Portfolio Exemplar Cover Sheet

Teacher Candidate: Donovan Martinez Cohort #: 414

Title of Exemplar: Magic E: a-consonant-e

Portfolio Category: I II x III IV V

ACEI Standard: Instruction

ACEI Standard Element(s):

ACEI 3.5 Communication to foster collaboration-Candidates use their knowledge and understanding of
effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration,
and supportive interaction in the elementary classroom.


Semester: Spring 2014 Date: February 24, 2014

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s).

This exemplar was created based on the Orton-Gillingham phonics program. My mentor
at Waialae PCS and I collaborated to put it together. I observed her and listened to her verbal cues
and chants that helped the students recall information. I used the same cues and chants in my lesson
so students could have consistency. Students were also engaged by having to verbally say each
sound and vocabulary word. We also spelled in the air, on desks with shaving cream, and on a
partners backs for students to retain the spelling kinesthetically.

Verbal cues used in this lesson fostered active inquiry and supported interaction because
students would respond accordingly to each respective verbal cue. Whether it was a cue to choral
read, or a cue to answer a question, students knew how to respond accordingly.

2. Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI
Standard and Element(s).

My professional growth in knowledge of instruction grew significantly while both
creating and teaching this lesson. I gained more knowledge and confidence in the Orton-Gillingham
phonics program.

I was able to develop my skills in instruction through collaborating with my mentor. We
would practice the different cues she used and the different chants used to help out students
remember certain phonograms.

My growth in disposition is in my eagerness to get trained in the Orton-Gillingham
phonics program. I got to see how students can easily identify sounds through repetitions of this
program. English is not an easy language to learn or to teach, but this program breaks it down in
such a way that is very understandable.


Dual Prep Lesson Plan Format

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 2/23/14

Lesson Title: Magic-E: a-consonant-e Teaching Date: 2/24/14

CCSS Content Area: Language Arts Grade Level: 5 Mentor Teacher: S. Mahoney


Step 1Desired Results (what students will learn)
A. Brief narrative overview of lesson that specifies enduring understanding and
essential question
Students will identify the a-consonant-e sound and identify them by coding, reading,
and spelling words provided by the Orton-Gillingham Word List.
Students will answer the questions what sound does a-e make and how do you spell
the a-e sound.

B. Common Core Standards:
Strand Topic Common Core State Standard
Reading Foundational


Phonics and Word
Recognition
5.RF.3 Know and apply grade-
level phonics and word analysis
skills in decoding words.
a. Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.

Reading Foundational

Fluency 5.RF.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read grade-level text with
purpose and understanding.
b. Read grade-level prose and
poetry orally with accuracy,
appropriate rate. and expression.
c. Use context to confirm or self-
correct word recognition and
understanding. rereading as
necessary.





C. General Learner Outcome (GLO):
Effective Communicator
Complex Thinker

D. Hawaii Teacher Performance Standard:
A2.1 Reading, Writing, and Oral Language-Candidates demonstrate a high level of
competence in use of English language arts and they know, understand, and use
concepts from reading, language and child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills and to help students successfully
apply their developing skills to many different situations, materials, and ideas.

E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate disabilities

Student Initial(s) IEP Goal/Objectives(s)
CA When given a passage at his instructional
level, Casey will employ taught decoding
strategies (sound out words, break up
words, use finger at point of difficulty, etc..)
to solve unknown words on 4/5
opportunities.
DC Using his weekly word study list with
words that contain alternating patterns
(consonant blends, short vowel, long vowel,
and other vowel patterns), Dakota will read
each word with at least 90% accuracy.
KW When attempting to solve an unknown word
while reading a text at his level, Kali-Wade
will break-up or sound out the word in 4 out
of 5 opportunities.
AK While reading a text at her level, Annabelle
will decode 5 multisyllabic words
accurately in 4 out of 5 opportunities.
DL N/A
ZM When given a passage at his instructional
level, Zan will employ taught decoding
strategies (sound out word parts, break up
words, use finger at the point of difficulty,
etc..) to solve unknown words to be able to
read with 97% accuracy on 4/5
opportunities.


Step 2Assessment Evidence (summative check for learning)

A. Performance Task
Students will listen to words with the a-e sound, they will identify the common
sound of a-e

Teacher will read a-e words to the class, students will listen to the a-e words
given and spell the correctly.

Students will read a-e words and code them by putting a macron over the a and
crossing out the e.


B. Performance Criteria
Students will be graded through participation, discussion, and completion of their
spelling packets.



Step 3Active Learning Plan (detailed enough for another teacher to follow)

Procedures Teacher will Student will
Attending Cue e.g.,
How will transition from
prior activity be made?
How will students
attention be captured
prior to the lesson?
Use the classroom attending cue by
saying, Call me





Respond,
Maybe!!! and be
ready to start lesson
by sitting quietly
and eyes and ears on
the teacher.
Anticipatory Set e.g.,
Introduce desired results;
ask essential question;
connect with student
experience. Is this
review or new info?
How does lesson link to
previous learning?
Is pre-assessment
necessary?
How will lesson be
presented?
Say, Today, we are going to begin
our Magic-e unit. Weve learned
our long vowel sounds and within
this unit we will learn to identify
that the Magic-e helps make the
long vowel sound.
Sit quietly, raise
their hands if the
have any questions.
Modeling e.g.,
What/how will you
model?
Say, Listen to the following
words






How will you support
students to activate their
own thinking?
ate, echo

ape, echo

lake, echo

came, echo

plane, echo

Say, Raise your hand if you can
tell me what sound you hear in all
those words?



Say, Words with the a-consonant-
e pattern are called vowel-
consonant-e syllables or we also
know it as Magic-e. The e is
silent, cross it out. The a is long;
code it with a macron.

