Santiago TWS |1
Contextual Factors My practice teaching is being held in the Luis Muñoz Marín Elementary School. This school is located in the heart of the town of Ceiba, Puerto Rico. The school is part of the Fajardo School District. At this moment, the school has 432 students enrolled, 32 teaching professionals and 11 non-teaching professionals. Some parents donate their time working in the school lunch room and cleaning. This school is one of the most important elementary schools in the area. Most of the students that are enrolled come from the two living complex that are near the school. This means that most of the students are living in low economics homes at the moments, and most of them don’t have the technology to help them in their school work. Although, most of the students come from these living conditions, parents volunteer time and are at the school most of the time. Here in my practice, I am teaching English first grade. My main group is 1-3, but throughout the day I also visit the other two first grade groups, and two kindergarten groups. My classroom has the use of an air conditioning system, since most of the school classrooms are air contioned. The classroom is composed by twenty five desks and the teacher’s desk. The student’s desks are arranged in two groups of three rows and one main row in the middle of the classroom. The teacher’s desk is located in the back of the classroom, right behind the middle row. On the wall, the Department put up shelves where the teacher organizes the books that the Department of Education brings in. Also, there are different materials the teacher uses when the students don’t bring them to class. What I noticed is that, although there are some books on the shelves of the classroom, there aren’t enough for the students and also they are not updated. My group is composed of 5 girls and 12 boys; in total I have 17 students this semester. Their ages round from 5 to 6 years old. The students have a problem of classroom management. As I experienced, most of the students begin paying attention to the class but at some point they
Santiago TWS |2 turn their attention to something else. As their teacher, I try to maintain control of the students but sometimes it takes too much time of the class, and that can be a problem in their learning. I have two documented students that are part of Special Education, although Mr. Rivera and I believe that there are more students with disabilities. This concerns me that some parents haven’t noticed that their child is having difficulties or possibly they don’t want to accept that. This can be a problem, because if the student does need some special accommodation and I don’t know their status then I cannot provide what they need. All of these factors take consequences in my classroom. Combining all of the problems I noticed in my classroom I have to take in consideration that most of my students are slow learners, and that can put a halt in what I want to provide for them. I can’t compare my students with the other two first grade groups because it can damage them. The other two groups respond rather quickly to the lessons, whether my students take more time in each lesson. I have to find ways to help them understand and grasp the material, and at the same time I have to lower their learning skills. This is going to be a challenge that I know I am going to take down, and along the way my students will grasp English better.
Santiago TWS |3
Learning Goals According to the Puerto Rico Core Standards, by the end of this Unit the students should: •
Discriminate and identify sounds in pronunciation and speech especially those that differ from their first language. (Listening)
•
Recognize sounds (phonemes) syllables, and spoken words.
•
Recognize the organization and basic text features. (Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation) (Foundational Skill: Phonemic Awareness and Phonics)
Following the standards, this thematic unit will focus on working with Phonemic Awareness. These goals are going to be aligned with the needs of the students following the Department of Education idea. Between units, the students should gain Phonemic Awareness and they should fulfill the next goals: •
Goal #1: After providing the sounds of each letter in the alphabet, 85% of the students should be able to identify the beginning and final sound in basic words.
•
Goal #2: After providing the beginning and final sounds, students should be able to pronunciation the phoneme in the correct way.
•
Goal #3: After providing phonemes and capital letter and lower case, 85% of the students should be able to capitalize and write the words in the correct way.
Assessment Plan
Santiago TWS |4 The learning goals of this unit were focused of working in the areas of speaking and reading. The students will be evaluated in the Pre- Diagnostic Test, to see where the student needs improvement. The students will be touching the areas of Beginning Sounds and Final Sounds. Also, the students will be discussing what are Capital Letters and Lowers Case letters. These areas are basic instruction for speaking and writing. The students will be working on identifying the areas of phonics by exams, worksheets and class work. Throughout the semester in various units, they are of phonics will be touched and at the same time the students will be evaluated if they are progressing or not.
Assessment Plan Table Learning Goals Learning Goals #1 After providing the sounds of each letter in the alphabet, 85% of the students should be able to identify the beginning and final sound in basic words.
Assessment Pre-Test: Diagnostic Test Formative Assessment: Worksheets & Class Activities Post Test: Two Exams
Format of Assessment Diagnostic Test: The students will be tested in the areas of phonemes. They will be presented with different words to see if they understand the concept of beginning and final sounds. Worksheets: The students will work with different worksheet in class and also at home. This is a way to see if the student is understanding the material or not.
