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Alicia Collard

EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

Practicum Lesson Plan and Reflection 10
I. Objectives:
a. After a picture walk through the book Whisker Bill, students will be able to
discuss predictions they have about the story, and write them down in the back of
the book.
b. After reading the book Whisker Bill, students will be able to compare and
contrast their predictions with what actually happened in the story, and write at
least one sentence about their comparison in the back of the book.
c. After a teacher led discussion on beginning and ending digraphs such as wh in
the story, students will be able to work together to complete three digraph puzzles
together using different pictures that match the digraph.
d. After reviewing the completed digraph puzzles, students will be able to choose
two picture digraphs and spell the words in a sentence on their white board.
e. After reviewing the completed digraph puzzles once more, the students will be
able to play a game using the digraph picture cards and the digraph sounds on the
game board to move their game piece to the correct digraph sound that matches
the picture card.
II. Materials:
a. Two books titled Whisker Bill
b. Three digraph puzzle work mat and 32 picture cards
c. Digraph game board and the 32 picture cards
Alicia Collard
EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

d. White board and marker
e. Pencil
III. Vocabulary:
a. High frequency word: walk
b. Reviewed story words: after, all, away, happy, water, thought
c. Story words: boat, friend, wheel, whisk, whisker, whistle, whittle
d. Phonic Element Digraph words: when, while, whip, whack, white, whale
IV. Summary:
a. This lesson is designed to familiarize the students with the digraph wh used
repetitively throughout the book Whisker Bill. Along with learning this digraph,
students will practice other digraphs such as th, qu, ch, sh, and ph. Before
reading the book, students will do a picture walk and discuss with each other what
they think will happen in the story, then write their predictions in a sentence in the
space given in the back of the book. Students will compare and contrast their
predictions after reading the book and write about it in at least one sentence. After
a discussion about digraphs and modeling from the book, students will play two
games to match the picture with its correct beginning or ending digraph.



Alicia Collard
EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

Candidate Name____Alicia Collard______________Date____04/20/14__________
School____Columbia Elementary________Teacher___Groessbeck______Grade level__1____
Practicum Reflection-Guided Reading Lesson

Name of Book_______Whisker Bill__________Level______Decodable Book Word Count
180________


1. What was the area of focus today during the lesson? What activities related to the area of
focus were included in the lesson today?
a. The area of focus for this lesson was digraphs. The teacher has asked me to work
with my students on digraphs and the letters that have more than one sound that
can be used when placed in different words. This is a problem we have been
running into with every student at this grade level so I was very excited to present
this lesson and I can think of many more things to do with this lesson in the
future. My students read a book about whisker bill in their whisper voice together.
Then we played two different games with digraphs matching the picture to its
beginning and ending digraphs. One game the students worked together to figure
out which pictures matched each digraph. The second game we played together
was a board game with the digraphs on each spot on the game board. The students
Alicia Collard
EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

picked a card from the pile and moved to the space on the board that had the
correct matching digraph. They really seemed to enjoy this lesson!

2. What went well with the instruction? What did students learn?
a. The students learned about the digraph wh from the book, and ch, sh, th, qu,
and ph from the games we played. We also had some discussion about the book
we read before, during, and after. The students shared their predictions after doing
a picture walk and discussed the story together in sequence after the story was
read. I think the students really enjoyed this lesson and to watch and listen to them
as they tried to help each other out or correct each other with the activities we did
was really motivating!

3. Explain a growth moment for yourself where you realized, learned, or confirmed
something from today dealing with student achievement in the area of reading.
(phonemic awareness, phonics, fluency, vocabulary, comprehension, before/during/after
reading.
a. I have noticed as I have been working with my students that it is difficult for them
to figure out a word by sounding out each letter. Sometimes they do not recognize
the digraph or they do not realize that they should use an alternate sound when
sounding out each letter. I plan to try more games in the rest of my lessons using
the common digraphs so my students are able to begin to quickly recognize those
Alicia Collard
EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

digraphs and make the correct sounds. As my students were playing my digraph
game I was visualizing other games that I could make up to increase their
understanding and help them memorize these digraphs, such as a matching game
where they have to say the digraph when they pick it up. This lesson opened my
eyes to a really important concept that needs to be taught and practiced every day.
If I could get my students to be able to identify these digraphs more quickly just
like we do with sight words, then they will be even quicker readers.

4. Describe a moment when a student grasped an idea/concept-that got it! kind of
moment. How was the teacher able to facilitate this experience? Explain the situation.
a. On this particular lesson I decided to work with the two boys I usually work with
together rather than separately, and I am so glad that I chose to do so because of
how well they worked together and how well they were able to help each other
when discussing which picture matched which digraph. I loved to watch them as
they worked together to strategically place each picture where it belonged. I had a
hard time getting them to check their work on their own, so I went though it with
them one by one asking them if they thought each one was correct or not and for
them to make the sound to figure out if it matched. I had to make the sounds with
them at first and explain some of them, but after I did I think it was easier for
them to pick up on the correct sounds they were looking for to make it work.
Alicia Collard
EDUC 342
Cozens
Spring 2014
Adapted from Developmental Reading Reflection document created by Sarah Mwangi, 06/13

After checking our answers I went over it again after it was corrected and had
them say each digraph with each picture so they could make that connection once
more. I loved to hear when the students would say, oh wait, this one goes here
under this sound, not that sound. Or they would say no, I dont think that one is
right, it sounds like this. These were the types of situations I found to be most
beneficial in their lesson because I was amazed at how much better they were able
to understand what they were doing while communicating with each other and
working together!