Fun Phonic Letter Dd

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

Throughout this year I have been given various amazing opportunities for professional development. Being a reading anchor classroom has given me a variety of opportunities to complete professional development. Two of the most impactful pieces of professional development that I received were, training on the architecture of a mini lesson and creating a demonstration notebook. These two pieces have significantly helped me to increase student engagement for my whole class as well as in small groups and individual conferences. I have also worked very hard to consistently be aware of the level of engagement in my classroom. When I notice students aren't engaged I try to change my approach in order to increase engagement. After a math observation

The students were very excited that none of them messed up on sounding it out. Then after all that was done, they did another circle and sounded out diagraphs and trigraphs. Mrs. Colorful seemed to know all about these and how to teach them to the students. The students were very knowledgeable about diagraphs and trigraphs they seemed to think it’s simple. Afterward, the student went to their seat and grabbed a textbook from their desk and opened it to a little short story. Then the teacher picked out a random student and they read out loud. When they first started the school year, I was told that they started with four pages to read. It has been about half a year and now they are reading about 12 pages together. This tactic seemed to work for the children, since they all seem to read somewhat fluently. Therefore, Mrs. Colorful was teaching very effectively and looked like she understood the state content and performance standard for TEKS (Texas Essential Knowledge and Skills). Observing this content could help me with teach elementary students because of Mrs. Colorful’s great ideas in instructing her students on what to do. For instance, the things she taught in the circle was an amazing way for students to learn in an interactive way.

After reading the story ask the children what was their favorite part of the book. Take the main word from their favorite part and have the children separate the beginning and ending sounds. You can also add rhyming words while talking about the book (Denbow, 2016).

For the last four years I have studied not only Japanese culture and language, but also how to become a successful teacher. I have invested time towards creating lesson plans not just to instruct, but for students to enjoy. Interest is generated through enjoyment, and a simple fact I have realized as I study both English as well as a foreign language, is that English is difficult. I want to show students just how fulfilling and useful it can be to overcome something as challenging as the English language. Games as simple as charades, acting out a vocabulary word for the student’s team to guess the word in English, help to build enjoyment. Then, providing simple texts just above the students’ level to show them how much of that text they can read will make them feel a sense of accomplishment that will only become greater. I believe that having my own moderate understanding of the Japanese language will help immensely to create understanding and interest with my own

I think that having the students share key words with the group and then discussing the importance of the word was a strong point of the lesson. As well as the overall involvement of the students. A lot of the students want to share their ideas and this was a good way to help them understand what key words are and why it's a key word.

Each student in Mrs. Kingston’s classroom is so different. Some students are reading way above their grade level, other students are reading way below their grade level, and still others are English Language Learners. Differentiating instruction for all of the needs of our students in the classroom is going to be challenging, especially if we need to do so unexpectedly. It is very hard to anticipate how students are going to respond to instruction, especially when teaching students you have never taught before. With that being said, Josh and I are going to need to think creatively about ways that we can differentiate instruction for every learner in Mrs. Kingston’s

Blad (2014) stated, "... we all know that emotions, how we feel about a person, topic or activity … that 's going to shape how much we want to be cognitively engaged in this task". During my first year teaching I created a song to assist in my students’ learning the key words needed to solve word problems. Once they learned this song and the gestures, they were able to apply it in context and use it whenever it was needed. I did not need technology to create the song nor many resources. All I had to do was take a risk and chant it to my students as well as act out the gestures. As a result of following each of these steps, the students were highly engaged in learning. They also made the most learning gains out of the 12-second grade classes for the 2013-2014 school year.

I observed how Mrs. Terry had separated her 8 students into two groups. One group is of students who have gotten the key concept of the subject right on, while the other group still may need a little help on certain subjects. At the beginning of class they start with learning numbers. The number today was 4. They had learned the number 4 by seeing what the number looks like, how to pronounce the number, and then they traced the number both in the air with their fingers and on paper with a pencil. Then they also demonstrated how to count all the way to 50 by using different physical motions for every group of 10 numbers. After working with the number 4 they moved right along to the letter and color of the day. Today’s letter was P and the color was purple. When learning the letter instead of just identifying it with the name they sounded it out. They used cards with pictures and used the p sound to determine if what was shown in the picture had started with P or not. The students learn their colors by singing color songs and listing different items that are the same color.

