Zach Rosa

EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON:

December 6th, 2022

TOPIC AREA:

ELA / Reading

GROUPING:

Full class grouping

STRATEGY USED:

Kilpatrick syllable strategy – the idea of this strategy is to work on taking away letters or sounds
in words and seeing if the students could still say the new word.

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

This was another strategy that was done to test the students in phonics and phonemic awareness.
This strategy tests the student’s ability to hear verbally and process a new word. It can be a really
challenging strategy is students are not focused and listening closely. The goal is that student can
hear a word, take away a letter or prefix or suffix and be able to say the new word. This was
another strategy that was not just a one-day strategy as this was done multiple times throughout
my placement at New Brighton. I connected this strategy to Marzano’s top 9 with #6 cooperative
learning. All the students are working together to complete the list of words correctly and there is
not really anything else they are doing individually.

PA COMMON CORE STANDARDS and/or IEP GOAL:

Standard - CC.1.1.1.C - Demonstrate understanding of spoken words, syllables, and sounds

(phonemes). • Distinguish long from short vowel sounds in spoken single-syllable words. •
Count, pronounce, blend, and segment syllables in spoken and written words. • Orally produce
single-syllable words, including consonant blends and digraphs. • Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken single-syllable words. • Add or substitute
individual sounds (phonemes) in one-syllable words to make new words.
STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Call the students down to the carpet

2. Have the students sitting appropriately on the carpet and paying attention to directions
before we start
3. Explain that the teacher will say a word, for example shoot, then I will have the student
repeat the word
4. Then I will say, “say shoot but don’t say “t””
5. The student should answer with “sh-oo” or “shoe”
6. This will show that they knew to take off the “t” sound at the end of the word and are
able to identify what the new word is.
7. I will start by doing a few together as a whole class, then I will go around and give each
student one to do individually.
8. While I am asking other students their words, other students should be following along
and doing them in their heads

RESULTS OF THE STRATEGY:

Huge success. Lots of fun to do and the students love being challenged. A lot of the students will
say “give me a hard one” because they really do enjoy thus activity. We have done this numerous
times during the semester because of how much the students enjoy it.

PERSONAL REFLECTION:

There isn’t much to reflect on personally for this strategy. There is only really one way to
implement the strategy and I felt as though I did a good job of challenging students that needed
more of a challenge and giving some easier ones to students who struggled more.

COOPERATING TEACHER’S OBSERVATION FEEDBACK:

*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools,

etc.) FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.