Siebers Reflection 2

Overview: I worked with the same two children on the same type of reading skill/strategy. 

Reading Lesson Plan # 2

Your Name:  Kelli Siebers   Grade Level:  kindergarten   

Date lesson was taught:  April 17, 2013  Number of Students: 2

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

• This lesson will be building upon my last lesson regarding blending sounds to identify words, therefore the rationale remains the same:

• Based on assessments from the last 4 months, these children both struggle to blend or put sounds together after sounding out each letter’s sound. 
• In order to continue progressing towards reading, these children need to learn how to blend letter sounds together to figure out the words they are reading.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area):

- Blending (phonemic awareness)

3) Objective for this lesson (performance, condition, criteria):

• Children will blend the sounds and identify the word I am thinking of after giving them some characteristics of the item and saying the sounds of the letters slowly and separately. 
• Children will then sound out the same words and check to see if their guess matches the word they sounded out. 
• Children will pick a word to describe and sound out to myself and their classmate and have us guess what their word was. 

4) Materials & supplies needed:

- Pictures of the words the children were guessing on one side and with a picture of the words on the other. 

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING: Make participation norms explicit, elicit background knowledge, develop interest, and set purpose (2 minutes).

• Make participation norms explicit:

• While we are in the hallway, we need to remember the school expectations of being respectful, responsible, and safe. 
• We are going to do an activity today where you take turns. When it is not your turn I expect you to be figuring out the answer in your head. This will be important because if the other person needs help I will ask you to help your classmate instead of me helping.
• When helping your classmate, I don’t want you to just give them the answer but to help them figure it out by talking through what you did to figure out what the answer was.

• Introduce the text  

• Today we are going to play another game, but this time the game is called “What am I thinking of?”
• For this game I am going to describe the word I am thinking of and then sound the word out for you. 
• When it is your turn, I want you to say the word I am thinking of based on the clues I gave you and the sounds I gave you.
• After one person guesses the word, we will check with the other person to see if they agree. 
• Then I will show you the word written out and we will sound out the word together to see if we got the right word. 
• Lastly, we will flip the card over and see if the picture matches your guess. 
• This game is going to help you with your reading as it is a different way to practice sounding out words. 

DURING READING:(10 minutes)

• Ivan, you will go first, and Bob I want you to listen and decide if you agree or disagree with Ivan.

• Here is your clue:

• I’m thinking of an animal that sometimes lives in people’s homes. It is called a /c/ /a/ /t/. What is it?

• Bob, it’s your turn. Ivan, you should be listening and deciding if you agree or disagree with Bob. 

• Here is your clue:

• I’m thinking of an animal that sleeps during the day. At night, it flies in the sky and it is called a /b/ /a/ /t/. What is it?

• Continue using these clues:

• I’m thinking of a piece of clothing that you wear over your body in the winter to stay warm. Is it called a /k/ /o-/ /t/. What is it?
• I’m thinking of a piece of clothing you wear on your head in the winter to keep your body warm. It is called a /h/ /a/ /t/. What is it?
• I’m thinking of a small animal that lives in the pond when it is young. When it is an adult, it lives on land and it is called a /f/ /r/ /o/ /g/. What is it?
• I’m thinking of an animal that lives in water its whole life, it is called a /f/ /i/ /sh/. What is it?
• I’m thinking of a container that is a cube and can hold lots of different materials. It is called a /b/ /o/ /x/. What is it?
• I’m thinking of a piece of clothing that you wear on your feet. They are called /s/ /o/ /x/. What is it?

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (2 minutes)

• Have each child pick a word in their head, come up with a way to describe the word and then both I and the other child will guess the word as they describe and segment it. 

ONGOING-ASSESSMENT: What will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (during the activity- no extra time).

• Are the students able to listen to my context clues and to the segmented words and then put them together to guess the word?
• Did you need to say the segmented sounds more than once?
• Did you need to say the segmented sounds faster and faster to scaffold their blending of the sounds?

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

• These students may need reminders of what the expectations are while they are at school. They also may need support focusing on the task, as they can easily get off track. 

• Reminders that, while they are at school, they are to be respectful, responsible and safe. 

• If they cannot handle being in the hallway to do this task, I will give them warnings that if they do not act as they should in the hallway, they will be sent back into class and they will need to sit at their desk with their head down.

• Reminders that this activity is important as it will help them to become better readers. 

Reflection 2:

After reflecting on what occurred during this lesson, I feel this lesson went very well. For the majority of the words when I described and sounded out the letters slowly both Bob and Ivan were able to correctly identify the words. Bob and Ivan successfully took turns guessing the words and remembering to check with the other person before looking at the card to see if they guessed the right word. Once they agreed on what the word was, they took turns sounding out the words on the cards and finally flipping the cards over to see the picture and check their guesses. The children both seemed to enjoy coming up with words to sound out so this was what we spent more time doing. Each child picked four words to segment and then had their classmate guess the word they were saying. Although some words were quite easy to figure out, there were others that the child would forget a sound or not say the ending sound and their classmate would be unable to guess the correct answer. I was surprised at how much fun the children seemed have segmenting words and guessing what the other child was saying. 

Overall, this lesson allowed the children to practice both blending sounds and segmenting sounds, and therefore it was good practice for them. Some limitations of this lesson were that it is very difficult to have children try and blend very long words. However it seemed as though these children would have been able handle the challenge. If I were to teach this again, I would use some longer, higher level words so that I could insure all the children were challenged but not overwhelmed. 

Something I wondered about after teaching this lesson was how we teach the sounds that letters make to children in kindergarten. While Bob was segmenting a word for Ivan to guess, he picked “do” and said /d/ /oo/. Ivan seemed confused at first but after a few seconds came up with the word “do”. If teachers talked about the different sounds letters can make in kindergarten, I wondered if children would have easier times segmenting words based on their actual sounds, rather than sticking to the sound he had been taught the letters in that word made.