Class Activities: In these activities, the students are using the
Adaptations In the class activities, the students will be working in pairs and also going as a challenge. That way the students are helping each other learning, but in a fun way.
Santiago TWS |5 material and at the same time they are practicing what they are learning. Exams: In these exams, the students are measured to see if they captured the material.
Learning Goals #2 After providing the beginning and final sounds, students should be able to pronunciation the phoneme in the correct way.
Learning Goals #3 After providing
Pre-Test: Diagnostic Test Formative Assessment: Class Activities Post Test: Two Exams
Pre-Test: Diagnostic Test
Diagnostic Test: The students will be measured to see if they can pronounce the correct sound of the letter provided to them.
In the activities of filling the blanks, the student is going to create the connection between the pronunciation and how to say the word the correct way.
Class Activities: The students will be given the letter and they are going to listen to the correct way to pronounce it. After, the students have to provide the correct pronunciation. The students are given the pronunciation and they have to fill the blank of the words that start with that sound. Exams: The students are measured if they know the letter by the pronunciation given by me. Diagnostic Test: The students are measured to see if they know
I adapted the use of Today’s date in the implementation of
Santiago TWS |6 phonemes and capital letter and lower case, 85% of the students should be able to capitalize and write the words in the correct way.
Formative Assessment: Worksheets & Class Activities
words begin with capital letters and which one has lower case.
Post Test: Two Exams
Worksheets: The students will be provided with the pronunciation and they have to fill the blank with capital letter or lower case. Class Activities: In the date, the students have to correct to see if it’s written the correct way, and to see which word begins with capital or lower case letter.
Design for Instruction
capital letter and lower case. The students see this as a game, and are a good way to keep presenting the topic.
Santiago TWS |7 For this thematic unit I gave my students a Diagnostic Exam, ordered by the Department of Education. In this test, the student was evaluated in the areas of speaking, reading, and writing. The skills tested in the diagnostic test were the areas that are measured in the Core Standards provided by the Department of Education of Puerto Rico. The area of phonemes is extensive, but the department wants to see more if the students understand the pronunciation, and basic text features. In Figure 1, you can see that by the time of the diagnostic test 33% of the students were skilled in the area of beginning sounds. From what I expected, to me 33% is good. Of course is not a perfect number, but is a good beginning. In Figure 2, as you can observe in the area of final sound, 100% of the students were skills. In this area, this is normal for a first grade group since most of the students still understand what a final sound is. This test shows me were my students need more work on. Figure 1
Figure 2
After analyzing these charts, is clear to see that the students are going to have more trouble understanding the area of final sound instead of beginning sound. This helps me see where I can start and give them more time. I have to find activities that are more focused in the area of final sound and follow the goals imposed in this unit.
Santiago TWS |8
Thematic Unit Overview Day Day #1
Goal Learning Goal #1
Objectives After Discussing the beginning sounds M RBHTK S, 85% of the students will be able to identify the sound with the letter.
Day #2 Learning Beginning Goal 2# Sounds
After discussing the beginning sound M, the students will be able to identify what words begin with M.
Beginning Sounds
Day# 3
Learning Goal 2#
After discussing
Activities The students will listen to the sounds of the letters. Also, the students will identify which are Capital Letters and Lower Case. The students will observe the letter and they will provide the sound. The students will observe pictures that the word commences with the letter M. The students will provide the beginning sound. The students will work on a worksheet, where they have to color the picture who’s word begins with M. The students will observe
Materials • Board • Markers • Sentence Strips
• • • • •
•
Sentence Strips Board Markers Pictures Worksheets
Sentence Strips
Disposition Creativity: By using sentence strips, the students use their creativity to have a more fun way to learn beginning sounds.
Creativity: Students are using colors to identify those pictures who’s word begins with M.
Diversity: Students are
Santiago TWS |9 Beginning Sounds
Day 4#
Learning Goals Beginning 1,2,3 # Sounds
Day 5# Beginning and Final Sounds
Learning Goal 1#
the different beginning pictures of sounds M, words that R, B, H, T, begin with K, S, the beginning students sounds M, R, will be B, H, T, K, S. able to The students identify the are going to correct match the pronunciati word with the on of picture and words that fill the blank begin with with the the letters. correct sound. After The students discussing will match the capital letter beginning with it’s sounds, the partner lower students case. The will be students are tested on going to fill their the blank with knowledge the correct on the letter that material. presents the pronunciation of the word. After The students discussing are going to the identify what beginning is beginning, and final middle and sounds L, end. The A, J, G, F, students are D, the going to learn students the are going pronunciation to identify of where goes L, A, J, G, F, beginning D, the and where students are final sound going to goes. repeat the pronunciation
• • •
Markers Board Pictures
reviewing their language skills in this area.
