Download DSA assessment practicum A lang. Arts

Spelling Assessment and Connected Lesson: TEDU 426
Purpose:
 Based on the DSA I gave my student, I found out the student is using initial/final consonants
correctly and short vowels correctly. He is using but confusing affricates. And initial
blends/diagraphs and final blends/diagraphs are absent.
 After meeting with Dr. Robnolt, she decided that it was best to start teaching at initial blends/
digraphs because of the findings she found when looking at the DSA assessment. In order for the
student to understand affricates, she believes that instruction needs to start at initial blends/
diagraphs.
 It is important for me to conduct this lesson to see where they are at in terms of knowing their
sight words. However, the main reason to conduct this spelling assessment is because spelling
and reading are tied directly to one another, so in order for a student to be able to read fluently
they need to understand the parts of each word. For this lesson, my student needs help with
initial blends.
 Reading K.7 (Kindergarten)
K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
Objectives:
 The student will be able to sort a given set of words that begin with the letters –sh and –ch given
a word sort answering 11 out of 14 correctly.
 The student will be able to correctly state which words he lands on correctly throughout the
board game and be able to place the word in the correct sort pile of either –ch or –sh initial
blends with 80% accuracy.
 The student will be able to write down and sort the words that he was given in the beginning of
the activity, (without looking at the words this time) with 80% accuracy.
Procedure:
Introduction
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To introduce the topic, I will ask the student if he remembers the spelling test that he took with
me and show him the words I gave to him
Afterwards, I will tell him that we are going to learn about the initial blends
-sh and –ch
(because that is where he is struggling)
I will tell him that we are going to make a word sort and model exactly what I expect from the
student
o I will model that the two column heads are –sh and –ch and that the words I am giving
him should be place in either column.
o I will then show him at least two examples to show which column the words go into,
(bring extra words to use so you don’t use any from his own sort)
o For example, I will model me saying the word “cheese” and showing him that it goes in
the –ch column.
o I will also model sounding out the word, and making a –ch sound or a –sh sound.
o I will then let my student try to sort the words into the correct pile.
o If he is struggling, I will then model the whole sort and have him try again after me.
o As he completes the sort, I will write down the amount of words he missed/ got correct.
Development
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After I have introduced the initial blends with a word sort, I will then play a board game to give
the student more practice with these specific blends.
 I will have a board game, where there is either –ch or –sh words written on it, some different
from the words the student sorted in the introduction.
 The student and I will take turns rolling the dice.
 The student is to say the word that they landed on and tell me if that should go in the –ch or –sh
pile. (I will be taking note of this on a separate piece of paper and is attached to lesson.)
 We will take turns rolling the dice until someone has reached the finish line!
 I will keep track on a sheet of paper the amount of words he gets correctly, and what words he
needs to work on. (sheet attached to lesson)
 After the game is over, I will have the student complete the writing component of this
assignment.
 I will give the student the same sort I gave in the introduction, however, this time it will be a
blind sort and they will not be allowed to see the words.
 He will have to write down the words in each column that it belongs to until he has finished the
sort. (attached to lesson with grade)
Summary
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At the end of the lesson, I will ask the student to tell me the intial sounds that he worked with
today, and hopefully he is able to say –sh and –ch words.
After that, I will ask him to tell me what he learned today about the words he was sorting.
o –ch –sh
Can you make the sound –sh?
Can you make the sound –ch?
If I say the word ship, what category would that belong to?
If I say the word chop, what category would that belong to?
Materials:
 Board Game
 Dice
 Handouts
 Word Sort
 Pencil
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Paper
Evaluation Part A:
I will assess the student by seeing if they met the objectives I mentioned earlier. I will be writing
everything down as the student does the initial word sort, and he must get 12 out of 15 correct to meet
the objective. I will be writing down on a separate piece of paper the words he sorts correctly and
incorrectly to keep track. For the game board part of this activity, I will be writing down the words he
says correctly, which should be at least 80% of the words. Also, he has to sort the word into the correct
pile, (either –sh or –ch) and I will be writing down what he picks, and he also has to have 80% accuracy.
Finally, to assess if the student met the writing objective, he will have to sort the same words he did in
the beginning of the lesson plan, except this time as a blind sort. He must get 12 out of 15 correct, and I
will be collecting his work afterwards to see if he met the objective.
Evaluation Part B:
 Explain whether or not the student met your objective(s). Be sure to address each objective.
 My student met the first objectives when first sorting his words into the correct pile. He did it
with 100% accuracy, which means he met the objective getting 11/14 correct.
 My student met the second objective when playing the board game because he sorted every word
that he landed on into the right pile. He said two of the words incorrectly, but overall he got an
87.5%, (14/16 correct), which meets the objective of 80% accuracy.
 My student met the third objective when completing the blind sort. He put every word into the
right pile, however he had a few spelling errors. Overall he had an 83%, (12.5/15 correct), and
met the objective of 80% accuracy.
 Explain how you know whether or not the objectives were met.
 As I mentioned above, with each objective he did better than what I was asking from him which
means he met the objective.
 Describe the strengths and weaknesses of your teaching of the lesson.
 The strengths I had with the lesson was that I was easily able to explain the –ch and –sh sounds
and the student understood exactly what I was saying. I was very prepared so it was easy to
move from one activity to the next with a smooth transition. I also think that I have am good at
making students feel comfortable around me so he wasn’t nervous to answer the questions I
asked. One thing I wish I ‘d changed is to have more blind practices with the word sort because
that is where the student struggled during all three activities. I think he needed to be challenged
more to actually learn about the two sounds –ch and –sh. I also think that the student was very
tired towards the end of the lesson. (Fun side note! The next day I went to practicum classroom
and the teacher was asking students to make the sounds –ch and –sh and he got a treat because he
was able to do so. It made me smile and made my day to know that he remembered what I had
taught him!)
 Reflect on how you would change the lesson.
 I think I would make this into a two part lesson so that students get more practice with blind
sorts. It is important to be able to sort words when not being able to see the word. This shows
that students are able to write the letter sound without actually seeing it, thus showing that they
actually know what the sound the letters the hear make. I think I would also make my game a
little more exciting to appeal more to children!
Sort List
Ship
-sh
Chin
-ch
Shut
chip
Shop
chum
shot
chop
shed
chat
shin
chick
Shine (picture of a door shining)
chop
Shelf (picture of a shelf)
(picture of chick)
(picture of chop)
(picture of chain)
Sort 1
Sort 2
Sort 3
Game Board we played