Reflective Narrative Phonemic Lesson Plan INTASC Principle 7: Planning for Instruction The teacher plans instruction based

upon knowledge of subject matter, students, the community, and curriculum goals. NAEYC Standards: 4b. Using developmentally effective approaches Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence young childrens development and learning. This artifact is a phonemic lesson plan implemented at Sussex Elementary in a kindergarten classroom. The objective was to reinforce identification of alphabet letters and their corresponding sound. Another objective was to identify words by blending segmented words. I collaborated with my mentor teacher in order to know the skill level of instruction. The students had prior experience blending segmented sounds. The students needed more practice utilizing this skill. First, I decided to review all the alphabet letters and sounds to make sure the students had the necessary foundation to blend segmented sounds. I watched the students mouth formations and sounds to see if they knew their letters and sounds. Next, I had each student choose an animal and segment it for the rest of the group. Some students consulted with me to help with how to segment their word. The students in the group would blend the word together and say the word as a whole. Finally, the students sounded out words on their dry erase board. I would tell them how many letters are in the word and they would add the same amount of lines. I thought about how to be able to assess the students during this exercise by having each student write their answer on their dry erase board so I could see if each student understood the concept. Finally, the students each took turns sharing their answers on the promethean board. This artifact represents INTASC principle 7, because in order to plan an effective lesson plan a teacher needs to develop instructional plans according to students interest, skills and learning styles. This artifact represents NAEYC standard 4b, since the lesson provided multiple methods to learn how to blend segmented words. I learned that the more engaging the lesson the higher interest level for the students. Also, to reach the learning styles of the students I provided two different types of exercises to help different kinds of learners. The students were impacted positively by this lesson plan. They received more reinforcement in skills that will improve their literacy skills.

Denyse Fiero ECED 360 November 20, 2011

Lesson Plan
Phonemic Implemented: 11/10/11

Background
This lesson will be implemented in a kindergarten classroom at Sussex Elementary. Sussex is a Title 1 school located on 515 S Woodward Drive, Baltimore, Maryland. There are approximately 414 students and approximately 26 teachers. There are eighteen students in the class, their ages range from five to seven. There are three students with who have Individualize Education Plans. There are two students who are provided ELL services. The students have been introduced to sounds of the alphabet. The students have blended words, and created rhyming words. The students will segment and blend words by sounding them out.

Planning and Teaching Participants/Grouping: This is a differentiated lesson for the orange group. This group consists of above grade level students who need enrichment. The students are in groups of three, and will be working in small groups. There is one teacher per each group. Cooperative learning will be encouraged through peer exchange of ideas and knowledge. VSC Standard: Standard 1.0 General Reading Processes: Topic B. Phonics: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words. Indicator 1. Identify letters and corresponding sounds Objectives a. Produce letter/sound correspondences rapidly (1 per second)

Lesson Objectives: We will be able to match letters to their letter sounds by reviewing alphabet flashcards.

We will be able to identify words by blending segmented words. We will identify unfamiliar words by sounding out the letters of a word.

Responsiveness for All Children: To promote student interest we voted on the theme of the words and let the students participate in some of the word selection. I will work with all students to give meaning to the words selected. Materials: Alphabet flash cards Leo the Lion (use to blend segmented words)

Procedures: 1. Introduction and Motivation: The students will review letter identification and sounds The learning objectives: We will be able to match letters to their letter sounds by reviewing alphabet flashcards. We will be able to identify words by blending segmented words. We will identify unfamiliar words by sounding out the letters of a word. 2. Teaching Steps and Procedures: Step 1: I will begin the lesson by having the students review all the letters and sounds in the alphabet using flashcards. I will hold up each letter and have the group say the letter name and sound. I will ask if the letter is a consonant or vowel. (5 minutes) Step 2: We will blend segmented animal themed words into whole words. The students will secretly select a word to segment. The rest of the group will work in corroboration to blend the segmented word. This exercise will continue until all students in the group have participated. (10 minutes) o Buffalo o Elephant o Giraffe o Gorilla o Koala o Manatee Step 3: We will identify unfamiliar words by sounding out the words and using sound balls for space holders. Each student will take a turn adding each letter in the words. Students will write each letter in the word on their dry erase board. Next each student will have a turn adding each letter to complete the words. (10 minutes) o Rabbit o Puppy o Sheep

Assessment: The students will be assessed in the letter and sound lesson by watching for correct mouth position and auditory sounds. The anecdotal notes will be taken for each student for blending segmenting words orally and written The formative assessment will be in the form of anecdotal notes during the lesson. Summative assessment will be at the end of the lesson, when the students write the words on their dry erase boards. They will blend letter sounds to make words. I will be able to observe each students board to see if they understand the concept.

Analysis/Evaluation: During the pre-assessment of letter identification and sound all students formed their mouths correctly and made the correct sounds. The students were all secure in the area of blending orally. The blending written portion of the assessment showed that 5 out of 6 were able to write blended words. William will be re-taught how to blend written words one to one to provide the student with additional instruction to help the student to meet the objective. Student Blending orally Blending written Autumn secure secure Gabriella secure secure Zack secure Able to complete with help Seth secure Secure William secure Not secure Juliana Secure secure

Reflection: The students are ready to blend more complex words. Re-teaching is not necessary for 5 out of 6 students. One student will need to be re-taught how to blend their writing. I would listen to the students selection segmentation before they say it to the class to be blended. I believe the lesson was at the level of most of the students and all students benefited from learning.