•
Test
•
Pictures
Creativity: The students are going to use what they know in the test.
•
Flash Cards
Diversity
•
Sentence Strips
•
Board
•
Markers
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Day 6#
Learning Goal 2#
Beginning and Final Sounds
Day 7#
Learning Goals Beginning 1,2,3# and Final Sounds
. The students are going to identify which one is capital letter and which is lower case. After The students discussing are going to beginning observe and final words that sound, the begin with the student current will be beginning and able to final sounds identify the they are correct working on. phoneme The students for are going to beginning identify the and final beginning and sound. final sounds on the words. The students are going to play Bingo, marking the words the teacher mentions. After The students discussing will match the capital letter beginning with it’s sounds, the partner lower students case. The will be students are tested on going to their circle the knowledge word that the on the teacher material provides. The students are going write the correct capital letter
•
Markers
•
Board
•
Sentence
Creativity
Strips •
Bingo Cards
•
Exam
Diversity: The students are practicing their communicatio n skills.
S a n t i a g o T W S | 11
Day 8#
Learning Goal 2#
Beginning and Final Sounds
Day 9#
Learning Goal 1#
Beginning and Final Sounds
Day 10# Capital
Learning Goal 3#
The students are going to identify the correct sound for the phonemes provided by me.
The students are going to show which words begin with the beginning sounds they are working on.
The students are going
and lower case of the sound that I provide. The students are going to listen to the correct pronunciation of the letters. The students identify which ones are Capital Letters and which are lower case. The students provide words that begin with the phonemes we are working on. The students provide words that begin with the beginning sound we are working class. The students are going to play a game where they are going to accommodate the letters in the correct category (capital or lower case). The students are going to cut and paste
•
Sentence
Diversity
Strips •
Board Marker
•
Board
•
Markers
•
Flash Cards
•
Sentence
Creativity: The students use unique words to present the beginning sounds.
Strips
•
Scissors
•
Glue
Creativity: The students are cutting and
S a n t i a g o T W S | 12 Letter and Lower Case
to identify in which area the letters go, if it is capital letter or lower case.
the different beginning and final sounds. They are going to place them in the correct area if they are capital letter or lower case.
•
Worksheet
•
Marker
•
Board
pasting to show their skills and understanding.
Activities In the first activity, the students will be identifying the beginning sound M. The reason for this particular letter is that at the beginning of the lesson the students were having difficulties distinguishing between the beginning sound M and N. The students then will identify words with pictures provided by me. By using pictures the students will create the link between the picture and the word. The reason I decided to do this activity, is because the students by seeing what the letter sounds like and the link between the word and the picture, the student will use the prior knowledge in the future. For example, if in the test I use the picture of a mouse, then the student will know the mouse begins with beginning sound M. The second activity, the students will be observing different words and they will identify beginning and final sound. The words used in the activity are words they use every single day. By using common words for them, the student every time that he hears the word he will identify the beginning and final sound. In the third activity, the students used writing to identify Capital Letter and Lower Case. In today’s youth, much of them can’t distinguish between Capital Letter and Lower Case. This is a skill needed for writing and reading. The students were provided with flash cards that contain Capital Letters and Lower Case. The words on the board had the beginning sound in blank. The students needed to paste in the word if it needed Capital Letter or Lower Case. By doing activities like this one, the
S a n t i a g o T W S | 13 students will learn what type of words contain Capital Letter and what other words contain Lower Case.
Technology In the area of technology, I believe that today’s youth depend too much on technology. In the are of what I was teaching, I didn’t use technology because there was no real use for this. The perfect way to present beginning and final sounds is by the teacher providing the sound. If the teacher presents the sound in a fun way, then the student will be hooked from the beginning. Also, there was a lack of videos I could have used for these areas. Yes, you can find videos containing the alphabet, but what you really want is the sound, and in this part the technology was lacking. I don’t object the use of technology, because in my other classes I use it, but in this are it was not important.
