Jessica Hunter
University Heights Elementary School
Student Impact Study: Maxwell
Subject/Topic/Activity:
Reading/Letter Recognition/Salt Writing
Standard:
CCSS.ELA-LITERACY.RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
Objective:
Maxwell will be able to properly draw given letters in a tray of salt with 84% accuracy.
Materials:
Salt
Cookie Tray
Letter Cards
Procedures:
Introduction:
To begin the activity, I described to Maxwell that this activity was a part of
the study he was working on with me. To grab Maxwells attention, the
activity is a sensory activity that he can touch with his fingers. The salt
will allow him to push through it to write out the given letters.
The steps to complete the activity were explained to Maxwell before he
began. (Included in the body)
Body:
Maxwell received a cookie sheet with salt placed in it to the top.
To complete the activity, I pulled a card with a letter on it for Maxwell. To
practice at the beginning of the activity, I showed Maxwell the card so he
could trace the letter. Once Maxwell was achieving the correct amount of
letter writing, I began the activity without allowing Maxwell to see the
letter card.
This activity will be used to help Maxwell correlate the letter writing and
letter recognition. While he is writing the letter, he will be able to
repeatedly state which letter it is, which is positively benefiting him.
Closure:
In closure, Maxwell and I will review this activity and spoke about how
this could help with his letter recognition. I will explain to Maxwell that
we will be playing this activity plus a few more together in the coming
weeks.
Maxwell and I will be using this activity rigorously throughout this study
to help Maxwells letter recognition develop.
Assessment: Maxwell will be assessed through his participation and work throughout the
activity. He will be working one on one with me to ensure that he is meeting the objective
and developing accordingly. At the end of the study, I will complete a post-assessment
with Maxwell to evaluate his growth throughout the study.
Grouping: This lesson was created for the student impact study to complete with
Maxwell. Throughout the lesson, he completed it individually without a group.
Management Issues: The class has multiple behavioral modification systems dependent
on each particular students needs. Below are some management systems that may or may
not be used throughout the lesson
Mystery Student: The teacher will pick a mystery student during morning
meeting. The students will not know who was chosen until the end of the day.
This mystery student is being carefully watched throughout the day to monitor
their progress and behavior. At the end of the day when the students are being
lined up for dismissal, they will complete a game to discover who the mystery
student is. Whoever is not the mystery student will be lined up at the door, while
the mystery student will be the last one standing. This mystery student will be
able to choose a prize from the prize box that includes each of the students
interests and age appropriate prizes.
Noise Chart: The students noise will be monitored by using a chart that is
displayed on the chalkboard. Each of the students are currently working on their
noise level and the use of their inside voices. To monitor their noise, there is a
chart at the front of the classroom. Once the students get too loud, they will loose
one of the letters. Once three of the letters are lost, they need to sit quietly/silently
for a given amount of time.
Good Deed Passes: If a student is performing exceptionally well or is seen doing a
nice their for someone else, they will receive a good deed pass. This pass can be
used to pick something from the prize box or as a homework pass.
Working on task signs: While the students are completing work throughout the
day, they may receive a Working on task sign. These signs are kid friendly and
have fun quotes on them such as A rock star is working or A genius is
currently working. These signs positively reinforce the students work that they
are completing and provide self-confidence to the student.
Transitions: Maxwell will not be transitioning much throughout the lesson. Though, he
will be transitioning from listening to the directions to competing the activity. Maxwell
will be seated at the back table for the time that it takes to complete the activity.
Differentiation: This activity included Maxwell using his vision to see the letter written
out and sensory for when he is writing the letter in the salt. Additionally, Maxwell used
his fine motor skills by moving the salt around he board and making it flat to write a new
letter on. Maxwell was provided with a variety of strategies to use throughout the activity.
Reflection, cooperating teacher comments and signatures are on a separate
document in my binder.
