Guided reflection form
- During my assessment I observed a first grade reading lesson. The lesson focused on phonemics awareness and phonics. There were a total of 20 pupils for the lesson sited in groups of four. The arrangement was appropriate for the nature of games used to deliver the lesson since phonemic awareness is best delivered in setting of small group. The teacher focused on between 2 and 3 skills of phonemic awareness at a time in order to increase the reading abilities of the pupils. I observed the teacher using print letters to assist the pupils develop their reading abilities.
- I observed a high level of engagement in the pupils. They were enthusiastic and confident throughout the entire lesson. The children seemed to be in pursuit of clear reading goals. All their attention was purposefully focused on the lesson and they demonstrated an established attitude of concentration.
- I observed the instructor teaching segmentation and blending as the central aspects of phonemic awareness. In blending, I noticed students listening to a series of spoken phonemes before joining them into one word. In segmentation, I observed the instructor help students break simple words into their phonemes.
- Pupils have the ability to use language to speak their mind and to understand their peers in class. In relation to linguistics intelligence, I observed the teacher using cooperative and collaborative teaching strategy to execute the lesson. Segmentation assists in spelling of words while blending assists in reading words.
- Phonetic awareness, as an approach to first grade reading instruction, significantly improves spelling and reading skills for students. Normally children are taught how to segment and blend sounds or phonemes in words (Armbruster, Lehr, & Osborn, 2001). This is expected to be performed orally before associating phonemes with the letters. During the classroom visit, I was able to observe the teacher making use of these concepts and themes in an effective way based on the guidelines provided in the literature.
- In order to complete this evaluation, I first had to identify all the research based instructional strategies before narrowing them down to only those that can be applied in first grade reading lesson. During the observation, it was easy to connect what I was observing with the information I got from research.
- An alternative strategy that could be used to deliver the observed lesson is partner work (Keifer, Hepler, & Hickman, 2010).
- According to Smaldino, Lowther, & Russell (2008) partner work has the uniqueness of enhancing the process of learning. Partner work can be integrated into the lesson in various ways. The teacher can allow students to work in pairs and gives them exercises and classroom learning activities to be completed in pairs. Partner work also helps to improve conversation and speech among learners (Smaldino, Lowther, & Russell, 2008). Partner work can be used in the classroom by teaching the students to disagree and then work together as pairs until they come to an agreement (Keifer, Hepler, & Hickman, 2010).
- The teacher used cooperative and collaborative learning to teach phonological awareness. This is an effective instructional method which has been described by researchers to be assist in learning language skills. The strategy puts learners in an environment that help them to practice reading skills. Similarly, the instruction methods recommended in this assessment have been described to be effective. The use of partner work in reading lesson has a similar impact as cooperative learning (Keifer, Hepler, & Hickman, 2010).
- In regards to personal and professional development, there are factors that I consider when during selection of a pedagogy strategy. The factors include: the entry level of learners, desired learning outcomes, and the learning environment. Based on the lesson I observed, these three considerations are important for effective execution of a lesson.
- Subject(s): Reading
- Topic or Unit of Study: Phonemic awareness: blending phonemes
- Grade/Level: Grade 3
- Instructional Setting: classroom of 20 pupils in a reading lesson context sited in groups of 4 pupils.
Standards and Objectives
Wisconsin state Core Curriculum/Student Achievement Standard(s)
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- growth of comprehension and
- text complexity (Winscosin Department of public instruction, 2011).
Speaking and listening standards:
- Develop collaboration
- Develop flexible communication (Winscosin Department of public instruction, 2011).
By the end of the lesson:
- Students should be to hear blend phonemes or sounds of a word to form the word
Materials and Resources
- Smart board.
- Smart board.
Identification of Student Prerequisite Skills Needed for Lesson
The teacher takes five minutes to help the students get into the mood of the lesson by reviewing concepts in previous lesson. The teacher also uses this section to build students engagement by explaining the purpose of the lesson. The explanation will be done using a puppet in order to excite the children for the lesson.
Presentation of New Information or Modeling
In this lesson, the teacher will be required to explain the concept of blending phonemes. The guided practice will last for 20 minutes. In the activity, the students will listen to a series of spoken phonemes before joining them into one word (Armbruster, Lehr, & Osborn, 2001). The lesson will involve the use of a smart board to show the students pictures of different words. The puppet will make phonemes or sounds in words and the students will be expected to blend them the sounds to form a word then identify the picture of that particular word on the smart board. The lesson requires the use of listening skills in order to hear and identify the sounds.
- As the lesson begins, the teacher tells the children that the puppet will make sounds in a word. The children should be attentive to hear the sounds. Then they will blend the sounds to form the word. The teacher will show various pictures on the smart board and ask the students to identify the word they have said.
- After explaining the activity to the students, the teacher begins the activity.
- The puppet says the sounds in the word ‘RULER’ (ru/ la).
- The children repeat what the puppet says after every phoneme or sound.
- The teacher then asks the children to combine or blend the phonemes and say the word as a whole.
- After speaking out the word aloud, three images or symbols appear on the smart board. Then the teacher selects one group to identify the image of that particular word from among the three.
- If the activity is successful, the teacher moves on to a different word. This time the puppet says the sounds of the word ‘CAT’ (k/ a/ t). The process is repeated until a different group is able to identify the image of the word from among the ones presented on the smart board.
Independent Student Practice
In this section, the students will do independent practice within their groups. In partners, they will do a simple game where one says words while the other attempts to write the letters and phonemes of the words. This section will last for approximately ten minutes under the direction of the teacher.
Culminating or Closing Procedure/Activity/Event
Teacher still uses a puppet to assess the further understanding of the content material. The teacher further explains what the next lesson will entail.
Pedagogical Strategy (or Strategies)
Cooperative learning and partner work are the two main strategies to be used. Since the students are grouped into four, they perform the learning activities in their groups.
For the sake of different groups of students, the teacher will accommodate them by mixing the five groups to include the gifted learners and slow learners. The groups will be diverse to encourage cooperation among the children
Components of formal and informal assessment
An exercise for informal assessment is a simple activity for sound segmentation. The exercise requires the guidance of either a parent or a teacher. The students clap as they say the name of their best friends. They say the name very slowly as they stretch out their palms. This will require them to pronounce the phonemes in the names clearly. After the teacher or the parent establishes that the phonemes have been pronounced well, the names are then said quickly, before moving to a different name (Armbruster, Lehr, & Osborn, 2001).
For formal assessment, the teacher gives them an exercise where they are required to match segmented words with the correct pictures. The exercise is found in the workbook on page 30. In each box, there is one segmented word and three images provided. The students are simply required to match the words with the correct image.
Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Web.
Keifer, B. Z., Hepler, S., & Hickman, J. (2010). Charlotte Huck’s children’s literature. New York: McGraw-Hill.
Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media for learning (8th ed.). Upper Saddle River, NJ: Pearson.
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Winscosin Department of public instruction. (2011). Common core state standards for English language art. Madison: Wisconsin Department of Public Instruction.