Instructional Decision Making
S a n t i a g o T W S | 14 In this unit, there were not many changes to do. If I had to do a change if it was because the teacher was absent then I was in charge to move the days of the classes, making the lessons extend themselves. The first decision I took was to see where I could include this topic in the units I would be working. In the new units provided by the Department of Education, the topic of phonics is not included. This is a mistake and my first grade group needed practice in the area. Each new unit I started, I had to plan in advance in what part I could include and practice beginning and final sound. The second decision I took, it was that I couldn’t give my students all the alphabet at once. By giving them all the sound at once, the students could get confused and this could create pools of confusion in their minds. I divided the alphabet in three parts. Of course I began with the sounds I knew they were more in common with them. This way the students would go from the simple to the complex. Also, by dividing the sounds in different groups, I would then see which students were going to need more help in the area and which sounds they were having trouble with. One of the things I noticed when teaching beginning and final sounds, the students tend to get bored after some time. This made me realize I needed activities that could make the students enthusiast and more attentive to the lesson. By using words they were familiar, for example Disney, Frozen, Elsa, and their proper names, the students would create a connection between the sounds and the words. By creating this connection, the students now pronounce the sound first before saying the complete word. This helps to know that the students did understand the sounds and how they work. When discussing the area of Capital Letters and Lower Case, I would show them by hand a way they could signal which was a Capital Letter and which one was the Lower Case letter.
S a n t i a g o T W S | 15 Also, there were games I created for them to explain each area. By doing those games, the students would get so excited they would ask for them every time. This activities would help the students see that learning is fun and they could play and learn at the same time. In the area of assessing the students to see if they were prepared for the exams, I would review them in class, but also provide them with worksheets for their homes. This would create the opportunity for them to practice at home and not only at school. Also, the activities they did at home and also in class, were the same activities they would do in the exam. This way the students would create a connection between class and the exam. If I would have used an activity in the exam that I didn’t use in class, and then the students would had gotten confused and say that they didn’t know the material. I want to evaluate the students if they achieved learning of the lessons, or they just created a bottle that may crack and spill everything they put in there.
Analysis of Students Learning ď ś Whole Class In order to know what the students know, there was a diagnostic test provided. In this diagnostic test, the students were measured in the areas of beginning and final sounds. I wanted to see if the students would complete the words by providing them with the beginning and final sounds. After covering the material in the first unit, I tested the
S a n t i a g o T W S | 16 students in the same areas like the diagnostic test. They were provided with the same words. The decision for this, it was because I wanted to see if there was an improvement in the area.
Figure 3
In Figure 3 we can see that after the diagnostic test the students needed to be targeted in the areas of beginning and final sounds. After the first test, the students scored higher in the areas. This is evidence that the goals are being implemented and the students are reaching the objectives. The goals target that the students reach a higher level in both areas, and as we can see from the graphic there is a higher level of understanding.
Figure 4
From we can see from Figure 4 from 17 students, 44% from the students understood the material obtaining in the exam 7/7 points. Only two students, those that are the 6% didn’t understood the material or still have confusion. This helps me understand if the objective and goals were reached in the group.
Figure 5
S a n t i a g o T W S | 17 From we can see in the figure 5 from 17 students, 25% of the students understood the material provided in class. Only four students, who scored 2 and 1 point, didn’t reached the goals for this unit. These students participate in class, but have the problem that they don’t study at home. If they would continue with their studies, then the goals would have reached them.
ď ś Individuals I selected two students who showed two different levels of learning. Since the law protects the students, I decided to assign them a letter to identify them. Figure 6
From what we can see in Figure 6, both students at the beginning started with the same problems. As the unit progressed, student A progress is obvious, apart from student B. The progress of student B can be seen, but is not in the same level as student A. After the first unit exam, I provided individualized instruction to student B, and his level of understanding went higher. The problem is that student B can participate in class beautifully, but he is not receiving the same care at home as student A. This situation blocks the mind of student B, hence the trouble at first. Both students showed progress throughout this unit, and student A achieved the three goals explained at the beginning.
S a n t i a g o T W S | 18
Reflection and Self Evaluation The goal for this unit was for the students understand the areas of phonics, especially the areas of Beginning and Final Sounds. I’m positive that more than 85% of the entire class reached the three goals established at the beginning of the unit. The students were provided with enough exercises and activities to engage learning in the area. Also the activities provided in the lessons, created an environment of creativity and understanding. At first it was hard trying to figure out how to provide the students with the sounds, and sometimes I honestly couldn’t find a way to make it fun and enjoyable. Also, to target those students that needed the most help in the area. At the end, is not impossible to reach the impossible. It was a hard working road, but at the end the goals were reached. The importance of the unit is that the students understand and they can take their knowledge to future English classes. For me, even though there were times I thought I couldn’t take my students attention, I reached to them. In honest truth, I understand that I need practice and refinement in my teaching skills. In order for my students to reach their full potential in any material, I need to self-evaluate myself first and look for ways to help them fulfill their learning. Also, I learned to help them connect with the help of minor details. For example, by using picture to show them the beginning sounds and connecting them with the word can make a great difference. This helps the students understand better and see that learning can be that easy.
