October 3, 2019

Fundations (Foundations) Lesson:

Quadrant: Sequence of Activities:
11:00 - 11:03:
Students take out their Individual Fundations
Pouches. I review the vowel sounds with the
students. The students then led the consonant,
digraph, and trigraph review with their peers.
I explained to students that today we are
2
going to focus on how to mark three-letter
blends and trigraphs. Additionally, I explain
that we will also talk about trick words and
why some words are trick words. Finally,
review with students what normal blends and
digraphs are.
11:03 - 11:06:
With the Fundations Day 2 Flipchart and
Standard Sound Cards on the Promethean
Board, I made the words, scrap and match. I
explained to students that each of these words
has three consonants together. Furthermore, I
1
discussed how one of the words contained a
three-letter blend (scrap) and the other word
contained a trigraph (match). I continued by
explaining to students what three-letter blends
and trigraphs are and how to correctly mark
them.
11:06 – 11:12:
 I explained to students that a three-letter
blends are three consonants that are together
where each letter makes its own sound. To
3 mark three-letter blends, each letter gets
underlined with its own separate line.
Students used ‘scrap’ as an example to mark-
up in their Student Notebook. Additionally, I
explained that trigraphs are three consonants
that are together where the letters make one
sound. To mark a trigraph, each letter of the
trigraph gets underlined with one whole line
since it makes one sound. Students used the
word ‘match’ as an example to mark-up
trigraphs in their Student Notebook.
11:12 – 11:20:
Next, the class and I reviewed that the sound
/tch/ makes (/ch/). I, then, explained to
students that they will add the /tch/ sound into
the Sound Section of their notebook. Students
added the words crunch and pinch for the
/ch/ sound and the words pitch and latch for
the /tch/ sound onto the Spelling with ck and
tch page. Next, within the lesson, we
reviewed trick words. I explained to students
that trick words are words that do not follow
the “system” of writing. Trick words are
tricky because they are phonetically irregular.
3 Furthermore, I discussed with the students
that since trick words are abnormal, their
spelling needs to be memorized rather than
tapped or sounded out. I, then, had students
go to the Trick Word Section of their
Fundations Student Notebook. I explained to
students that this list of words contains many
trick words. Furthermore, I discussed how
these words were (should have been) taught
throughout last year and previous Fundations
classes. Additionally, I discussed with
students that they will be responsible for
learning to spell these trick words but can use
this list as a resource throughout the year.
11:20 – 11:28:
Students were now responsible for taking out
4 their Fundations Dry Erase Boards. First, I
dictated the word, have. Then, students were
to find the word have in the trick word
 section. Students echoed the word after the
original. Students were then prompted to
write the word, have, on their Fundations Dry
Erase Boards. Within the lesson, I allowed
one student to share the spelling on main
board/ Promethean Board. Next, I stated the
word, work. The students once again had to
find a word, this time it being, ‘work.’ Again,
students echoed the word after original.
Students were to then write the word, work,
on their Fundations Dry Erase Boards.
Additionally, one student shared the spelling
on main board/ Promethean Board.
11:28 – 11:35:
To end the lesson, we went over and reviewed
three-letter blends and trigraphs and how to
mark them. We also reviewed trick words and
4
I had students provide at least two examples
from the lesson. Finally, at the end of the
lesson, I made sure to allow enough time for
students to clean up and get ready for lunch.

Reflection:

