EDUCATION 472 STRATEGY INSTRUCTION LOG: DETAILS 

DATE OF STRATEGY LESSON:  11/16/2022 

TOPIC AREA: (5 strategies must be taught in 3 different course topic areas.) 

Reading/student motivation   

GROUPING: (Name size of student group receiving the strategy instruction. For example,
one-to-one, group of four, whole class, etc.) 
One-to-one 

STRATEGY USED: (Provide name of the strategy and include references.) 

Mini-whiteboard (for formative assessment) 
https://www.smartertoolsforteachers.org/resource/50  

RATIONALE: (Tell why you are implementing this strategy. How does it connect to
Marzano’s Top Nine? What evidence have you gathered that made you choose this specific
strategy? Detail how you and your cooperating teacher planned this strategy lesson.) 
The reason I am implementing the use of whiteboards in this reading lesson is because
this particular student struggles to stay engaged and focused on a task. This student dislikes
writing so using a marker on a whiteboard is more fun for the student to use instead of paper and
pencil. Mini whiteboards connect to Marzano’s Top Nine through homework and practice. It is a
great tool for repeated practice which is how it was used in this lesson. Repeated practice can
become monotonous but the whiteboards with different colored markers are engaging enough
that they counter act the monotony of repeated practice.  

COMMON CORE PA STANDARDS and/or IEP GOAL: (If applicable, list the
appropriate Common Core PA Standards) 

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. 

Standard - CC.1.1.1.D-Know and apply grade-level phonics and word analysis skills in
decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. •
Decode one and two-syllable words with common patterns. • Read grade-level words with
inflectional endings. • Read grade-appropriate irregularly spelled words. 

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT: (Describe in

sequential detail how the strategy was taught to the students.) 
This strategy was done in conjunction with a reading lesson. The first time the student
will use the whiteboard is when they are to underline the vowels and circle the consonants found
in a few words written on the whiteboard. The student will then label each vowel with the correct
vowel sign. Following this, the student will write the vowels dictated to him/her with the correct
vowel sign onto the whiteboard. Have the student erase the whiteboard and give it back to the
teacher. The teacher will then write a new set of words, specified in the lesson plan, and return
the whiteboard to the student. The student will label each vowel with the correct vowel sign.
After asking the student what might happen if we were to add an ‘e’ to the end of each word,
write the letter ‘e’ at the end of the first word. Explain that the final-e makes the vowel long (or
say its name). Demonstrate how to sound out each word after adding final-e. After sounding out
each word in the list on the whiteboard, give the whiteboard back to the student. They will then
add final-e to each word in a new list (specified in the lesson plan) one at a time and read the
new word. Assist the student as needed. For an even more detailed description, refer to the Final-
e reading lesson plan.  

RESULTS OF THE STRATEGY: (Discuss how useful or successful the strategy was to
student learning and grasping the knowledge of the target concept.) 
The strategy worked well as it gave the student a break from using paper and a pencil.
There was a gradual release of responsibility which gave the student varied levels of challenge
throughout the lesson. This kept the student engaged and motivated to show me what he could
do.   

PERSONAL REFLECTION: (Discuss how you felt the session went. Give strengths and/or
weaknesses of your own teaching performance.) 
I think the session went well overall with a few things I would change next time. The
student was engaged throughout which was the goal of the whiteboards, so the strategy was a
success. Next time, I will probably have two whiteboards so that we are not switching back and
forth throughout the lesson. I also thought it would be interesting to have the student add final-e
a single syllabic word while I do the same on my whiteboard. When we are both finished, we
show each other what we wrote to see if they match. In hindsight I would have chosen a different
book. Because the student is in sixth grade, the book was not very interesting. However, it was
on his reading level, but I think I could have used a book that was more relevant to my student
considering his personality and interests