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Mckynzie Bouches Mrs.

2/22/2017 @ 10:30am Linville-Edom Elementary


JMU Elementary Education Program

Whole Group: Alphabet and phonics- glitter letters

Every day after free time, the class has whole group time before breaking off into groups. These
groups are usually theme based depending on the week. During this time they work on various
subjects including letters, numbers, sounds, etc. This week they were focusing on letters and
their sounds. To start off group time I decided to work with the students on letter recognition,
sounds, and words starting with that letter.

Understand – The students will Know – The students will know the Do – The students will trace over
understand the connection between difference between upper and uppercase letters with glitter paint and
letters, their sounds, and words that lowercase letters. They will also free hand the lower case letter. They
start with that letter. know what sounds they make in will make the sounds as they trace
certain words. and give examples of words starting
with that letter.

I will ask questions about the letters, both upper and lowercase and have them show me the
difference. The students will then give me the sounds of the letter and words. By asking them
these questions about the alphabet and sounds they will work on recognizing letters and different
types of words that start with various letters.


Virginia Literacy Foundation block 4: Letter Knowledge
a) Identify and name uppercase and lowercase letters in random order.
b) Identify the letter that represents a spoken sound.
d) Begin to match uppercase and lowercase letters.

 White board and markers
 Paper with uppercase letters written
 Glitter paint
 Q-tips

 Talk about letters in the alphabet that they know.
 Ask what letters they don’t know
 Explain what they will be doing and the purpose of the glitter paint
 Draw a letter and have them point to the letter on their paper (What is this letter? Can
you point to it on your paper?)
 Ask to hear what sound that letter makes (What sound does the letter ‘M’ make?)
 “Okay, time to trace the letter with your paint.”
 Draw the lowercase letter
Mckynzie Bouches Mrs. Grogg
2/22/2017 @ 10:30am Linville-Edom Elementary

 “What words start with the letter ‘M’?”

 Continue through the end of the alphabet
 “What letters did you learn today?”
 “What sounds does Mrs. Grogg’s name start with?”
 “Can someone draw a big letter and a little letter on my white board?”
 Sing the alphabet song as a class.
 Break out into small groups.

 The students in my practicum class are all generally in the same level. They are a few at the
top, most in the lower middle, and a handful at the bottom. Because of this I would ask certain
students more complex questions and occasionally challenge those at a lower level. If I noticed
that they were struggling I would use scaffolding to give them extra information to find out the
answer to my question.
 My CT has group time every morning so they know how to behave during this time and listen
to the instructions by the teacher.

 The students could act up because we will have group time in the kitchen instead of on the rug
because of the paint. If this happens I will sing a transition song used by my CT to get them back
on track and focused on the activity.
 If the students decide to color their paper instead of trace over the letters then I will explain
the purpose of the activity to them and explain that the paint only has one purpose which is to
trace. If they cannot follow the paint directions them I will replace the paint with markers.
Mckynzie Bouches Mrs. Grogg
2/22/2017 @ 10:30am Linville-Edom Elementary

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
a. My teaching of this lesson went really well. I was able to go through the entire alphabet with most
of the class. Not many of the students could give me the sounds of the letters so I would only ask
select students and then explain their answers to the rest of the class. I also was unable to get all of
the students to write the lowercase letters so only some of them did for time sake I was unable to
help all of them write it.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
a. This assignment was very useful for the students because it was both a recap and informative
lesson before they finished up their report cards. This helped some of those that were a little
behind and was a fun reminder for those who were on track.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
a. If I were to teach this lesson again I think I would have them do it in small groups so that I can
work with those struggling closer and help them fully understand the letters and sounds. I wanted
to help each student personally but time did not allow me to do that. If it were in small groups I
would be able to tweak the lesson to fit those who needed extra help and those who were soaring
through it.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
a. Based on the data collected I would work more on the alphabet and recognizing it in various
forms. They knew the letter if I said it and most knew how to draw them but they struggled when I
simply drew it on the white board. They need to be introduced to letters other than simply hearing

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
a. Young children are incredibly intelligent. They soak up everything and will do anything for praise.
I also noticed that they don’t always ask for help if they are wrong or don’t know the answer,
sometimes they will just look at someone else without trying to learn it.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
a. I have learned that classroom management and explicit instructions are key to having a lesson plan
go smoothly. If you let them get loud and off task before saying anything then they will not listen
and the lesson will be a mess. It is important to keep them excited and engaged throughout the
lesson also because if they lose track it is harder to get them back.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
a. I have realized that I am relatively flexible and but need to work on weeding through random
questions asked by students. I often get caught up in what all 18 are trying to say that I get off
track myself which doesn’t make it easy overall. I need to work on answering questions and
holding off on others.
Mckynzie Bouches Mrs. Grogg
2/22/2017 @ 10:30am Linville-Edom Elementary