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Regina Martinez

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Students per Teacher: 18.8. Student Body: Coed. Private School / Affiliation: Lutheran Church AssociationEvangelical. St. Mark's Lutheran School ... – PowerPoint PPT presentation

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Title: Regina Martinez


1
Regina Martinez
EDUC 200
Intro to the Teaching Process
2
St. Marks Lutheran School
768 student enrolled 40 Teachers K-8 Students
per Teacher 18.8   Student Body Coed  
Private School / Affiliation Lutheran Church
AssociationEvangelical  
3
Ms. Ms Kindergartens Class
  • Classroom Demographic
  • 20 students with 1 teacher aid
  • Majority of class is a mixture of Asian,
    Hispanic, White and Black students.

4
Observation
  • Classroom Reading Environment
  • Large parent support during reading groups.
  • Each group has a parent leader per 4 students to
    a table.
  • Each group rotates to a different classroom with
    head teacher to read in a quiet forum.
  • All students enter 1st grade reading and writing.

5
Observation
  • 4 groups working with a parent supervised by a
    teachers aid reviews phonic worksheets as well as
    stages interaction of group memory game with
    letter blends.

6
Lesson Plan 1
  • Kindergarten Standard 1.9 Blend
    vowel-consonant sounds orally to make words or
    syllables.
  • Objective TSSBAT connect the blends of sounds
    to the words in the reading book. (Analysis)
  • Motivation As a class, read the weekly story
    on the rug. Identify the words for today on the
    board and have the class repeat those words as a
    group after I read them.
  • Input of Information Cut out letters from
    magazine to recreate the blends identified on
    board from the story words and glue them together
    to make the blends on index cards.

7
Lesson Plan 1 (cont)
  • Checking Comprehension Shuffle the cards at the
    table and have a matching game and practice
    sounds in small groups at each reading table.
  • Structured Practice Handout a worksheet with
    the identified blends and have the students
    complete and color.
  • Guided Practice Conduct small reading groups
    and having each student read a portion. Ask
    questions for comprehension.

8
Lesson Plan 1 (cont)
  • Closure Designate a classroom board and as new
    blends are introduced pin them up in a colorful
    and exciting way. Review all the sounds listed
    as a recap.
  • Formal/Informal Assessment During the small
    reading group identify which students are
    struggling or accelerating. Have the story
    copied and practiced at home. Realign the groups
    if appropriate.

9
2nd Lesson Plan
  • Kindergarten Standard 1.16 Understand that as
    letters of words change, so do the sounds (i.e.,
    the alphabetic principle).
  • Objective TSSBAT connect the blends of sounds
    to the words in the reading book. (Analysis)
  • Motivation As a class, read the weekly story
    on the rug. Identify the words for today on large
    flashcards and have the class repeat those words
    as a table when I identify the words to them.
  • Input of Information Handout a worksheet of
    letters with a ferris wheel. The students will
    cut and color. They will then move the letters
    around the wheel to practice changes in the
    sounds.

10
2nd Lesson Plan (cont)
  • Checking Comprehension Shuffle the letters at
    the reading tables and as a group sound out the
    new letters with parent volunteer.
  • Structured Practice Handout a worksheet with
    the identified blends and have the students
    complete and color.
  • Guided Practice Conduct small reading groups
    and having each student read a portion. Ask
    questions for comprehension.

11
2nd Lesson Plan (cont)
  • Closure Add new blends to the Reading Board
    -Pin the new words up in a colorful and exciting
    way. Add a large ferris wheel to the board and
    review all the sounds learned today. Go around
    and ask students to identify the blend and new
    word created.
  • Formal/Informal Assessment Send the ferris
    wheel home for practice with a parent. Have the
    blends reflect the work for the week.

12
3rd Lesson Plan
  • Kindergarten Standard 1.1 Use letters and
    phonetically spelled words to write about
    experiences, stories, people, objects, or
    events.
  • Objective TSSBAT connect the blends of sounds
    to the words in the reading book. (Analysis)
  • Motivation As a class, read the weekly story
    on the rug. Identify the vocabulary words for
    today on an overhead projector and have the class
    repeat those words each time I read them.
  • Input of Information Handout a blank sheet of
    paper and have students create sentences using
    the ferris wheel to help. They will then draw a
    picture of one of their sentences.

13
3rd Lesson Plan (cont)
  • Checking Comprehension As a group read the
    sentences out loud and show the work. Place
    their paper on the wall.
  • Structured Practice Handout a matching
    worksheet with the identified words and have the
    students complete and color.
  • Guided Practice Conduct small reading groups
    and having each student read a portion. Ask
    questions for comprehension.

14
3rd Lesson Plan (cont)
  • Closure Designate a classroom board and as new
    blends are introduced pin them up in a colorful
    and exciting way. Review all the sounds listed
    and add a large ferris wheel and pin the words
    created around it. Add vocabulary words on a
    section of the board.
  • Formal/Informal Assessment During the small
    reading group identify which students are
    struggling or accelerating. Have the story
    copied and practiced at home. Readjust groups.

15
Field Notes
  • How the teacher identifies the objective?
  • The teacher rotates a group through a quiet
    reading room in order to allow the students to
    focus and comprehend the reading selection.
  • How the children know what is expected from them?
  • By removing a group to a quiet reading room,
    students understand the importance of reading the
    stories and verbally answering reading
    comprehension questions.
  • How the teacher gives the rationale Does the
    teacher make the lesson relevant to kids?
  • The matching game selected in the phonics letter
    blend excited the students, which the children
    didnt realize they were learning because they
    were having fun.

16
How the teacher checks for understanding? With
smaller groups, the teacher is able to identify
immediately if a child is struggling. After the
reading lesson, the teacher asked each child in
the group a reading comprehensive question to
ensure the content was grasped. What kinds of
group activities do the children do? The matching
game was utilized for letter blending as well as
a letter ferris wheel to blend consonants and
vowels together. How the teacher assess the kids
at the end of the lesson? The teacher assesses
each child at the end of the lesson and moves the
children around the groups in order to emphasis
at the reading levels.
17
Emotional Response
  • I really enjoyed myself just in observing over
    the 2 days this semester. The one crucial
    resource I have learned to utilize and understand
    are the standards that will help me to identify
    where my daughters need to be. My main objective
    in this class has been met and reinforced during
    this class as well as during the on site
    experiencing teachers in action. My expectation
    and admiration for teachers not only in my
    childrens classroom but around the country has
    increased tremendously.

18
Feedback from other students
19

Resources utilized on this project http//www.cde
.ca.gov/ci/ http//www.greatschools.net/ http//ww
w.education.com/home/index.jsp
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