Echo (repeat), ate

Echo, ape

Echo, lake

Echo, came

Echo, plane

Raise their hands
and answer
accordingly, answers
will vary. (Correct
answer is: /!/)
Guided Practice e.g.,
How will students
practice the learning?
How will you prompt?
What are you doing for
formative assessment?
What corrective feedback
will you provide?
Show the blue deck divider labeled
Magic-e and say, A vowel-
consonant-e syllable ends in one
vowel, one consonant, and a final
e. The e is silent; cross it out.
The vowel is long; code it with a
macron. YOUR TURN!(Show
blue deck divider card to a
student.)

Repeat this with each student.

Now, solve this riddle to find the
keyword:

Say, Im always at birthday
parties.
Im put in the oven to bake.
Im covered with icing and candles.
And served to the guests, Im
the

Respond, YES, CAKE! So the
Repeat, A vowel
consonant-e syllable
ends in one vowel,
one consonant, and
a final e. The e is
silent; cross it out.
The vowel is long;
code it with a
macron.

Repeat the
definition.

Guess the rhyming
word, CAKE.





(As a group) repeat,
a-(consonant)-e,
cake, / ! /.


keyword is cake. Repeat after me,
a-(consonant)-e, cake, / ! /.

Repeat this with each student.


(Each student will)
individually repeat,
a-(consonant)-e,
cake, / ! /.

Independent Practice
e.g., How will students
demonstrate ability to
perform skill
independently?
Provide a list of a-e words and
say, Read, identify the a-e
sound, and code the sound in each
word.


Go over the words together as a
class.
Read the words in
the list, identify the
a-e sound, and
code it in each
word.

Read the words list
and identify the a-
e sound.

Assessment Evidence-
Summativee.g.,
How will you do the
summative assessment to
determine to what degree
lesson and IEP objectives
have been accomplished?
What part of their
learning will students
self-assess?
Say, Now get out your dry erase
boards and expo markers. I will
read you a word and you will spell
it and code the sound.

Read the spelling words. After each
word, teacher will ask students to
show their boards to reveal
correct/incorrect spelling:

Fade.

Shake.

Blame.

Wade.

Brave.

Get out their dry
erase boards and
expo markers.


Spell and code each
spelling word.
Reveal their spelling
on teachers
command.
Closuree.g.,
How will you summarize
the lesson, including
revisiting the
Understanding and
Essential Question?
How will you connect
this lesson to future
learning?

Ask, Who can give me an
example of a word, not from the
spelling list, with the a-
(consonant)-e sound?

Ask, What sound do those words
have in common?

Raise their hands
and give examples
of a-e words.


Raise their hands
and respond either
a-(consonant)-e
or / ! /. Both
correct.



Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.
Nine types of adaptations: input, output, size, time, difficulty, level of support, degree of
participation, modified goals, substitute curriculum. (Refer to attachment)

Student CA

CA, will be given words at his reading level and extended time
for response.

Student DC

DC, will be given words at his reading level and extended time
for response.

Student KW

KW, will be given words at his reading level and extended time
for response.

Student AK

AK, will be given words at her reading level and extended time
for response.

Student DL

DL, will be given words at his reading level and extended time
for response.


Student ZM


ZM, will be given words at his reading level and extended time
for response.


Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Differentiate the learning environment, content, process, or performance task for individuals
or small groups (e.g., gifted, ELL students, reading groups).

Identify the type of need (e.g., ELLs, gifted
students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading assignment,
etc.)

ELLs Picture of spelling words will be


provided.
Accelerated Learners Have Accelerated Learners code
words after spelling them.
Provide them with a mini-book to
identify the sounds within the story.
Come up with other examples of
words with same a-e sound.
Struggling Students Provide extended time to respond,
also a shorter list of spelling words
to decode.

A. Materials to have ready:
Pencils
Spelling Packets
Dry erase boards
Dry erase markers
Erasers

B. Approximate time needed for lesson:
50 minutes

C. Resources (where I got my ideas):
Orton-Gillingham Program


Step 4Reflection

DUAL-PREP LESSON PLAN REFLECTIONS

Assessment
The evidence that I can show about my students learning comes in the form of a list
of spelling words that sounds were identified and coded. Also, as evidence of students
learning, I have mini books in which students identified the taught sounds within words in a
story. Students also demonstrated learning of taught sounds by participating in activities
using the class dry erase board as well as individual boards.
I aligned my assessment to yield the data I needed to determine how well my students
attained the taught sounds. My students were able to identify the sound that was taught, as


well as give examples of words that contained the taught sound. Students were also asked to
say the taught sound as well as spell and code it.
The next step lesson I would teach is the next Magic-E sound. I would review the
previously taught Magic-E sound and relate it to the current sound being taught. The
evidence I gathered from the assessment that would lead me to design the next step lesson
is that my students mentioned how the Magic-E makes the vowel sound long.

Behavior/Management
I managed the classroom behavior really well. Classroom management is one of my
strengths. I used my mentors Teacher/Kid Points game to curb any undesired behavior. It is
a game that is played between the Teacher and Kids. Points are awarded to the teacher if
undesired behavior is displayed, points are awarded to the students if desired behavior is
displayed. If a student was caught off-task, I simply gave them a verbal prompt as a warning,
followed by Teacher Points for myself on a second offense.

Collaboration
I developed this lesson through collaborating with my mentor teacher. She took an
Orton-Gillingham workshop and is trained in its practice. I did consider students interest
when selecting the spelling words. I selected words that they may use in their everyday lives
and also words that pertain to their interest such as sports, hobbies, etc. When creating this
lesson, I collaborated with my mentor teacher as well as one of my fellow student teachers to
get their input on different words or approaches to come up with for this lesson.