This was my first day teaching a lesson and actually getting observed by my University
Supervisor for my field placement classroom. I taught a Fundations (Foundations) lesson. I have
taught multiple Fundations lessons before, but this was my first lesson where I actually had to
get observed for student teaching. Due to this lesson being my first observed lesson, I was a little
nervous but still super excited and eager! I am fortune enough to have a great University
Supervisor who consistently encourages and teaches me. I am super excited for this student
teaching journey and eager to continue, deepen, and expand my knowledge and education!
After reading/independent reading, I transition students to their assigned seats and prompt
them to obtain their Fundations (Foundations) packet. Students sit in table groups to promote
collaboration and discussion. Each Fundation packet contains a Student Notebook, a White
Board, a Magnetic Tile Board that displays the alphabet, an Alphabet line, and a Composition
Book. Once students are transitioned and have their necessary materials for the subject, students
respond by quietly giving me a thumbs up. Throughout my reflection, I observed that this
follows and aligns with Danielson’s Framework 3A: Communicating with Students. Through
clear expectations explained at the beginning of the year, the students know and understand the
directions for most routine and repetitive activities and assignments. Additionally, my mentor
teacher and I use oral and written language, as well as, actions like certain eye contact, thumbs
up, and diverse finger symbols for collaborating and different breaks. My mentor teacher and I
often try to make our expectations known at the beginning of every activity, assignment, and
assessment to ensure students know what is anticipated of them. In general, it is important to
have clear communication with the students to promote a successful and beneficial classroom
environment and climate.
 The student’s instructional objective for this lesson was the following: “Students will
know and be able to identify at least one three-letter blends and at least one trigraphs. Students
will know and be able to correctly mark at least three different trigraphs and three-letter blends.
Students will know and able be to write four trick words.” Many of the students were able to
complete this objective. Specifically, the students were able to identify two three-letter blends,
‘scr’ and ‘str.’ Additionally, most of the students were able to identify five trigraphs, ‘tch.’
Throughout the lessons, I was able to ensure all students knew how to correctly mark at least
three different trigraphs and three-letter blends, ‘scr,’ ‘str,’ and ‘tch’ by actively walking around
the classroom while students mark-up the required words, ‘scrap,’ match,’ and ‘straw’ within
their Student Notebook. We learned about the ‘str’ three-letter blend throughout a prior lesson.
Finally, all students were able to know and write four trick words. Students provided the
examples given within class, ‘have’ and ‘work,’ but some students also used their Trick Word
Dictionary a part of their Student Notebook to provide new trick words like, ‘should’ and
‘move.’ However, throughout the week, some students had forgot about the /tch/ rule that states
most times /tch/ is used after a short vowel, where /ch/ is mainly used after a consonant, although
there are a few exceptions. To help students remember this rule, I provided students with a
reference poster that describes this rule. This poster hangs on our ‘Poster Wall’ within the
classroom where my mentor teacher and I hang all of our reference posters and educational
posters. The poster has already helped some students as they have stated that they “no longer
need the poster for the /tch/ sound!” Overall, throughout the lesson, the students were able to
effectively follow along and demonstrate their knowledge to ensure individual growth and
development.
The level of cognitive engagement and quadrants within this lesson varied throughout.
There were moments throughout the lesson where I just needed to provide information. But there
were also parts within the lesson, where the students were to be interactive and the leaders and
teaching the other students.
Throughout the lesson, students were able to be hands-on and use their Dry Erase Boards
to correctly spell words. The dry erase white boards activity (and TPT Hold-Up) is a resource
that my mentor teacher and I have used since last year. We love to use them for a quick
formative assessment and for progress monitoring. To allow the students to have more
participation throughout the lesson, I now allow the students to complete the review of the vowel
sounds themselves and provide more personal sentences. So, now, students are actively
participating, discussing, and collaborating throughout the lesson more. Furthermore, I was able
to change the style of teaching to provide the students more opportunities to deepen, enhance,
and strengthen their thinking skills and abilities. I allowed the students to be more responsible for
their learning. Moreover, from this lesson, I was able to practice being more of a guide and
facilitator. Through observing the students’ work, my reflection, and my revisions of the lessons,
I was able to focus on Danielson’s Framework 3C: Engaging Students in Learning. I was able to
ensure that future assignments from this lesson had students’ thinking emphasize depth and
encouraged students to explain their thinking. Furthermore, from my reflection of the lesson, I
was able to be sure that I used reflective and interactive resources to engage students and
promote deep learning throughout my lessons. In general, this lesson allowed me to continue my
understanding about the importance of peer teaching and student led lessons.
A TPT Wrap-Up I will implement into my lessons to enhance the students’ thinking is
the One-Word Summary activity. Within this activity, students would write one-word that
summarizes the main point/essential question(s) of the lesson. To ensure higher order thinking,
students should also write a few sentences about their ‘one-word’ and discuss it with their peers.
Furthermore, the teacher should also circle around the room to be sure students are on-task and
to be asking for explanations and/or clarifications from students. I could use this TPT Wrap-Up
within a future Fundations lesson by implementing this activity at the end of the lesson. This will
affect the students learning because it promotes student collaboration and discussion. I think
student collaboration and discussion are important for students because it allows them to share
their unique and personalized thoughts, ideas, and comprehension. Moreover, it allows students
to make connections with peers and to understand that others may have different opinions from
them and that is okay. The students within my field placement classroom also enjoy and thrive in
class discussions and collaboration opportunities so this TPT Wrap-Up activity will definitely
promote learning and growth from all students.
Overall, this lesson and reflection has allowed me to reflect on my own practices and
knowledge to ensure I am a well-educated and knowledgeable teacher, reference, and resource.

References:

Danielson, C. (2014, August 25). The Framework For Teaching Evaluation Instrument 2013
Edition. www.danielsongroup.org.

Himmele, P., & Himmele, W. (2017). Total Participation Techniques: Making Every Student an
Active Learner, 2nd edition. Retrieved from https://ebookcentral-proquest-
com.ezproxy2.library.drexel.edu