Alicia Collard

EDUC 342
Cozens
Spring 2014
Practicum Lesson Plan and Reflection 11
I. Objectives:
a. After introducing the new ck digraph, students will be able to take a picture
walk through the book Click Cluck Quack and be able to work together to
recognize and point out all the words they see and say the digraph sound.
b. After a review of the practiced digraph picture care, students will be able to
whisper read the book Click Cluck Quack together.
c. After reading Click Cluck Quack students will be able to write a sentence using
at least one word ending in the ck digraph.
d. After reviewing the familiar digraphs, students will be able to play a board game
using new and reviewed digraphs.
e. After playing a board game, students will be able to play a movement game with
matching the picture to the digraph sound on the floor.
II. Materials:
a. Two books titled Click Cluck Quack
b. 32 Picture digraph cards
c. Digraph review sheet
d. Digraph sound floor cards
e. Game pieces
f. Digraph game board
Alicia Collard
EDUC 342
Cozens
Spring 2014
g. Pencil
III. Vocabulary:
a. High Frequency words: funny, now, other
b. Story words: chicken, cricket, hello, instead, racket, says, thought
c. Words with new digraph element: back, black, check, Chuck, click, duck, Jack,
pack, peck, quack, rock, hack, stck, snack, stack, Vick.
IV. Summary:
a. Before reading the book Click Clack Quack students will be introduced to a
new digraph ck and take a picture walk through the book to point out any words
they see that uses that digraph. The students will then read the book, and write a
sentence using one of the words from the story that ends in the ck digraph.
After reviewing the common digraphs students will play a digraph picture
matching board game and then a picture matching digraph movement game using
large floor digraph cards. These games should be mostly for review and practice
so my students can get more practice with these familiar digraphs before they are
committed to memory.



Alicia Collard
EDUC 342
Cozens
Spring 2014
Candidate Name____Alicia Collard______Date____04/27/14____
School____Columbia Elementary________Teacher___Groessbeck______Grade level__1____
Practicum Reflection-Guided Reading Lesson
Name of Book_____Click Clack Quack_____Level___Decodable Book Word Count 292_____

1. What was the area of focus today during the lesson? What activities related to the area of
focus were included in the lesson today?
a. The area of focus for this lesson was digraphs. Specifically introducing a new
digraph ck. I could have chosen a new lesson this week, but rather I was so
excited about where the lesson was going last week and the progress they began
to make at the end, that I decided to stick with digraphs and help the students to
commit this information to memory. I felt like if I spent even just another hour
with them they would have these digraphs down. We read a book called Click
Clack Quack introducing a new digraph ck and then reviewed the previously
learned digraphs using two more fun games matching the picture to the digraph in
hopes that the students are beginning to commit these to memory.


Alicia Collard
EDUC 342
Cozens
Spring 2014
2. What went well with the instruction? What did students learn?
a. The students learned about the digraph ck from the book, and reviewed ch, sh,
th, qu, and ph from the two new games we played. We took a picture walk
through the book and pointed out all the words that ended in the digraph ck then
the students wrote a sentence using one of the ck words from the book. The
students reviewed the digraphs we learned last week in two new games. I
purposefully planned this lesson to mirror and repeat last weeks lesson because I
believe that the students were having fun and learning a lot last week, and I
wanted to continue and build on that learning path to hopefully commit these
digraphs to memory.

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 planned to focus on digraphs again this week and spend some time reviewing
what we learned last week and trying to build on that knowledge. I was extremely
happy about this lesson because the students were begging to play the games that
we played last week again. When we reviewed the digraph chart from last week, I
Alicia Collard
EDUC 342
Cozens
Spring 2014
noticed the students were very excited to read the digraphs together and quickly
remembered hints and mistakes they learned from last week. This made me really
happy to see that they could figure out their mistakes from last week with little
help and direction from me. After the lesson was over I was so impressed with
their growth within only two short lessons, so my growth moment was related to
the effectiveness of repeating lessons and watching the students as they begin to
commit the things they learned to memory.

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 students were able to work together to figure out the digraphs on
the board game. They helped each other when they couldnt find the right digraph
instead of asking me for help. The concept the students really seemed to grasp this
time was the difference between beginning and ending digraphs. They were really
starting to be able to quickly identify the digraph in each word and particularly
identify the location of the digraph in the word without any more than a comment
from me asking where do you hear the digraph, the beginning or the end? I
loved to hear their quick answers as soon as I posed the question. This was a great
growth moment for these students. After these two lessons I was so excited to
Alicia Collard
EDUC 342
Cozens
Spring 2014
report to their teacher, and extremely excited myself, that they have finally
mastered beginning and ending digraphs!