; 2001) for differentiated
scoring rubric to each assessment readability, guided
lesson plan. item. (3D) notes, assistive
(1F) technology, students
with IEP's, students
with 504 Plans (1B)

Objective # 1 Google Form Analyze CCSS.ELA- I can adjust the

Determine quiz LITERACY.RF.K.2 length of time
beginning sounds given for some
of pictures of the activities
to provide
students with
more time if
needed. I would
make this
accommodation
for the ESL
students so that
they can have
more time to
think of the
English word
and decipher
the directions in
English.

The applications
also can allow
the students to
work in groups
or partners.
Since there is
not an iPad for
each student, it
allows for
collaboration
amongst the

Revised May 2016

 students.

The applications
can also allow
for individual
work if I make
this a station
that students
can visit. This is
better for the
needs of some
students that
do not like large
group
instruction and
benefit from
more
individualized
instruction or
practice.
Objective #2 Kahoot Create CCSS.ELA- I can adjust the
Build four letter LITERACY.RF.K.2 length of time
words given for some
of the activities
to provide
students with
more time if
needed. I would
make this
accommodation
for the ESL
students so that
they can have
more time to
think of the
English word
and decipher
the directions in
English.

The applications
also can allow
the students to
work in groups
or partners.
Since there is
not an iPad for
each student, it
allows for
collaboration
amongst the
students.

The applications
can also allow

Revised May 2016

 for individual
work if I make
this a station
that students
can visit. This is
better for the
needs of some
students that
do not like large
group
instruction and
benefit from
more
individualized
instruction or
practice.
Objective #3 Socrative quiz Analyze CCSS.ELA- I can adjust the
Determine Plickers LITERACY.RF.K.2 length of time
middle sounds given for some
of the activities
to provide
students with
more time if
needed. I would
make this
accommodation
for the ESL
students so that
they can have
more time to
think of the
English word
and decipher
the directions in
English.

The applications
also can allow
the students to
work in groups
or partners.
Since there is
not an iPad for
each student, it
allows for
collaboration
amongst the
students.

The applications
can also allow
for individual
work if I make
this a station
that students

Revised May 2016

 can visit. This is
better for the
needs of some
students that
do not like large
group
instruction and
benefit from
more
individualized
instruction or
practice.
Objective #4 Evaluate ISTE*S 1C The applications
Use instant can also allow
feedback to for individual
inform future work if I make
learning. this a station
that students
can visit. This is
better for the
needs of some
students that
do not like large
group
instruction and
benefit from
more
individualized
instruction or
practice.
Objective #5 Check list Apply ISTE*S 2C The applications
Collaborate also can allow
with peers the students to
when sharing work in groups
iPads. or partners.
Since there is
not an iPad for
each student, it
allows for
collaboration
amongst the
students.

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.

a. Resources:
Plickers scan cards: Each student will receive a custom card that has four answer choices. When the question is asked, students will
hold up their card in the correct orientation that matches their answer. When all students are holding up their cards, I will use my
phone to scan the room to collect each students answer. This allows me to have instant feedback from each student, but also makes
the learning process individual. The use of these cards allows some secrecy for each student so they do not have to be scared of being
judged by others for their answer if they are nervous. Some students tend to get nervous in large groups and do not like to be wrong so
they do not like to answer in front of the whole class. The use of these cards supports a positive learning environment for each student
to allow all students to be confident in their answers.

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 b. Technology:
iPads: The iPads will be used for various purposes. There are only ten iPads so students must work together on these activities. The
use of the iPads allows me to pair/group students of similar abilities and also pair the ESL students with someone who does not have
an accent and can help them sound out words and phonemes. Students will be in pairs or in a group of three and will be spread out
across the room. This will take place during word work time so it is not set up in a workshop method. The students will access the
internet and will go to the class weebly page and select the appropriate link for Socrative, Google Forms, or Kahoot. They will then
use the iPad to complete the various assessments. I have it set up to provide instant feedback so students can see their mistakes and
know what they may need to work on. The iPads allow students to collaborate with their peers and work at their own pace. They are
not rushed to finish and do not have to wait for the rest of the class to be ready before they move on to the next question. They can
take the time they need to complete the activities.

My cell phone: I will use my cell phone for Plickers to scan the cards that each student holds up. This allows me to have instant
feedback from each student. It eliminates time that I have to spend grading by having the data already collected and in one place for
me to analyze. This way I can spend more time planning correctives and enrichments to meet the needs of all students through
planning differentiated activities for future classes.

