Lesson 2 For Second Observation Fix

Name: Rahima Begum
Grade: Kindergarten Date: 10/18/2023

Observation #: #2 Unit and Lesson Title: Phonics, Band #2 Session 13
Time Duration: 9:10-9:45
Content Standard Alignment: RF. K. 3. a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Lesson Objectives/Instructional Goal(s):

 Student's will be able to know how to write their names by heart, in a snap.
 Students will be able to write some high-frequency words (a, the, and me) by heart, in a snap.
High Leverage Practices:

Building Respectful Relationship, (norm and routine for discourse)
Eliciting Student Ideas, (pose open-ended questions)
Conducting a Group Discussion (Work together and use one another ideas to build collective knowledge.)
Modeling (writing the words and letters)
Instructional Materials/Resources: Make a Friends with Letters: Band ll Session 13, Learning More Words by
Heart.
Methods and Instructional Strategies

Introduction- Engaging  To make phonics fun and enjoyable:
the Learner: (The “Hook”)  Students will work with partner and to find their selves on their writing and
How will you invite the drawing and label with their name.
learners into the  Students will use their fingers to write the words in the air, on the floor, and
lesson/engage their interest? on their partner's hand. They will then turn and speak to their shoulder
This may include a pre- partners. Students will work with their writing and drawing page from earlier
to label if they see drew themselves by name.
assessment.
 Students will be using their fingers to write the words in the air, on the floor
and on their partner’s hand.
 Turn and talk to their shoulder partners.
 Start off the lesson, "hello, fantastic learners! Are you ready for an
exciting adventure into the world of words? Today, we're going to
discover the magic of writing our names and some special words. But
first, let me ask you a question: who here knows how to write their
name by heart? Give me a thumbs up if you do!
Instructional Activities:
(Begin with how you will Read It:
inform the students of the
Learning Target for this Start by looking at the Let's Learn Word Chart.
lesson. It is recommended that Together, let's read our names and the words 'a,' 'the,' 'and,' and 'me.' Repeat after
Crowder /rev 8-23
you write what you will do me!
step-by-step or as a numbered Study It:
or bulleted list, at least for
your first few lessons. You may Point to each letter as we say the names and words aloud.
want to include key Talk about the shapes of the letters. Are there any letters that look similar?
questions/ prompts that you Spell It:
will use)
Let's spell our names and the words out loud together. Each letter one by one.
Practice spelling a few times as a group. What's the first letter in your name?
Write It:
Now, get your magical writing tools ready! Let's write our names and the words on a
piece of paper.
Take it step by step. Remember the shapes we studied.
Use It:
High-five! You did it! Now, let's use these words. Can you think of a sentence using
one of the words?
Share your sentences with a friend or with me!
Key Questions/Prompts:
What's the first letter in your name?

Can you find any letters that look similar in your name?
How many times can you spell 'me' in a row without looking?
Who can come up with a super cool sentence using one of our special words?
Remember, our goal is to have fun while learning, so let's dive into the magical world
of words together!
Guided practice writing letters, words and hearing sound.

Wait time to allowing student to respond.
Turn and talk to partners to share ideas and learn from one another.
Wrap Up- At the end of the lesson's content, I will briefly talk about the teaching points
Synthesis/Closure: that we targeted to learn in this lesson. Ask students a question about one thing
(What will you briefly do to they learned today that they think they can use later.
“end” the lesson, to inform
your subsequent instruction,
correct any possible
misunderstandings, and/or tie
up any loose ends? This is very
important.)
Transition(s): After this lesson, students will transition to the morning recess for 15 minutes.
Crowder /rev 8-23

Differentiation According to Student Needs (you do not need to include this until our 3rd and 4th observation): (Be
certain to consider struggling students, as well as students who catch on very quickly – be sure to thoughtfully plan learning
groups to facilitate learning for all) Here are some good ideas – but I’m sure there are other fantastic references:
https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/#unique-
identifier
Assessment (Formative and Summative): I will do an informal formative assessment to measure the
students' understanding by observing their participation (thumps up and thumps down) and hearing turn-
and-talk conversations.
Personal reflection on the lesson:
Was this lesson successful? Why or why not?
What evidence do I have that shows my students are learning?
If I do this lesson again, what can I do differently to help them learn more?
Crowder /rev 8-23

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Name: Rahima Begum

Grade: Kindergarten Date: 10/18/2023

Lesson Objectives/Instructional Goal(s):

High Leverage Practices:

Methods and Instructional Strategies

What's the first letter in your name?

Guided practice writing letters, words and hearing sound.

Crowder /rev 8-23

Personal reflection on the lesson:

Was this lesson successful? Why or why not?

What evidence do I have that shows my students are learning?

Crowder /rev 8-23

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