Reeba Thompson

Kindergarten
McCook Central
1/27/2016
9:30
Reflection:
JF has a cognitive disability. We have been working on identifying the letters of her
name, matching upper and lowercase letters, making, identifying, and counting
numbers 1-10. We have mastered 1-5 and are now working on mastering 6-9. With
JFs disability, sometimes she knows them, sometimes she does not. JF is a happy
and silly girl. Tickles are rewarding to her, so there may be times when we take a
tickle break before returning to work.
Lesson Goals/Standards:
When given 10 phonetic sounds, JF will select the letter that usually makes that
sound from an array of 4 letters, uppercase or lowercase, 8 of 10 letters selected
correctly.
Given a set of 10 objects, and the numbers 1 to 10 written, JF will count out and
remove that number of objects from the set and match to the corresponding written
number.
When given the directive to write the numbers, JF will write the numbers 1 to 10 in
correct order without a model. 2 of 3 work samples during a nine week period.
Lesson Objectives:
When given 10 uppercase letters and 10 lowercase letters, JF will match the
uppercase to the corresponding lowercase letter consecutively on 2 out of 3 tries.
When show a number from 1 to 10, JF will read the number aloud, 9 of 10 numbers
read aloud correctly for three consecutive tries.
Given a group of objects, JF will be directed to count out a number of objects 1 to 10
in any given order, 8 of 10 groups counted correctly for three consecutive tries.
Materials:
Contextual Factors/Learner Characteristics:
The Resource room, at any given time, can have up to nine students with varying
needs as well as up to four paraprofessionals, one behavior specialist, one special
education teacher, and myself. During this half hour period, there will usually be 2-4
students, including JF, in the room. There will also be the special education teacher,
1-2 paraprofessionals, 1 behavior specialist, and myself. The room itself contains a
Smartboard as well as several iPads to serve as teaching tools or incentives. There
are also curriculum options to assist with the varying students needs.
A The Lesson

Introduction (8 minutes)

Teacher will get JF from the Mrs. Skoglunds Kindergarten room and allow
her to grab a drink if she wishes. After back in the resource room, teacher
will inform JF what they will be working on today. JF, today we will be
working on matching letters, letter sounds, and numbers.
2

Content Delivery (18 minutes)

Teacher will take out letter cards and place 10 uppercase letters in
front of JF. Teacher will then show JF a lowercase letter and will then
have JF identify what uppercase letter the lowercase shows by
pointing.
Teacher will next place an array of 4 letters in front of JF and make the
sound that one of the four makes. JF will then point to that letter.
In her binder, JF has number pages that have numbers placed in
random order for JF to identify. First, review the numbers 6-8. Next, go
to the pages in her binder and start having her identify the numbers on
each page. Correct her if she misspeaks. She may need verbal prompts
in order to remember some numbers, especially 6 and 8.
Allow JF to play a number game on the computer as another number
identifying activity.

Closure (4 minutes)
Spend the last few moments reviewing any letters, sounds, and/or
numbers she had trouble with during the lesson.

B Assessments Used:
Data sheet
Observation
C Differentiated Instruction:
This lesson could be differentiated in many ways. To make the lesson more
challenging, I may add more letters to have the students identify as upper
and lowercase or sounds. For the math, I could use larger numbers such
as those in the teens and twenties. For those students who may struggle, I
may only give the student two options to choose from for sounds and
upper/lowercase letters. For math, I may only give the student numbers 15.
D Resources:
Sheppardsoftware.com