Evidence Report #1

                                                      Blog Evidence Report #1

TC Name: Jamie Harris

RICA Domain: Word Analysis

RICA Competency: Phonemic Awareness

 Grade level: First grade

Additional Descriptors: SEI class

INSTRUCTION:

                I observed Mrs. R teaching phonemic awareness. Mrs. X presented the lesson, calling it “the letters of the day” activity. She wrote down the letter /Y/ and all the kids made the /Y/ sound, “yuh yuh yuh”. She shows the students a picture of /Y/ known as “Yetta Yo-Yo and the kids repeat the /Y/ sound and make the letter with their fingers in the air. The picture of “yetta yo-yo” allowed the students to have visual support as well as make a connection to the letter sound and letter image, which can connect for EL’s as well. Mrs. R then explains that the student will blend the first letter in each word with the /y/ sound. She says “rap…the student’s repeat yap, she said nap, they repeat yap” connecting the similar sounding words. She then gives the example of “sam…the students repeat yam, she says ram they repeat yam” continuing to blend letter sounds to word recognition.

                Mrs. R explained to the students that now they will hop up like a “yo-yo” one time if the picture card is showing a picture of a word that has the /y/ sound, if it is a picture of a word without the /y/ sound they will stay seated. Since the class had worked on the /w/ sound and word recognition earlier in the week, she also added pictures with the /w/ sound and explained that if a picture had the /w/ sound the students would act like they were washing themselves for /w/. This activity prompted interaction and engagement for all student learners. As they listened they made the letter sound connections to the pictures and to their body movements’.

                After all of the activities were done and the students were able to cooperate in all of the different engaging tasks about the /y/ letter sound, the students received their whiteboards and practiced writing the capital “Y” as well as the lower case “y” the teacher explained how and gave them plenty of space on the whiteboard to practice both and erase their mistakes. Lastly, the teacher passed out a letter worksheet allowing the students more written practice with the letters. When the students finished their worksheets, they were allowed “plato time” which meant they could make letters out of Plato,  constantly keeping the students working and connecting letters to fun learning activities. 

INSTRUCTIONAL SETTING:

I observed that the students were constantly practicing and engaging themselves to the phonemic lesson at hand. Throughout the instructional setting, there were a variety of different learning tasks for the student’s as well as engaging activities. The students were continuously connecting letter sounds to visual cards, they were connecting letter recognition to letter sounds and so on. The student’s practiced writing and speaking, the entire lesson was strong for regular academic students as well as EL students. The following pictures are the tools used in the learning environment that helped students make learning connections.Yhetta Yo-Yo card and the practice capital "Y" and lowercase "y" worksheet.