ECE-340 phonics mini-lesson PDF

Preview

Summary

Download ECE-340 phonics mini-lesson PDF

Description

Phonics Mini-Lesson Template – Pre-K Ne w Yor kSt a t eNe xtGene r at i o nEngl i s hLanguag eAr t sLe ar ni ngSt andar ds( Pho no l ogi c alAwar e ne s s )

Phonics State Standard:

Objective:

PKRF2a:Begi nt orecogni zeandmat chs pokenwor dst hatr hyme( e. g.s ongs ,chant s,finger pl ays ) .

St ude nt swi l li dent i f ywo r dst hatr hymef r o m as o ngt he ykno w.

As kt hec l as s( wi l l i ngl y)t os i ngt he i rf avo r i t enur s er ys o ng .Yo umayo ffert hem t os i nge xampl e s i nc l udi ng Whe e l so nt heBus ,Twi nkl eLi t t l eSt ar ,I t s yBi t s ySpi der ,o ro t he rs o ngst hati nc l udehand mo ve mento rfingerpl a yandwo r dst hatr hyme .Re c or dwhi c hs o ngswe r es ang/ f avo r ed. Pho ne t i cBi ngo:Te ac he rwi l ls pe akandwr i t eo nt heboar dawor df r om t hes o ng;s t ude nt swi l lbe gi venabi ngobo ar dt hathasmul t i pl ewo r ds( s omet hatr hyme,ands o medono t ) .St ude nt swi l lbe pr ompt e dt os ayawo r do utl o udf r o mt he i rboar dandas ke di fi tr hyme sorno t .I fi tdo esr hyme ,t he Phonics Activity s t ude ntpl ac e samar ke ro nt heboar d.Nonr hymi ngbo ar dsar et obel e f tbl ank.Eac hc ar dhas10 wo r dst o t al . Cor r ec tnumbe ro rmar ke r swi l lbeac c o unt e df o raf t e r3t r i al s .Dependi ngo nt henumbero ft al l i e dup mar ke r s ,t hi swi l lhe l pt e ac he rde t e r mi nei ft he yar eabl et oaudi t or i l yandvo c al i z er e c o gni z abl e Post-Assessment r hymi ngs o unds . Reflection: * Due to COVID – 19 I was not able to implement my lesson plan. I was able to forward to a former colleague and she volunteered her feedback. Pre-Assessment

© 2018. Grand Canyon University. All Rights Reserved.

After consulting with my mentor upon reviewing, she provided several positive key points accompanied with constructive critiques. Initially she confirmed the validity of the NYS Standard as she has experience teaching Pre-K. Overall, she felt that my objective was aligned with the standard and the activity helps set age and developmentally appropriate academic goals. Additionally, she thought my pre-assessment was intuitive as seems to be child led which often is a good method to gain student attention and promote student engagement. Lastly, she commented that the activity appeared to be fun and provides positive reinforcement and would encourage them to try again. The trials or repeats of the game is assisting to the post-assessment as it generates a tally to properly evaluate a more accurate gauge of a student’s current literacy level as oppose to just one trial. She did advise me to make some slight alternations to several elements of the lesson. Originally my objective stated, “ write and speak at least two words that rhyme from a song they know.” She recommended that I simply it by using the word “identify” to properly match the state standard; especially since there is more than one way a child can recognize a rhyme. She also instructed me change the number of words on the bingo cards from 20 – 10 and from 5 trials to 3 as these numbers were a bit high and can be overwhelming for students and the longevity of the game could potentially make the students feel like they are being tested. Lastly, she advised me to remove offering the children “prizes” to winners at the end of each round. As educators we should not be promoting competition in the classroom; to which I completely agreed.

© 2018. Grand Canyon University. All Rights Reserved....