1. DID MODEL 1
Part 1: Getting to Know the Learners
I will teach the lesson to my Kindergarten students at Waterway Elementary in Horry
County Schools District. My class consists of 22 students: 8 girls and 14 boys. 9 students
previously served in Child Development (early intervention program, PreK). 11 students are
Caucasian, 5 Hispanic, 4 African American, and 2 are Bi-racial. Initially when class started, I
sent home information sheets so parents could fill them out so I could learn a little more about
their child. Most of my parents stated their child learns better visually or kinesthetically.
Three students receive ESOL services, and three students have an IEP. One student has
an IEP for behavior, another for speech, and another one for communication services. The
student who has an IEP for communication services is expected to be dismissed before the end of
the second quarter.
2. DID MODEL 2
Beginning of the year DIBELS data shows that 5 students are at or above grade level, and
17 students are below grade level. Data doesn’t reflect the new student that came after the lesson
was taught.
Part 2: Performance Objectives and Lesson
The performance objective for the phonics lesson is, Students will be able to identify
letters and sounds Vv, Ww, and Xx in an activity on Seesaw with 75 percent accuracy visually
and orally. I plan to use the I do, We do, You do lesson model to teach students this phonics
lesson. This lesson will be taught and assessed during our Phonics time (9:35am-10:05am).
3. DID MODEL 3
Part 3: Teaching and Learning Strategies
I plan to stick to the Pedagogical Cycle to support my teaching. Students will begin the
lesson with a review of things we’ve done before. It will appear that the review doesn’t serve
much of a purpose, but this time is dedicated to Phonics and Phonological Awareness, but it will
build a bridge to prior knowledge. I will then go into explicit instruction of the content; students
will be allowed to use different kinesthetic movements to promote retention of the letters being
taught. I will use a strategy called “Take Off/Touch Down,” students will stand up when they
hear a word that begins with the target letter for the day and sit down if they hear a word that
doesn’t have that sound. After verbally hearing the sound, students will visually identify words
that begin with the target letter. Students must choose from a list of words and identify which
words begin with the target letter. Students will then work together to use their body to create the
4. DID MODEL 4
letter of each lesson. An informal assessment will be conducted, students will partner up and
rally off a list of words that begin with the target letter.
Part 4: Select and Analyze Support Technologies Used
I will use a Promethean Board to present Google Slides created for the lesson. Students
will use their listening skills and collaborative activities while I use the Promethean Board to
teach the lesson. Students will collaborate to rally words that begin with the target sound.
Students will use their iPads to access Seesaw to demonstrate their understanding and mastery of
target letters taught. I can provide feedback to students via Seesaw regarding their work once
they turn in their assignment.
Promethean Board examples:
5. DID MODEL 5
Seesaw Assignments:
Part 5: Implement, Assess, Revise, and Make Recommendations
After teaching the lesson, the objective was achieved. I not only had 75% mastery, but
about 87% of students mastered the objective. I plan to support the other 13% with small group
instruction. I did find mistakes that were typed in my notes for the lessons taught, but I knew
what to say. I do believe I should have corrected them in case a substitute had to teach the
lessons. These lessons were taught after numerous phonics lessons were taught, it’s a template
and I didn’t get to change the wording due to my knowledge. Overall, my students achieved the
objective set for them. I can’t wait to see the middle of the year assessment scores. I’m hoping
that I will have more than 5 students at or above grade level.
