Phonics and Spelling-Students use phonics and other strategies to
decode and spell unfamiliar words while reading and writing.
Each slide began with the singular form of a
word such as “tree” and then a visual picture
for the students to assimilate each word to.
At the end of each word I put a blank so the
students could fill in either an “s” or “es” to
make the word plural. The first couple of
words were words that only needed an “s” at
the end to make them plural. This part was
review for the children.
◊ It was easy to show visuals for each thing. For example,
it would have been very difficult to bring “buses” into the
classroom, but through a PowerPoint the students felt as if
they were looking right at the buses.
◊ I loved having a blank available for the students to fill in
with their answer. This allowed them to easily be able to
see the singular form of the word and how to change that
word into being plural.
◊ The students responded very positively to this PowerPoint
◊ The students were excited about learning because they had
visuals of specific objects they were learning to write in the
◊The students understood how to add a different ending to
each word to make it plural because they were visually able to
see each root word and a blank proceeding it.
◊ I could have written the specific rules for when to add an
“es” on the board and had them in the corner of each slide
so the students could remember when to add an “es”.
◊ I set the projector behind the students because the
ELMO was going to be used after my lesson and the ELMO
had to be put there. This was a mistake however because I
was teaching from behind the students and the students
were making hand puppets in the light from the projector.
1. Student use of technology: Although the students were not handling the
technology, they were actively learning through viewing the
2. Technology use is essential: In this particular lesson I taught the students
something completely new through this PowerPoint, so yes, it was
3. Focus on learning task: All the time was spent on the learning task. The
students were constantly trying to figure out what they needed to
add to the end of each word to make it plural. The technology only
made that easier.
4. Added Value: I was able to show a visual picture of each item to the students,
whereas I would not have had the means or space to do that other
wise. I also was able to quickly show the students the letters that
needed to be added to the end of each root word.