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Letter T

The lesson taught lowercase letter "t" sounds to 4-5 year old students. The goals were for students to identify, recognize, write, and find the letter t in environmental print. Students were engaged and excited during the lesson. For future lessons, the teacher wants to focus more on the sound, have students provide words starting with the letter, and establish classroom rules to provide guidance.

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129 views2 pages

Letter T

The lesson taught lowercase letter "t" sounds to 4-5 year old students. The goals were for students to identify, recognize, write, and find the letter t in environmental print. Students were engaged and excited during the lesson. For future lessons, the teacher wants to focus more on the sound, have students provide words starting with the letter, and establish classroom rules to provide guidance.

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Task Title: Letter t Lesson Reflection

Name: Jawaher Ahmed Alkaabi


Course: EPC 3403 Practicum 3
Instructor: Antoinette Wiseman

(Technology, 2017)
Letter t Lesson Reflection
Select (S):
The lesson I taught today was about the lowercase t sound which is tuh. Students were able to identify
and recognize the lowercase t, write the lowercase t, read and recognize the environmental print correctly
(letter t, tiger, tv, teddy bear), to understand and explore pictures/print in the environment, and they will
listen and repeat the words after the teacher.

Describe (D):
The lesson was for 4-5 years old students in KG2 & it take place in Al Darari Kindergarten. I tried to let the
students understand and recognize the letter t and that the sound of it is tuh, the main goal of this lesson
was to let the students recognize and identify the sound/ letter/ writing t. Students enjoyed the lesson & it
was easy for them, because on Wednesday the 11th I did a revision of the sound a and s then I introduce
the sound t to them, and on Sunday the 15th I did teach the sound t, so they were able to understand
more.

Analyze (A):
Students did well during the lesson, they were very active since they saw the letter/ sound before, even
though they were active and the majority participate in the lesson, they were moving from their places and
as my MCT told me that the classroom management was not that good and I agreed with her, but from my
MST perspective view she said it was good and even though they moved a lot but that only because they
were engaged and excited about the lesson and because they were able to understand the lesson. I had a
plan B and I used it because my USB didnt work on the computer, so I had to change to plan B and because
of that the lesson was similar to the revision.

Appraise (A):
As I said before the students understand and did a well job during the lesson, they were able to give correct
answers to my questions. By the end of my lesson I saw that I reached my teaching goals while asking them
the questions and by reviewing what we had taken.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
I would like to focus more on the sound itself next time, also I would like if the students were able to give
me words start with the sound were taking. I would like to set new rules for them since they didnt have an
English teacher and I missed that chance to include rules in my lesson, as rules give students guidance,
according to BF Skinner Children need discipline for guidance (BF Skinner 1959). For every lesson we
must focus on eye contact with each students, and make sure that all of the students with different levels
participate during the lesson.

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