Name: Caroline Crane Date: 04/09/2019

Classroom Location/Teacher: Elementary Topic/Subject: Word Study, short vowel

review
Curriculum Standards

SOL(s):1.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. a)
Create rhyming words. b) Count phonemes (sounds) in one-syllable words. c) Blend sounds to make one-syllable
words. d) Segment one-syllable words into individual speech sounds (phonemes). e) Add or delete phonemes (sounds)
to make new words.

Essential Question(s): Can students match short vowel sounds or only rhyming words?
Lesson Objectives:​ ​ Students will be able to…
● Identify and match short vowel sounds (i,e,o,a)
● Work as a team to pair short vowel sounds

Assessment of Objectives:​ There will be no formal assessment, I will be overseeing the students as they play the
vowel pairing game and assisting students when the run into confusion.
● Helping with pronunciation of words
● Helping students with asking others for cards “Do you have a card that sounds like (cat, kit, mat)?”
○ Students will have to say the whole word, not just “short a or short i”

BEFORE (Content, Viewing or Listening):

Teacher:​ I​ will be arriving during students literacy block. I will start by asking if they have ever played Go
Fish and then explain that this game is like Go Fish, but instead of matching numbers or pictures we will be matching
our sounds. I am sure to explain to the students the vowel sound will have to sound the same to match, this is not
rhyming.
Student:​ ​Will be connecting prior knowledge back to the common card game Go Fish, then I will model with either
the teacher or another student in the group to help assist students.
DURING (Content, Viewing or Listening): ​We are doing this to have students be able to match vowel sounds, not ust
rhyming words. Each student received 7 cards and then as each student gets their turn they will ask another student
if they have a card that sounds like “cat,pig,mat,etc.” That way students must not only produce the sound, but listen
to them as well. Then students will put their pairs of sounds down when they get two cards with the same short
vowel sounds. Students are just beginning with long A, so after a round of review with only short vowels we will play
further rounds including long A. Throughout teacher will assist students with pronunciation, but students will mostly
be working with one another.
AFTER (Content, Viewing or Listening): ​This knowledge of vowels will be continuing their journey throughout word
study. They will also know it is not all about rhyming, but the sound itself. We will do a closing review with the
playing cards after the activity.

Rationale: ​I chose this activity, because the students hadn’t done this before, and the classroom teacher was also
interested in seeing different WS activities. and I had great success with it when working with my tutee last semester
that was also in 1st grade. I also chose this activity, because it is engaging and gets students away from rhyming and
really focusing into the sounds. I would love the opportunity to do this with more than one small group in class and
feel like that would make a bigger impact, but I will only have time to work in one group per class.
 Why did you model this lesson?
I chose to model this activity, because it was a new activity the students
had not done and I had seen success with it during 660 tutoring. I also chose
this activity, because it really focused on having students use the sounds and
identify the short sound based on hearing the whole word, not just by saying “Do
you have a short a sound?” This helped students go further with their WS, they
have been doing whyming in K and 1st, but this will take them in a different
direction. It was also a new strategy the teacher hadn’t seen in practice, but was
interested in.

What instructional techniques did you choose for this lesson and why did you
choose them?
I chose Go Fish, because its hands on and students can engage with one
another. It is a more student centered activity. Not only does this activity build
students speaking and listening skills, but also can be a fun break for students
where they may not realize we are still working and practicing.

Was there an important aspect of the lesson you hope the teacher understood?
If so, what was it and why was that so important?
I hope the teacher understood students need practice hearing and saying
the sounds themselves to really gain a full understanding of them. I also hoped
the teacher could see that this was a super easy and quick way to review with
students. We must always build on the prior knowledge and by using sounds
they already know then adding in their new focus sound students will get
additional support on all sounds. I hope the teacher can also see that this is a
good way to see if students really understand what they had been taught prior.

How would you encourage the teacher to use or implement this technique into
her instruction?
I would encourage the teacher to use this activity with all her students,
because it can be altered to work with any WS group with students at any level in
their WS journey. It can also be used as an informal assessment to see what
students may not be understanding, they may not be hearing the sound or be
able to create it.

How would you continue to support this teacher in her instructional methods?
I would help this teacher in planning her literacy block, I would want to be
a station in her classroom centers to help assist her struggling students that may need that
extra intervention. I would also try my best to help her find new activities to do in WS. I would
continue checking in with the teacher to see if she needed assistance or just a mind to bounce
ideas off of. I would want to maybe come by and have an unscheduled observation just to give
her some construct feedback.
Name: Caroline Crane Date: 04/25/2019

Classroom Location/Teacher: PreK Topic/Subject: Retelling/Sequencing

Curriculum Standards: PreSchool, no state SOL.

