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), …show more content…
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.
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), …show more content…
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.