Professional Documents
Culture Documents
lowercase letters of the alphabet with 80% accuracy. After talking to her and observing him, I
decided that I wanted to focus on letter recognition. I decided to assess Student M on how many
letters and letter sounds that he knew. I decided to focus on this primarily because he was
struggling with reading so much and knowing the letters of the alphabet and their sounds is
crucial step in learning to read. In addition, this was aligned with one of his IEP goals for the
year.
Pre Test- Letter Identification Assessment
where he had to color the pictures that started with that letter and write the letter. Here are
examples of the resources, activity sheets, etc that I used:
Reflection:
Overall, I learned a lot from designing and implementing an instruction plan. I learned
that not every instructional strategy or technique that is recommended will work well for every
student. For example, throughout the instructional plan, Student M really enjoyed having to
shape the pipe cleaners over the letter outline. This was always his favorite part, so I let him
spend some time on this. However, the pipe cleaners were kind of hard to bend, so I often had to
help him shape them. Next time, I might try something else, like playdough. The worksheets that
I used for each letter were pretty beneficial. Both worksheets were coloring worksheets. Student
M loves to color, so he enjoyed doing these worksheets and listened well because he got to color
them. The worksheet which had the letter in the middle and four pictures of things that started
with that letter provided a good visual and real life connection to the letter. By the time he got to
the second worksheet though, he was less willing to fill it out and wanted to be done. This was
probably because he was tired of working on the letter. For the most part, however, the student
was fairly engaged throughout the instruction time and seemed to enjoy the extra one on one
time that he got to spend with me.
One thing that I would have done differently was to bring in real life pictures of things
that started with the letter or the actual objects themselves to give him an even better real-life
experience with the letter. Another thing that I would have done differently is to focus on
reviewing each of the new letters before starting a new one. I should have reviewed each letter
that we learned the previous session before starting a new one, so that he would not forget the
letter that we just learned. I did not do this, and I think it would have been beneficial and would
have helped the student. Another thing that I could have added was to do more handwriting
practice. I only had the student trace over the letter one time, and I think if he had to trace or
write the letter more often, he might have been able to identify it better. This would have also
given him more practice with the letter. To challenge and push the student, I could have given the
student pictures that all start with different letters and have him sort which one started with the
specific letter I was teaching him that day. This would have provided a good review of the letter
at the end of the instructional period. In conclusion, I learned that some things work and some
things dont work in terms of instructional strategies and techniques. For this student, more
manipulatives would have been helpful and more review and repetition. Next time, I would
spend more time working on letter sound in addition to just letter name because knowing the
sound of a letter is crucial to learning to read.