Lesson Objectives:​ Students will be able to…

● Retell the story in chronological order using sequence cards and images.

Assessment of Objectives:​ The students will be in a line holding their sequence words( I will be assisting with
sequence words and their meanings), along with images from the story.

BEFORE (Content, Viewing or Listening):

Teacher:​ M​ iss L kind of helped me set this up. The she had read the Hungry Caterpillar with the class and started
working on retelling with them. She had read to them and talked about the story and then had begun helping them
create their own pictures to retell the story. Then I talked with all of them about what they had been doing and then
helped them start building connections.
Student:​ ​To activate students prior knowledge we will begin by talking about museums and if the students have
been to them. This will get students beginning to think about museums, which is the main theme of our book. We
will then talk about where they had been and what they had seen.
DURING (Content, Viewing or Listening): ​During our reading I will take short pauses throughout to ask questions
about students experiences similar to those of our main character in the book to help students build connections.
This is a short story, but the students are only 3 and 4, so they aren’t really able to read on their own just yet, but
Miss L says their listening skills are great. After reading I will introduce students to some sequencing words “First,
then, next, after that, and finally” We I will have students stand in a line and introduce the sequencing words by
saying “First in line is______” then continue with the sequencing words. Then I will bring out some pictures from our
story and have students put them in order with their sequence words to create a timeline.

AFTER (Content, Viewing or Listening): ​The students will be finishing their Hungry Caterpillar activity with retelling
through drawing after the story. Then we will have students tell us about their pictures, encouraging them to use
their new words.

Rationale: ​I was really unsure about what to do with these preschool students, because they are in a religious
preschool I was not sure if they would be getting as much early literacy practice as expected. We chose to do the
retelling activity, because it would have been something they were introduced to at the preschool and the teacher
thought it would be interesting to see a hands on retelling activity. We also chose to do this activity, because even if
students didn’t have a lot of oral language they could still work with their classmates to retell the story. This also
introduced students to retailing that could assist them in the learning to read process in kindergarten. I think this
would be better if I had more time with the class, but I only have about a 30 minute period with the students.
 Why did you model this lesson?
The teacher at the preschool is not a trained teacher and doesn’t have the
same access to materials like we do and I just wanted to give her some new
ideas to get her students up and moving. She had also not worked with a literacy
teacher, before and was interested in learning new techniques that may
challenge her students. Students hadn’t learned how to read yet, but this gave
them the opportunity to retell and show what they really got from the story.

What instructional techniques did you choose for this lesson and why did you
choose them?
I chose to have hands on materials like sequence word cards and pictures
for students to hold, so students could calm their busy hands, but also be actively
engaged in the activity. I also chose this activity, because it did not require
students to read or write, but speak and listen. It gave them the ability to show
what they understood without being scared they would be wrong. This activity
used to help build students confidence while also introducing them to the idea of
retelling and putting things in order how they happened.

Was there an important aspect of the lesson you hope the teacher understood?
If so, what was it and why was that so important?
I really hope the teacher saw that there were ways to keep students
engaged without worksheets and that she could help give students a positive
outlook on literacy with simple activities that will prepare them for PreK without
the students even realizing it. I believe it is so important, because we want to
keep students being active participants in their learning and keep learning fun
and engaging.

How would you encourage the teacher to use or implement this technique into
her instruction?
I would encourage the teacher to incorporate more hands on activities into
her literacy time. Her students really wanted play time, but once they started the
activity they seemed to think it was kind of like play time and enjoyed the activity.
This activity did not take much time to prepare or actually complete in the
classroom, so this quick activity and ones like it can help prepare students
without them getting distracted.

How would you continue to support this teacher in her instructional methods?
For this teacher I would model more activities in the classroom based
around what she wants to focus on (letter, sounds, reading, etc.) I would also try to find her
some free resources that could help her find books and activities, because she doesn’t have
the same kind of access to instructional materials as a normal teacher might. As far as I could
see there weren’t really any kind of assessment tools, so I would also work with her in creating
student portfolios to be able to show students and their parents the great progress they are
making in the classroom. I would also want to show her PALS K just so she could have an
idea of what is expected of her students in kindergarten, not to teach to the test, but to maybe
gain some knowledge of what she may want to incorporate more of in the classroom.