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Ref 5

This reflection discusses a lesson on CVC words ending in "-at" that the teacher, Mahra Al Qassimi, taught to a KG2B class. The goals of the lesson were for students to understand that print conveys meaning and be able to listen to, say, and blend "-at" word families. During the lesson, students matched letters to pictures, blended sounds to read words, worked in puzzles and a story activity. The teacher assessed learning through a dictation activity and found students were familiar with the word family. The reflection also briefly discusses the purposes of formative and summative assessment.

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49 views3 pages

Ref 5

This reflection discusses a lesson on CVC words ending in "-at" that the teacher, Mahra Al Qassimi, taught to a KG2B class. The goals of the lesson were for students to understand that print conveys meaning and be able to listen to, say, and blend "-at" word families. During the lesson, students matched letters to pictures, blended sounds to read words, worked in puzzles and a story activity. The teacher assessed learning through a dictation activity and found students were familiar with the word family. The reflection also briefly discusses the purposes of formative and summative assessment.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection 5

Name: Mahra Al Qassimi


Student ID: H00330597
Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Lesson English – CVC –at word Student Ms. Mahra

unit/page family teacher

MST Ms. Roopa Ganatra School Sharjah International Private School

Class KG2B Date March 4, 2018

Overall aim and context of the lesson

- Literacy Readiness skills: Students will be able to read environmental print and

understand its meaning.

- Speaking and listening: Listen to, say and blend syllables in words and be able to

recognize and identify CVC words.

SWC Lesson Reflection

The lesson was for Ms. Roopa’s KG2B students, and it took place in her classroom at SIPS. I

planned this lesson as a simple revision of what I previously taught the students, I aimed to

achieve the same learning outcomes. Students will be able to understand the that print conveys

meaning and students will be able listen to, say, and blend –at word family. I began the lesson

by asking a student to come up and answer my questions: “What is that picture?”, “Can you find

me that letter?”, “Can you read that word?” and students will independently match the correct

letter to the picture displayed. After matching the word, the student blend in the sounds and read

the word. For the small activity 1, each table worked as a group to fix the puzzle pieces and

blend the words correctly. the following activity was a short story called “Pat the Cat” and each

student worked alone in circling the “at” words and illustrate the story to how they imagined it.
By now, the students are more familiar with the CVC –at word family which led them finishing

the activities quick. I engaged the students pretty well by having them do what they love which

was collaborate with their fellow classmates and also drawing and coloring.

I knew my lesson met my teaching goals after giving then a Dictation. I assessed the student

while they were working on their dictation, which consisted of four pictures that ended with the

sound –at, and students had to identify it by recalling the name and writing it down quietly.

Assessment helps us gather information about the student’s achievements and weaknesses.

There should be a good balance when using the formative and summative classroom assessment

practices, depending on one more than the other and the successes of your students becomes

unclear (Garrison & Ehringhaus, 2014). Formative assessment main goal is to observe the

child’s learning and progress, and this assessment is advantageous to both the faculty and

students. It helps the students know what their strengths and weaknesses are and what gaps they

need to fill in, it also helps the faculty to know when and how to start addressing the issue.

Whereas Summative assessment goal is to evaluate students learning at the end of the term and

comparing it to previous assessments.

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