Formative _X Summative LESSON PLAN To be completed by the teacher in advance of announced observation and sent to evaluator 2 days in advance POST-TEACHING Evidence not required for each D4 component for one lesson ° ° DOMAIN 1 DOMAIN 4 oF 1a. Demonstrating Knowledge of Content | 4a. Reflecting on Teaching (following the © NI | and Pedagogy lesson) What is the content to be taught? Collect sampl tude from tl Open Court Unit 4 Lesson 3 Day 1 - Phoneme Blending- Final Sounds - Oral Segmenting- Onset & Rime - Introducing sound of /I/ - Sight Word: For What prerequisite learning is required? - Initial and final sounds - Letter recognition of the letter | observed lesson that represents a range of student performance. See attached. Dis the to whic It ir objecti ind how. rk sho this. The student’s work shows mastery in reading, spelling and using the word “for” ina sentence. (Worksheet) Students showed progress in final sounds, phoneme blending, oral segmenting and the sound /i/. Connor, Collin and Isaac (orange group) showed great progress in letter identification! The green and blue group mastered phoneme blending and segmenting during groups throughout the rest of the week! ° ° 2 ° ° ‘1b. Demonstrating Knowledge of Students Characterize the class. - Guided reading centers based upon letter/sound recognition, sight word identification and , reading level. = Students are also deliberately placed in groups so that stronger students are able to assist in 4b. Maintaining Accurate Records ee relates to this lesson? - Running record of letter identification (upper case & lower case). Taken ~2 weeks until mastery. - CORE Phonics BOY and trimester assessments ° ° = ° °ivi ? center work with their peers when necessary. Collin tries his best, however, he is very low and struggling with letter recognition which makes him frustrated. Connor is very low, however, many of his behaviors detract from his learning. For example, eating crayons, being unable to recognize his need to go to the bathroom, he is unable to contain himself in his ‘own space, he is off task if he does not have 1:1 instruction, scribbling on his desk, ect. Isaac is very low, as well. However, Isaac is constantly talking and off task. Isaac needs a lot of redirection, he will sometimes hear me but not be able to comprehend what | am saying or asking him to do. Miles, Reed, Paisley and Bentley are very strong students and are very capable. They are leaders in ‘our classroom and will help redirect their peers when asked or by themselves. i ? Students are split into three groups. Each group is based upon student ELA summative and formative assessments. Formative assessments include quick letter cards, sight word sparkle, small group participation, ect. Summative assessments include CORE Phonics. Center rotations are based upon reading and independent work ability. Students in the orange group begin with me and then will rotate through centers with a para and be pulled by reading = Sight word assess! until mastery mene 6FT specialists. Students in the blue group will meet with me second, then a few students will be pulled by reading specialists. Students in both blue and green groups will be using each other for assistance when needed during center rotations. Center groups are fluid in the fact that students are able to switch groups as necessary. 2 00 ° ° 1c. Selecting Instructional Outcomes What do you want students to learn ducing this lesson? - My goal for the students during the Open Court lesson is to continue making the connection that phoneme blending and oral segmenting aid in the process of building words. ~My goal for center rotations is for students to be able to work independently throughout each center. Students will continue to spiral review ELA concepts with Heggerty, learn the sight word of the week (for) with me, independently practicing the sight word “for”, and continue on their leveled learning path on ABC Mouse. ‘4c. Communicating with Families What specifically have you learned by communicating with families that ‘impacted vour planning of this lesson? = Students take letter assessments and sight word assessments on ‘Seesaw so that parents can audibly hear and see their students complete their assessment. = Students also read their sight ‘word book once a week on ‘Seesaw so that their families can see the students tracking, rewriting the sight word and. reading. ~ Parents appreciate seeing their child's progress in real time and we have that luxury with Seesaw. This way come conference time, there are truly no surprises with student achievement. °° Zn ° ° 1d. Demonstrating Knowledge of Resources What resources were considered for this lesson and rejected? Why? What cesources will b why? = Lalwa Janning by revi Court Manual and ti «the day. | choose tic activities based upon the needs of the students as well as intentionally combining activities within other subject ‘4d. Participating in a Professional Community In. what ways is today’s lesson related to ae 7 | collaborate with both the in person and online kindergarten teachers in planning and preparation. Being both an online and in person teacher itis very important that students are able to move fluidly through both groups if needed.areas. For example, | place the penmanship/handwriting component of Open Court lessons into our writing block. This is typically done by taking the letter used and intentionally using it in the students journals. In this lesson the letter “I” is penmanship and the students will practice writing the letter “I” in their journals by using the sentence starter “In the winter I...”