CVC –at word family

Name: Mahra Al Qassimi

Student ID: H00330597

Course: EPC 3903 – Practicum 3b

Instructor: Robin Ogdol

(Technology, 2017)
Name: Mahra Al Qassimi

Professional Development Plan

(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on

- Classroom Management

2. Describe what you will do to help achieve your goal (Strategies Used)

- I will keep the students engaged.

3. Describe how you can tell if you’re achieving your goal (Evidence)

- I will know I achieved my goal if by the end of the lesson all the students have grasped the lesson

content.

Grade Level: Subject: Learning Outcome (ADEC code and words):

- Understand that print differs from pictures by

KG-2B English- Prepositions
using one-to-one correspondence when

reading.

- Understand that print and pictures convey

meaning by telling a story from a text or a

picture.

- Listen to, say and blend syllables in words

Resources (what materials/equipment will you Preparation (what do you need to make or check

and the students use? Be specific) before class?)

I need to ensure that the worksheets, and materials

are available and ready.

I need to ensure that the smart board and laptop are

ready and working.

Key vocabulary

in – on – under – next to – behind

Introduction (warmer activity + teacher active engagement)

I will begin by greeting the students and asking them how they are, then I will then ask students

if they’re ready for the lesson.

Students will listen to the teacher’s instruction by sitting quietly and actively listen.

I will ensure that all materials and resources are available and ready before starting my lesson

and explaining the activity.

Students will be actively engaged and wait for their name to be called on to come up in front
15 min

of the board. Students will answer questions directed to them as a whole/individual such as:

“What is that picture?”, “Can you find me that letter?”, “Can you read that word?”. Students

will search for the correct letter to the corresponding picture displayed to blend in the sounds
Whole

Time:

and read the “at” word family out aloud as a whole group.
Each student will get an opportunity to participate, I will observe to make sure that every

student grasped the concept before moving on to the next activity.

Independent Experience (small group HOTS questions:

activity 1)
How did you know that…?

I will prepare puzzle pieces in a zip lock bag and

students will have to work as a whole group to

take it out and match the correct ‘at’ words with

their corresponding pictures. I will roam around

to observe the students to make sure that they’re

cooperating nicely with one another. I will

often remind them that they’re all in this

together and that there is no I in team.

Independent Experience (small group HOTS questions:

activity 2)
Where is…?

Students will read a short story called “Pat the

What is…?
cat”, and they have to circle the “at” words. At

the bottom of the page students will find an

empty box and they would have to illustrate the

story according to how they imagined the cat or

mat look like.

 Summative assessment:
15

Students will be given a Dictation assessment that covers their CVC “at” word knowledge.
Closing

Time:

min

Assess their work.

Assessment