Practicum Lesson Plan and Reflection Lesson Plan I. Objectives: After playing a rhyming game, the student will be able to connect and form words to write down from a word box that all rhyme with play. During and after reading the text How Many Rhymes, the student will be able to identify the rhyming words within the text when retelling what is happening in the story aloud in an ongoing discussion, and complete an oral comprehension quiz scoring 4/6 or better. II. Materials: Book How Many Rhymes Word Box dry erase worksheet Dry erase board Football Assessment comprehension quiz III. Vocabulary: High frequency words: how, many Enrichment: calf, fancy IV. Summary: The student will play a rhyming game with teacher by tossing a football back and forth each time saying a word that rhymes with play and then with ball. Next, the student will trace lines on a word box to create words that rhyme with play, then write down the words as they are found. The student will then write one sentence including at least two of the rhyming words found in the box. Next, the student will read the book How Many Rhymes and be able to retell what is happening in the story, as well as discuss why the words they are reading rhyme. V. Assessment Student will go back through the book and count how many rhymes were on each page, and recognize what sounds are making the words rhyme in a discussion. Student will complete a quick oral comprehension test with the teacher after reading How Many Rhymes. Student will be able to write a rhyme using two rhyming words with the prompt from the story I had a _______; and it ______.
Name of Book__How Many Rhymes______________Level___G (11)__________
1. What was the area of focus today during the lesson? What activities related to the area of focus did the teacher include in the lesson today? a. The area of focus today was rhyming. All of my activities involved rhyming. Our first activity was a game that involved saying a word that rhymed with the previous word. We also played a game involving searching for words inside a box of letters that spelt a word rhyming with play. The student read a book called How Many Rhymes and completed a comprehension test afterwards.
2. What went well with the instruction? What did students learn? a. Everything during the duration of this lesson I thought went really well. My student was so excited about all the activities I brought for him to do, and couldnt wait for the next one. He wanted to continue making up his own rhyming sentences even though I only asked him to write one. He wanted to play the game again and make up his own rhyming word to play with, which I thought was creative. He also wanted to read the book twice. This is the same student who told me he would rather shoot himself than read. Normally, it is a constant struggle to get this student motivated to read or pay attention. During this lesson I did not have any trouble keeping him on task. He learned many new things from this lesson and from the book that he read. He also learned new words from reading the book and learned that the part at the end of the word would make a word rhyme. This book was a level higher than what he has been reading, so there were many words he did not know how to sound out. This did not discourage him like it would normally, and I really felt like he did so well with it.
3. Explain a growth moment for yourself where you realized, learned, or confirmed something from today dealing with student achievement in the area of reading. (phonemic awareness, phonics, fluency, vocabulary, comprehension, before/during/after reading. a. I think I learned just as much if not more than the student did while working with him today. I learned that it is effective to model how a sentence would sound before asking a student to read it, and they really listen to how you say it, and repeat the sentence exactly the way you had said it. I learned that it is ok to try having the student read a book with you that is a level higher than the level they are on, as long as you are there to help them along with bigger words. I learned that motivation is of the utmost IMPORTANCE for all students to learn! I learned that it is really hard for students at this age to decipher from d and b. I learned that it is also really hard for the students to remember that some letters have multiple different sounds and it is not always the one same initial sound they think of in every word. I learned that just because there are some students that are slower at their fluency of reading and have more trouble sounding out words, does not necessarily mean they are also sacrificing their comprehension.
4. Describe a moment when a student grasped an idea/concept-that got it! kind of moment. How was the teacher able to facilitate this experience? Explain the situation. a. I loved when the student figured out how to make his own words without help within the 9-letter box square game. I also loved when the student wanted to read the book again, and to play the rhyming game again, and to write more rhyming sentences after the first one. Once he was getting more confident with his rhyming words, he wanted to make sentence after sentence that rhymed and he thought it was fun to make up silly ones, which was great motivation. By that time I felt like I could give him almost any word and he could make a rhyming sentence out of it. I also loved the way the student tried to use the rhyme to figure out a word he did not know in the sentence. He got really excited (as did I) when he was able to figure this out!