CVC –at word family

Name: Mahra Al Qassimi

Student ID: H00330597
Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Name: Mahra Al Qassimi
Professional Development Plan
(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on
- Classroom Management

2. Describe what you will do to help achieve your goal (Strategies Used)
- I will keep the students engaged.

3. Describe how you can tell if you’re achieving your goal (Evidence)
- I will know I achieved my goal if by the end of the lesson all the students have grasped the lesson
content.

Grade Level: Subject: Learning Outcome (ADEC code and words):

- Understand that print differs from pictures by
KG-2B English - CVC –at word using one-to-one correspondence when
family reading.
- Listen to, say and blend syllables in words.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)

Smart board I need to ensure that the worksheets, and materials

are available and ready.
Markers
I need to ensure that the smart board and laptop are
Laptop working.
Flash
Key vocabulary
Worksheets cat – hat – mat – rat – bat - pat
Colour pencils

Puzzles

Flash cards

Glue

Song (
https://www.youtube.com/watch?v=HjJ4BTm8fdE )
 Introduction (warmer activity + teacher active engagement)

The teacher will ask students if they’re ready for the lesson, then engage them with a short story,
word Families 1: The Cat Sat.

Students will be actively engaged.

The teacher will memorize the –at family words on the board, and have the students sound it out.
15 min

For the group activity 6 students will be called out to hold the flash cards, each flashcard contains
the 6 –at family words along with a picture) I will then call upon 3-5 students, and will have them
stand further, the teacher will say “I see a bat. /Where is the cat?” and the students will hop towards
the student holding that corresponding flashcard, and the activity will go on until every student have
Whole

Time:

participated.

Independent Experience (small group activity 1) HOTS questions:

The students will be given a 6-piece puzzle, each What do you think this is called? do you
table consists of 6 students and everyone will get a know how to spell it out?
turn to get involved. Students will interact with one
another to match the correct pieces of puzzles
together.

Independent Experience (small group activity 2) HOTS questions:

Students will receive a worksheet along with cut out What is this called? Where does this picture
pictures in a plastic bag. Students will stick the belong?
correct picture on its corresponding word. Students
will color in the pictures when they finish answering
the worksheet.

The teacher will ask the students what they learned today and ask questions to ensure they have
understood.
Closing

15 min
Time:
 I will assess the students by asking them questions. The results would be their evidence of
Assessment

worksheets. I will also use a checklist to see who grasped the concept.