# Observation Of Case Letter

1561 Words 7 Pages
Lesson Elements Observations/Notes
Learning Objective
• Group 1 o When given a list of 26 upper-case and 28 lower-case letters, the student will be able to identify at least 85% of the letter names correctly. o When the student is shown 25 sight word flashcards, the student will be able to identify at least 80% of the words correctly.
• Group 2 o When given a list of 26 upper-case and 28 lower-case letters, the student will be able to identify at least 90% of the letter names correctly. o When the student is showed 25 sight word flashcards, the student will be able to identify at least 85% of the words correctly.
Rational
• Both sets of students need to work on increasing their knowledge of letters and sight words. Amy (39/54), Adrialys (34/54),
If the students stopped for some reason, I did the letter with them. However, I was making sure that the students were participating with the chart. I had to tell Amy multiple times that she needed to say the letters. When we moved on to the picture cards, it went well. We had a couple of problems going from sound to letter. Mostly V, F, S, and C, which are very common. The students loved the ABC book, some students wanted to do more than 2 a day, but we got them on track. We tried to think of other words that started with that letter, but they wanted to draw the picture that was on the …show more content…
• Give students the sight word tracing worksheet. Have the students’ trace the sight words. After they trace each word, have them say the word.
Both Groups: Flash cards went really well. What’s Missing? is fun to do because my students like to say, “you better not trick us.” However, when I erase all the letters, they say that all of them are missing, but won’t say which letters are missing.
Closing Game
• Play Uh-Oh with the students. o One at a time, the students will pick a card out of the bag. They will say the card outload. They keep the card if they get it. If they get an Uh-Oh, they must put all of the cards back.
Group 1: Amy was able to produce all the letters and words that she chose randomly during the game. Adrialys was able to do the same as Amy, but she chose the letter “q” and was unable to identify it. When looking at the data, she does not know the letter at all.
Group 2: There were not any issues, the group was able to identify and recognize the letter or word that they picked from the bag.
Homework/Closing Moves
• Give the students the “am” worksheet. Go over it and let the students take it home.

• ## Visualizing Marketing Strategy

Teach students to s—tr—e—t—ch a word out by its sounds and then to snap the word back together to aide them in oral recognition of the word. Frequent practice of this technique will help students identify words that stump them while reading. Teacher may use a slinky to show the students how to stretch the word. • Provide students with a magnetic board and plastic magnetic letters to use as manipulatives. Ask students to make given words on the magnetic board with the letters.…

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• ## Activity 1: Students Isolate Beginning Or End Sound In Student Names

Activity One: Students isolate beginning or end sounds in student names. Inform students that you are going to say a name and only enunciate the initial phoneme. Have students guess the name being said. Repeat as desired and also use for ending sounds. Can also be done with objects.…

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• ## Phonic Approach In Teaching

2015, p 3). Code-breaking also builds on understanding that when reading words, they are tracked from left to right, plus recognising sound and blends, whole words, sentences and punctuation. Another role is text-participant where students learn that reading and viewing is to gain knowledge and meaning while constructing text and convey messages (Tompkins et al. 2015, p 99). The student draws on prior knowledge and experiences to the text, allowing topic discussion, themes and unfamiliar words also prior knowledge before introduction of new and unfamiliar text.…

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• ## ETA 3.2 Assignment Analysis

The set evaluation criteria involved students correctly matching six text features with the purpose/definition, and identify which statement provided regarding nonfiction text features were true or false which is is directly related to the learning target one .The Students were also assessed on their ability to effectively use the essential literacy strategies related to the learning targets two and three. In order to mete the evaluation criteria for the written response section of the assessment the students had to search the specific text name then locate text features that will provide them information needed to answer specific questions being asked on a topic. Students had to write the name of the text feature and the page number where they located the text feature. Students had to also answer each questions using complete sentences, if the students did not answer all parts of the questions they would lose…

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• ## Reflection On The Student's Preplanning Sheet

I have several students who struggle a bit with writing (D.C, A.C), so this gave them a chance to really express their ideas in the “Draw it out” portion. I felt as if they were able to get more from this than if there were being forced to write their beginning, middle, and end of their story already in the lesson thus far. Once students were finished, I would check their drawings to see if they had enough ideas to make a story. I then gave students the “Stretch it out” sheet. On this sheet, I instructed students to take what they drew in the beginning box of “Draw it out” and put it into words.…

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• ## My Writing Skills

Also how I could easily get ideas for my essay. Next, we had to draft an outline to better clarify our idea before starting to write our first draft essay .It was during the practicing of the outline that I improved my writing organization, which has been one of my issue in the previous classes. I benefited also of the quick look of my classmates, we call it peer review section. Honestly, I like that one. Sometimes, I was sure that my draft was ready to be submitted, but my classmates helped me to find those little mistakes that were still unknown.…

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• ## Lesson Plan Reflection

In the 1st activity, students write out their own original sentences from the vocabulary. Additionally, in the 3rd activity, students write out their own letter to request a letter of recommendation. Even in the 2nd activity, students work with others in completing a task. Principle 7 is applied in many parts of the lesson. In the lesson, I have tried to have various activities that cater to the different learning style of students.…

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• ## Inquiry Charts

The second way to use exit slips is to have the students answer several questions that the teacher created about the text they read. Exit slips are an effective activity that connects students to the reading a second time by requiring them to go beyond comprehension as they process what they have derived from the text. The repetition serves as a reinforcement to increase retention and engage cooperatively in higher levels of thinking (Gallavan and Kottler, 2002). Exit slips can also serve as an assessment for teachers. It enables the teacher to see how much learning the student has gotten from the lesson.…

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• ## Phonological/Phonemic Awareness Assessment

The total number of points for this section is 5. Students can respond with real or made up words. The word recognition in Sentences section of this assessment assesses student’s ability to identify the number of words in a sentence. Students are given counters and are asked to show how many words are in each sentence through the counters. The teacher first reads the sentence and then asks the student to move the counters to show how many words are in the sentence.…

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