Katie Black

Lesson Evaluation- Video 2

Lesson: Phonics
Target: I can read words with oo as in book.
This lesson was our morning phonics lesson that takes place right after calendar and lasts about
15-20 minutes. The first portion of this lesson is very much direct and explicit instruction. I have really
been working on providing students with a solid modeling step before moving on to student
participation. I have also been focusing on clearly stating the phonics sound and giving students practice
making that sound before applying it to words.
After viewing the videotape of my lesson, I feel very pleased with the outcome. When I am in
front of the class I tend to focus on the few students who are having trouble focusing or participating
and I miss all the great behaviors and learning that is actually taking place. First, I felt my lesson followed
a very clear and logical learning progression, which is a very notable improvement from my earlier
phonics lessons. Also, students always provide a choral response to all targets. I read the students the
target in chunks and they repeat after me and then release their bows to shoot for the target.
Next, I utilized the Interwrite board in a very effective and engaging way. Although this lesson
takes place entirely on the Interwrite board, I was able to break it up into 3 distinct chunks over the 15
minute lesson to account for student attention and engagement. First, I modeled and explained the
phonics skill, then the students practiced (starting with visual and picture supports and then moving into
just words), and finally the students completed an interactive word sort.
For our initial phonics lessons on the two weekly skills, the primary form of assessment is
formative. Our end of the week ELA quiz and our weekly small group readings also further assess these
skills. I think I effectively used questions, both of the whole group and individual students, to assess for
their understanding of the phonics skill. I also waited for all students to participate and respond to each
group question I posed. The students were given the opportunity to respond through a variety of visual
and vocal responses, such as acting out the word, choral reading of the word, or flashing the pretend
light bulb on the their thinking caps.
Furthermore, I always prepare my phonics lessons the week prior and felt well prepared. I tailor
my slides to be first grade appropriate and engaging for my students. I do not use the exact same format
week after week, but they are similar enough that the students know what to expect. I felt like I did a
good job managing behaviors in a very positive manor and effectively utilizing the limited class time we
have for our phonics lessons. I asked the students many times to use the words in sentences or use
actions to demonstrate connections of the words to real word situations.
In addition, I assure that all students are provided with adequate think time by using silent
actions that the students perform until all students have identified the word. The students also
recognize that I will select anyone, not just those who are raising their hands, so they all must be
prepared to attempt a word. However, I positively support students who may have a more difficult time
with a skill, so that all students can be successful.
Overall, I was able to identify a lot of growth since the beginning of my student teaching
experience. Nonetheless, there are still many areas I can continue to work on and improve. First, I can
vary my tone and pitch more to effectively grasp students attention. Also, providing even more specific
positive reinforcement, such as saying, I love the way Sophia is sitting quietly with her eyes on me,
rather than voices off class to obtain the students attention. I think I have improved a lot in both these
areas over the semester, but they are practices I will continue to work on.