Contextual Factors The Elementary School Nueva Urbana is located in the town of Ceiba, P.R.The school has over 500 hundred students enrolled in the respective sixth grades.The enrollment of the students varies from all kinds of social economicbackgrounds. Moreover, the majority of the students come from governmentcontrolled apartments. This fact clarifies that most of the students’ family havelow class income. The school offers a variety of orientations that aim to extendknowledge to the parent The classroom where I would be teaching it has a very comfortable size.The area is pretty spacious and it has air conditioning facilities. Also thisclassroom has a television set and radio for the benefits of integrating technologyin my lessons. This classroom is the homeroom of the first grade teacher Mrs.Cruz. My cooperating teacher Mr. Rivera also has an English laboratory classroom.This laboratory is mainly use when the students are developing a task by working ingroups. Although most of my activities involve cooperative learning, I will be mainlyusing Mrs. Cruz classroom. The students
Learning Goals The goals for this unit are based on the Content and Standards and gradelevel expectations of the English curriculum for first grade students. Themajority of my students have not performed satisfactory in the English Class. Ihave to develop objectives and goals were my students meet the grade levelexpectations. I will be incorporating exercises that are similar to the “PruebasPuertorriqueñas”, in order for my students to start acknowledging the differenttypes of exercises. I will also have to include lots of visuals in order to reach myspecial need students. I would also have to include lots of repetition drills tosupport the students with language difficulties.These are my learning goals for the phoneme unit:
1. The students will be able to develop and demonstrate phonemic awareness in order to identify short vowel sounds. (L/s 1.2)2. The studetns will develop auditory discrimination to identify distinctive short vowel sounds. (L/S 1.2)3. The students will identify short vowel sounds in other to decode words and phrases fluently. (R.1.1)4. . Uses phonemic awareness strategies to manipulate short vowel sounds and form new monosyllabic words. (R.1.2) Assessment Plan For this unit I will use different worksheets that aim to identify the shortvowel e sound. For short vowel e sound the post test and pretest are different. Iwill be treating the short vowel e sound in monosyllable words as well as anintegration of the short vowel e sound using a literature context. Also short vowelsound e will be assessing in terms of identification of similar phonograms. Day Activity GoalsDay 1 Short vowel e sound 1, 2, introduction /pretestDay 2 Short vowel e sound in 1,2,3 literature contextDay 3 Short vowel e sound in 1,2 phonograms.Day 4 Short vowel e sound 1,2, 4 building sentences
Day 5 Short vowel e sound post- 1,2,3,4 test Design for Instruction The pretest showed me that my students know how to identify the shortvowel e sound but they do not have enough background knowledge to makemonosyllable words with short vowel e. When I produce the sounds of the wordsthey were able to identify if the words contain the short vowel but when they hadto make the sounds by themselves it became challenging for the majority of thestudents. This is the mayor reason why I incorporated literature reading in theunit. I had the students read aloud the short story Get the Tent whichemphasizes in reproducing the short vowel e sound. While the students wereengaged in the reading activity they were able to identify the words with this
particular sound as they read collectively and individually. I also decided to includephonograms because while working with this skill the students a different overviewof the sound. I consider that since during a phonogram lesson the aim is torecognize the words that rhyme they will be unconsciously reviewing the shortvowel /e/ sound. The same ideas goes along with sentence building, this techniqueis develop using short vowel /e/ sound words but with a focus on sentence building.Basically all of the activities revolve around the sound aimed for development froman abstract form. The student will be engage in different activities where theycan review the sound in different types of context. I consider that this isrelatively important because it gives the students the opportunity to grasp anddifferentiate the sound. Detailed lesson:Day 1: Unit introduction, pretest, short vowel e recognition.Day 2: Identification and Recognition – a reading activity in which the students willidentify the short vowel e sounds presented in the short story.Day 3: Phonograms Activity: Identifying phonograms with short vowel esound.
Day 4: Sentence Building – The students will create sentences using monosyllablesof short vowel e sound.Day 5: Unit posttest Instructional Decision Making The first time I had to adjust my instructional plan was during the pretest.The activities that I gave the students as an introduction of the vowel sound wereeffective. The problem started when I gave the students the pretest assessment.I had included only pictures of words with short vowel but these pictures were notidentified. For a 25% of the student this was not an issue. On the other the 75%of the students had an inconvenience of recognizing short vowel sound in a simplelistening activity. For the majority of the students it becomes easier if they canrelate picture and text. Due to this fact I had to change my whole assessmentplan because I used pictures instead of text for the handouts and posttest. I had
also had to identify the pictures from the phonograms lesson with thecorresponding text. Basically I had to align all of the handouts to picture text inorder to make them more user friendly for the students. Since my aim was for thestudents to achieve auditory discrimination for the post test was based onauditory discrimination. Analysis of Student Learning