Smart Board: I will use the Smart Board to display the questions for Kahoot. For Kahoot, the groups will all need to face the board so
that they can see the questions being displayed. By using the Smart Board, all students are able to participate and can see the
questions. It also allows the students to interact with the other groups when they can see the points each group has and see how they
are doing in comparison. This can be anonymous so students do not have to feel embarrassed if they are not doing as well, but they
can see how their peers are doing and set goals to try to get on the leader board. The Smart Board helps to engage all students in the
game. It shows them that they need to be fast, but they also need to be accurate to help them build fluency.
Scope and Sequence
6. Lesson Procedures (1E)
In the table below, describe procedures in chronological order. Add rows as needed. Ensure content-specific strategies showcase
your pedagogical content knowledge. Include a detailed description of the following in your procedures:
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
o Record specific questions/prompts of varied cognitive levels within the procedures section.
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Strategies (3C)

Time Description
3:00 3:04 Plickers: With Plickers, students will come to the carpet in the front
of the room. I will pass out the cards to each student (names will be
on the back in case they set them down and get them mixed up) once
everyone is seated in their spot.
Socrative/Google Forms: Socrative and Google Forms will be set up
similarly. They both require similar processes. I will call students out in
their pairs or groups one pair/group at a time. The students will then
be directed to get an iPad from the bin and where to go in the room
with their partner/group. Once the group/pair has their iPad, I will
continue calling pairs and groups until each student has been called
(the groups are already made).
Kahoot: For Kahoot, students will be called in pairs/groups and be
directed to a location in the room to go. I will call out pairs/groups one
at a time to go get their iPad and move to their spot in the room. I will
do this until all students have been called and each pair/group is in
their designated spot.

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 3:04 3:10 Plickers: Next, I will explain to the students what the process is going
to be. We are going to play a game for word work today. Each of you
has a card that is unique so everyones card is different. The person
next to you has a different card so they cant help you with the
answer if you look at their card. When we play this game, we are
going to be working on our middle sounds and I am going to ask you
to identify the middle sounds in some words. You can stretch the word
out in your head, or you can stretch it out out loud. Choose whichever
one helps you hear the middle sound, but dont be too loud that you
distract your neighbor. Stretch it out quietly like we practice during
writing. After I tell you the word to sound out, I will tell you what your
answers are. For example, if I want the middle sound for the word
light, I will tell you the word and then tell you the options are A. u B. e
C. i D. o. If you look on your card, each side has a letter. You will hold
up your card so the letter that matches your answer is the correct
way on your card when you hold it up. So in the word light, you hear
the i so the answer would be C. You would hold up your card so the
letter C is the correct way. Once everyone holds up their card, I will
use my phone to scan the room to see all of your cards and that way I
can see your answers. I know this is a lot of directions, so we are
going to go ahead and start so you can all do it and try it out.
Socrative/Google Forms: After student are settled, I will direct them
to go to the internet and go to the class website and click on the
correct link or the correct app on the iPad. Give me a thumbs up if
you and your group are opened to Socrative/Google Forms. Once all
students are on the correct page, I will explain to them what they will
be doing. You and your partner will need to put one of your names in
the sign in spot so that I can the answers for your group. With this
acidity, you will work with your group to find the beginning/middle
sound of the picture. You will need to take turns with you gets to use
the iPad, but I want you to talk with your partner before you answer
any of the questions. Sound out the word and talk with them about
what the beginning/middle sound is. Once you and your partner have
made a decision, you can choose the answer on the iPad. You will be
able to get feedback on the questions so you can see how you did
and what you still need to practice and maybe see why you got the
sound confused. Since you are working with a partner on this, you will
need to make sure you share the iPad and each of you needs to talk
about what you think the answer is and why. You are working together
so there should not be any arguing. Go ahead and log on and you can
start working on the questions.
Kahoot: After each group/pair is in their correct spot in the room, I
will instruct them to open up the Kahoot application on the iPad.
Give me a thumbs up when you and your group have found the
Kahoot app and have it open. Once all students are ready, I will
explain what they will be doing. You and your partner need to make
sure you turned so you can see the Smart Board. I will put questions
on the Smart Board that you and your partner will use the iPad to
answer. We are going to be practicing using our different chunks to
make words. With this game, you need to be fast, but also make sure
you are spelling the words correctly. You need to work with your
partner to spell the word and sound it out. This game is like a puzzle
so you need to pay attention to which letters are on which color
pieces to make the word. The question with the word you need to
spell will be on the Smart Board, but it will only be there for a few