S a n t i a g o T W S | 19 This thematic unit was not the easiest thing in the world, but the thruth of the matter is that nothing is easy in this place. It takes time to figure out how you want to explain every single detail. It takes time how to teach the kids the material, and it takes time to apply what you teach. Every single detail, decision, activity, worksheet was created for the students to understand better the material and to reach the goals and objectives the teacher wants. In the end, every step you take is another in that stair for higher learning. The importance is that your students understood and are able to put in practice the material they learned.
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Appendixes
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Name:______________________________________________ October 17, 2014 Theme: Beginning & Final Sounds
A D F G J L
___/28
Part I. Match the Capital Letter with its partner Lower Case Letter. (6 points)
L A J G F D
M
Part II: Circle the words the teacher tells. (10 points)
g d l f a b j
S a n t i a g o T W S | 22
1.
apple
fig
jam
2.
Elsa
Disney
fog
3.
done
dog
dig
4.
pig
fig
dig
5.
love
aunt
live
6.
air
good
jelly
7.
father
day
sad
8.
pig
sad
fall
9.
jelly
apple
juice
S a n t i a g o T W S | 23
10.
jolly
jeep
fig
Part III. Write the Capital Letter and Lower Case Letter of the Beginning Sound the teacher says. (12 points) 1.
______
______
2.
______
______
3.
______
______
4.
______
______
5.
______
______
6.
______
______
S a n t i a g o T W S | 24
Name:______________________________________________ September ___, 2014 Theme: Beginning Sounds
M H R S B T K
Part I. Match the Capital Letter with its partner Lower Case Letter. (7 points)
M R B H T K S
M
h m s k b r t
S a n t i a g o T W S | 25
Part II: Write the Beginning Sound shown in the picture. (9 points) 1.
__ onkey 2.
___ ungry 3.
___ appy 4.
___ all 5.
6.
___ un ___ ouse
d
S a n t i a g o T W S | 26 7.
___ an 8.
9.
___ ad
10
___en
Part III. Write the Capital Letter and Lower Case Letter of the Beginning Sound the teacher says. (14 points) 7.
______
______
8.
______
______
9.
______
______
10.
______
______
11.
______
______
12.
______
______
S a n t i a g o T W S | 27
13.
______
______
Name: ____________________________________ Beginning Sounds Instructions: Write the letter to show the beginning sound.
Bb Ss
Rr Kk
1.
___om
Nn Tt
Mm 7. ___un
S a n t i a g o T W S | 28 2.
___ et
3.
___ iss
4.
___rain
5.
___oat
6.
___an
Name: ____________________________________________________ Beginning and Final Sounds ( Aa, Dd, Ff, Gg, Jj, Ll) A. Complete the sound the teacher tells. 1. ____ather
7. sa____
2. ____ucky
8. of____
3. ____olly
9. do____
4. ____unt
10. schoo____
5. ____onut
11. fo____
6. ____elly
12. Els____
Name: ____________________________________________________
S a n t i a g o T W S | 29 Beginning and Final Sounds ( Aa, Dd, Ff, Gg, Jj, Ll) B. Complete the sound the teacher tells. 1. ____ather
7. sa____
2. ____ucky
8. of____
3. ____olly
9. do____
4. ____unt
10. schoo____
5. ____onut
11. fo____
6. ____elly
12. Els____
B
I
N
G
O
Elsa
off
jam
girraffe
dinosaur
sad
love
jeep
airplane
donut
quest
apple
Jadnael
Disney
S a n t i a g o T W S | 30
Jim
jolly
dog
lucky
guide
fun
queen
laugh
cod
aunt
B
I
N
G
O
off
dinosaur
girraffe
Elsa
jam
sad
airplane
donut
jeep
love
Disney
quest
apple
Jadnael
dog
Jim
lucky
guide
jolly
aunt
cod
queen
laugh
fun
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S a n t i a g o T W S | 32
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