The lessons that I develop follow a specific format that includes challenging, measurable objectives, appropriate pacing for each component of the lesson, appropriate student engagement strategies, activities, materials, pre-assigned groupings, and helpful resources. For example, I implement strategies and activities within lessons in order to provide students with an excited experience while learning. Within my well-structured lessons, I ensured that I included rituals and routines that students were familiar with. I also provided students with appropriate responses if students had a misconception about the current topic in order to avoid students feeling of embarrassment or frustration. For instance, during a phonics lesson, a student wrote the word "dat" instead of the word "bat." When seeing the misconception of letter reversals, I made the comment to be sure of the direction of their written letters and to remember that "b has a belly and d wears a diaper." Seeing that this misconception was evident, I provided students with a visual of these letters on the whiteboard. Following all lessons that I teach, I reflect upon my practices and continuously ask my supervising practitioner how the previous lesson went and I state what I feel as though I could improve, as I have the tendency to grasp when I make mistakes or could provide clarification for students. I also reflect on my teaching performance when watching recorded videos and listening to voice recordings of my

Several things are done to make the work meaningful. Students are told what will be the goal of the lesson at the beginning of each class. I try to connect the students to why they will need the topic in their lives. Whenever possible I try to teach to the four avenues of learning. These include visual style using text, pictures, graphic organizers, and handouts. The auditory style includes “Teach OK” from Chris Biffle’s book Whole Brian Teaching for Challenging Kids. In “Teach OK”, the teacher teaches a concept, and then each student teaches the same concept to his partner with actions and enthusiasm. For the kinesthetic, tactile learner there are opportunities for hands on with manipulatives in math and some opportunities for role-play. The “Teach OK” helps these students because they can talk and act like a teacher. I teach to all four of these avenues of learning in the teaching of phonograms for reading and spelling. Emotional hooks are used whenever possible to introduce a lesson, such as a story or an audiovisual aid.

The main purpose of the lesson was to introduce a unit to the pupils. At the beginning of the lesson, I wrote on the board the topic of the unit “inside your head” and asked the pupils some questions in order to elicit information from them. Then, I wrote on the board some words which elicited from them and their meanings. Then, I divided the pupils into two groups and asked them to compete with each other. The pupils were asked to look at a chart in their books and make as many words of three letters or more while they may not skip a box. I gave them five minutes to write down the words and at the end of the activity I asked each group of pupils to tell me the number of words which they found and wrote the number on the board. I think that in this point of the lesson it was important to ask the pupils to read the words aloud instead of just ask them for a number. In addition, I think that in my next lessons I can ask them to tell me which words they had learned or didn’t learn and write them on the board in order to teach vocabulary through the pupils’ previous

Habitually, student respond better to teachers who are engaged in the information they are lecturing about and with the students whom they are teaching. There are several different ways to foster learning through engagement. First, enabling learning through educational, discovery, games is one of the most natural ways that children soak up and retain information. When I was young, I remember that my mom would construct games on school subjects such as spelling, grammar, and history, in order to ensure that I would view learning as enjoyable. Through the interactive learning enabled by the games, I joyfully learned and retained the

Foremost, I walked in at 8:00am just in time for multiple songs to be rehearsed that pertained vowels, months of the year, and letters of the alphabet. The students would follow along to the various videos repetitiously repeating sounds, letters, and words. A unique teaching strategy, I noticed was when Mrs. Zuniga was teaching the vowels she incorporated sign language for student memorization. After about 15 minutes, Mrs.Zuniga got ready for the students to do their daily centers routine. The students were separated by groups as known as the red, green, yellow, and purples groups. Mrs.Zuniga clearly enforced each group to start at a particular center. The activities contained different lessons such as, sequencing patterns, writing their name 3 times, sights words activity, and identifying upper and lower case words. Therefore, the teaching strategies such as repetition, sign language, and collaborative learning I noticed can be very beneficial to incorporate in a classroom.