. lalso always consider Seesaw activities, Super Teacher Worksheets and Teachers Pay Teachers for sight word independent activities. | rotate between Seesaw activities and paper activities so that students can continue to work on gross motor skills such as cutting, gluing, coloring, etc., but also continue to improve on their use of Seesaw and all of its capabilities such as video recording, voice recording, taking pictures, etc. Students use the program Heggerty independently during center time, as well. Heggerty provides videos of phonemic awareness skills such as onset and rime fuency, isolating initial and final sounds, blending sounds, adding and deleting sounds, ect., which is a spiral review of what is taught in Open Court. We began the year by using Freckle as the students independent iPad time, however, Freckle was not providing the instruction or practice some students needed. It was also \ frustrating for students. So, students now have the cho between our themed listening center or ABC Mouse as their independent iPad time. This allows Therefore, planning and collaboration with both sets of teachers is vital. Tiffany and | meet about every other week as mentor/mentee and also to plan for the coming days, weeks and months ahead. Amanda Capriotti and | meet about once a month or as needed to plan virtually.for student choice but they are s working on necessary skills. oF 1e.Des Coherent Instruction 4e. Growing & Developing Professionally |o F iz st very briefly the steps of the lesson _| What aspects of this lesson are the result | o NI of some recent professional learning? © D__ | Seelesson plan attached. oD ~ lam learning the ins and outs of Heggerty through their online portal. There are many Heggerty “how to” videos to implement and teach the program. | began teaching the program to the students until they understood the routines so that they could do it independently. © F _| if Designing Student Assessments ‘4f: Showing Professionalism °F o NI | How will vou measure the goals In what ways have you been an advocate | 0 NI © P | articulated in 1c? What does success look | for students that relate directly to this oD | like? lesson? oD ~ Student success is variable for students depending on needs and past achievements. - Students in the orange group will show achievement by being able to identify each letter in our sight word of the week, completing the sight word activity (with para), completing the Heggerty center while talking along with video (with para) and leveling up on ABC Mouse. = Students in the blue group will show achievement by chorale reading the sight word book of the week, identifying and spelling the sight ompleting the in ght word activity in it ‘ollowing along and talkin, with Heggerty, and leveling up in ABC Mouse or listening to fluent reading at the listening center. - Students in the green group will show achievement by each taking a turn to read a sentence from our sight word book, identifying and - Differentiated groups allow for individualized and small group instruction based on summative and formative assessments to ‘meet students on their level.spelling the sight word and using the sight word in a self-created sentence. They will also show achievement by completing the sight word activity in its entirety, following along and talking with Heggerty, and leveling up in ABC Mouse or listening to fluent reading at the listening center. DOMAIN 2 IDENCE FOR DOMAINS, ATION DOMAIN 3 2a. Creating a Climate of Respect and Rapport Teacher Interaction with Students Student interaction wth One Another Mrs. Ayers" tone of voice, facial expressions, and body language were positive and upbeat. “I think you will love this sound, it is very silly.” Mrs. Ayers also made a connection to a student that lives on a farm (since she was referring to the sound a pig makes’ During the observation Mrs. Ayers moved throughout the classroom as well as sat on the floor with the students. Due to COVID-19 restrictions the students had limited interactions with one another, but when they did they were respectful leaders. ‘3a. Communicating with Students. Expectations for Learning, Directions and Procedures Explanations of Content, Use of Oral and Written Language Student rotations were displayed visually and explained verbally. Skills students had previously learned were used to activate prior knowledge before introducing the new concept. Mrs. Ayers asked the students to think back to the time when she would give them three words and they had to identify the two that had the same beginning sound. Letter cards prepared on a ring were used for small group instruction ° ° = ° ° ‘2b. Creating a Culture for Learning Importance of the Content ‘Expectations for Learning and Achievement ‘Student Pride n Work Mrs. Ayers began the lesson asking the students to “put their thinking caps on.” The lesson during the observation was linked to prior learning. When students struggled with the concept Mrs. / responded by reassuring them “v going to work on that because the new ones.” While in the small group students were complimented on their work, “you guys are rocking it today.” 