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 seconds so you need to remember what word you are spelling. You
and your partner need to take turns placing the pieces and work
together to spell each of the words. Put the first letter of each person
in your groups first name so I can see the answers for your group and
this way when the scores are on the board, no one else can tell what
group is which.
3:10 3:22 Plickers: During this time, I will use the application to assess the
students understanding of middle sounds. The first couple of times
may take some getting used to before the students get the hang of it.
I will also need to make sure the students are holding their cards
correctly. If one student continually gets the wrong answers, I will
need to check in with them to see if they are confused about how to
hold their card. This will just be the work time/assessment time of the
lesson.
Socrative/Google Forms: During this time, students will be given
twelve minutes to work through the assessment with their group. I
will be walking around the room to make sure students are on task
and answer any question they may have. As groups finish up, I will
have them put their iPads back and have them go work on their
picture sort or word ladder until the rest of the class is ready. This
keeps students from distracting their peers that are still working and
also has them continuing to practice the skills they were just working
on.
Kahoot: During this time, I will use the application to assess the
students understanding of making words and the chunks they have
learned. It will take a couple of rounds for the students to get used to
the process, but as we go on, it will move faster and smoother. It will
take about twelve minutes for us to get through the whole
assessment. I will be able to review with students as we go and sound
out words that seemed to provide trouble for a lot of students and
answer questions that the students may have. The other way Kahoot
could be used is through the multiple choice assessment. I would use
this assessment to differentiate for students that still need more
practice with beginning sounds. This group would contain a few of the
ELLs who need more practice with stretching out words. I would run
this assessment at a different time while the rest of the class is
working on other work and then do this activity with these students. I
would have the rest of the class doing a separate assessment on
Socrative while I work with these students.
3:22 3:27 Plickers: Once we are finished, I will collect each of the students
cards to store them for later use. Students will remain on the carpet
so we can close out the lesson and have a conversation about how it
went. We will talk about what the students did well during the lesson,
and what areas of improvement students may have relating to middle
sounds. If there are any words that seemed to give students trouble,
we will review those words as a class. As a class, we will determine
the middle sounds of those words. This will help wrap up the lesson
and provide a brief review of the middle sounds we just worked on
during the lesson. I will also answer any questions that students may
have about the middle sounds.
Socrative/Google Forms: After all iPads have been put away, I will
have students working on other work put that away as well. All
students will return to their normal seats so we can recap the lesson.
We will review what they just worked on. I will have been able to look
at how they did since there is instant feedback to see what areas we

Revised May 2016

 need to review. I will pull those up on the smart board so all students
can see and will review those questions together as a class. This
allows me to review the assignment without singling out any students
and provide a review of what the students just did. We will talk about
what the students did well and what next steps are such as more
practice with beginning/middle sounds, or if we can move on to the
next skill of stretching out and spelling CVC words. The second way
that Socratvie could be used is through the use of a short answer
quiz. This quiz has students actually spelling the words of the pictures
so they will need to type on the iPad to spell the words correctly. This
could be a differentiated activity for a group of students that are more
advanced. I would split students up into groups that would do this
assessment while the rest of the class did the other assessment.
Kahoot: After the assessment is finished, I will have all students put
their iPads away and return to their normal seats. We will then review
the assessment we just did. We will discuss the blends and digraphs
that provided students the most trouble. We can go back and revisit
specific questions that caused the most trouble for students and we
can spell them together as a class. We will also wrap up by saying our
blends and digraphs poem/song to practice the difference between
the different blends and digraphs one more time as a class. This ties
in to the assessment that the students just took, but it now allows for
individual review of each of the blends and digraphs as the students
build the connection through movement.
Communication
8. Collaboration (4D)

Reflect on the ways in which you collaborated with mentor teachers, colleagues, other school partners, and/or your professional
community in the design/implementation of this lesson. Include areas of possible collaboration with caregiver(s).
I used the information we talked about in class to help plan this lesson. You have communicated various ways of using technology to
assess students and provide them with activities to enhance their learning. You have shown us various tools to use and applications
that can be implemented in the classroom to help students find new ways to learn different skills. You showed us how to use the
different applications and how they can be helpful in the classroom when teaching various lessons and content areas. We talked in
class about how to use each application in different settings and how to accommodate for a classroom that does not have a classroom
set of technology. I also talked with my cooperating teacher about the level that my students are at. I talked with her about the skills
that the students already posses and what skills they need to work on. We talked about the different assessments that have been
administered. These assessments show where the students stand with their reading skills and what skills need improvement for each
student. My teacher helped me think of different skills to work on with the students so that they can be of the most benefit to the
students and work towards the standards that students need to master by the end of the school year. The use of these applications can
be used at home. I can post the links on my weebly page or I can e-mail the access information to the parents so they can do these
activities at home for more practice. These can be extra practice that parents can help their students access so they can access the
internet and the different applications. Not all of them can be used at home, but these applications can also be shown to parents so that
they can create their own account. Kahoot is one that parents could create their own account and use it with their child. These different
applications can help parents have access to more practice for their students. The results from the quizzes that students do can also be
sent to the parents so they can see how their child did on the activities. The instant feedback could be very helpful to show to parents
how their children are doing.

Checklist

Revised May 2016

Name Objective #5
Alajha
TaNiah
TaMiah
Vanessa
Izabella
Jesus
Yamilet
Muna
Brandon
Honesti
Ayak
Jacob
Gillian
Fernando
Jimmy
Christopher C
Christopher S
Amor
Lara
Mark
Dorain
Emari
Anuska
Mayli
Jalen
Robyn
Ashley

Revised May 2016