3b. Using Questioning and Discussion Techniques Quality of Questions, Discussion Techniques, Student Porticpation Students that were raising their hand were called on to answer the questions. Some students were called on more than once. Most students that were called on sat on the room. Example of some vo have the same sound? isiu__and_? What do they both say at the end? ° o 0° ov00 Zn ° ° 2c. Managing Classroom Procedures ‘Monogement of istration! Groups ond Transiions ‘Monogemen of Materials And Supplies Perfermance of Nonistructinol Duties “Supenision of Volunteers And Poraprofessonas The center rotation was displayed on the board. Mrs. Ayers clearly explained the students' expectations for each activity. iPads were utilized for one of the centers and QR codes for websites were displayed around the room allowing students to easily access what they needed as well as taking a stretch break. When the class was asked a question Mrs. Ayers began by saying “who can tell me with a quiet hand?” Students were also reminded to “ask 3 before me" if they needed help. When it was time to rotate between centers Mrs Ayers said, “Please pause what you are doing, eyeballs up here.” She then shared the next rotation for each student When the Instructional Paraprofessional entered the room she knew what students to go and assist without wasting time or asking for instructions from Mrs. Ayers 3c. Engaging Students in Learning ‘Actes and Asgnments, Grouping of tents Instruction! Materials ond Resources, Structure ond Peeing The observation began with a See it, Say it, Sign it song to review letter sounds. The students and teacher and the song as well as completed the hand gestures. The class then participated in whole group activities about ending sounds and onset and rime. Students were asked to tickle their armpit to show if the work had a short i sound. The small group instruction included letter and sound recognition for letters A through Nand then a picture walk of a book, The Snowman. Students working independently were either using iPads for ‘ABC Mouse and Heggerty or doing a Sight Word worksheet. 00 Zn ° ° 2d. Managing Student Behavior ‘Expectations, Monitoring of Student Behowor ‘Response to Student Msbehovior Student behavior was addressed in a positive manner and with little disruption to the ins Examples of Mrs. Ayers res . “Isaac turn ar “(love all these v goodness.” A student was given warning to improve his behavior by Mrs, Ayers saying his name 1, repeated student name 2. Nonverbal gestures like a finger to her mouth were also used by Mrs. Ayers when a students called out. ‘Bd, Assessing Student Learning ‘Assessment Ctra, Monitoring of Student Leeming Feedback t Students “Student Sel asressment and Mentoring of Progress Student learning was monitored informally throughout the observation. If the student answered incorrectly they were able to “phone a friend” for help or Mrs. Ayers would repeat the question or give the correct response. “Not star, it's an sssssss sound.” °°0 Zn ° ° O° Zn ° °F 2e. Organizing the Physical Space NI | Seftyond Accessibty Sap | eerie ns usar et sores © D | The room was arranged to maximize social distancing between students per our COVID-19 protocols. 3e. Demonstrating Flexibility & Responsiveness Lesson astmet Response Students ond Pesbtence Mrs. Ayers adjusted her lesson throughout based on student understanding. When one student struggled to find his folder, Mrs. Ayers reviewed the proper way to take his folder out of his backpack. or Zn ° ° Observation Summary students. independence Component Strengths of the Teacher’s Practice (List no more than two components.) - I believe that the strongest point in my ELA lesson was beginning with whole group instruction and then breaking into more individualized/small group instruction to really meet the appropriate needs of all ~ Classroom environment maximizing instructional time, implementing routines, and allowing student what to do if they finish early!) - Using the Jan Plan to help with consistency in groups. ~ Being more aware of calling on students around the room ‘Component Areas for Growth in the Teacher’s Practice (List no more than two components.) - | want to work on having students work fluidly independently through centers. (i.e. Once students finish one center, | want them to be able to move to the next without guidance from me or another adult. Also, working on (Next Steps: use it. = Utilize popsicle sticks to call on students. = Research more about the Jan Plan by reading the book and talking with teachers that currently ‘We have conducted a conversation and rubric as © above items. Teacher's Signature: Addison Haves (Ayers) _____—=—=—__—~Date:_December 21, 2020 ‘Administrator's Signature: __Amanda Baxter Date: December 21,2020 *mecting held via Zoom*