Teaching Work Sample

Taylor Martens
Writing/ Letter P-Letter B
Sioux Valley Elementary
Junior Kindergarten
Fall Semester, 2019 (9/23-10/4)
 TABLE OF CONTENTS
(Click on the hyperlink below to take you straight to the page you are looking for)

CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction

GOALS AND OBJECTIVES

TIMELINE AND LESSON PLANS

Timeline
Lesson Plans
Reflection log

ASSESSMENT
Pre-Assessment
On-Going Assessment
Post Assessment

DATA ANALYSIS AND RECOMMENDATIONS

Individual Students
Whole-Class

SUMMARY OF STUDENT PROGRESS

Example: Letter to parents
Example: Website posting regarding unit
 Contextual Factors
Sioux Valley, Volga SD
Junior Kindergarten
Community
Sioux Valley Elementary is a rural community in Volga, South Dakota. The

community is mainly Caucasian individuals with a little diversity. According to the U.S.

Census Bureau 2018, the population was 2,020. Sioux Valley is a school that believes

in religious views, therefore, every Wednesday we get out at 2:15 in order for the

students to attend church events. The community has a 97.3 percent high school

graduate or higher rate. This demonstrates that school is important to this community. In

the Elementary 17% of the students qualify for free or reduced lunch with a median

household income of $56,773 (U.S. Census Bureau 2018).

District/School
The Sioux Valley School District has a total of 676 students K-12. The Sioux

Valley Elementary has a total of 312 students. Within the Elementary the

Race/Ethnicities are mainly caucasian with 285 students, 14 Hispanic, 6 multiple races,

5 native Americans, and 2 black students (SD DOE, 2018). The percent of students who

are English Language Learners is only 1.7% which is low compared to some of the

surrounding schools. While looking over some of the school data the school earned

9.85 out of 10 for the school environment which is excellent. Something that sets Sioux

Valley apart from surrounding schools is it’s after school program called base. The
students can actually come before and after school to base. Base is a great program

that gives the students snacks and fun activities to do while they wait to go home. We

send over half our students to base every day.

Classroom
In Junior Kindergarten there are twenty-two students total for both classes. In

each individual class, there are eleven students. Specifically, there are six girls and five

boys. Within my section of Junior Kindergarten, we have multiple students with different

learning backgrounds. Most of the students went to preschool at the Christian school in

Volga, SD and a few of them went to different preschools. Within our classroom, most of

our instruction happens on the carpet and the students have specific spots on the rug.

When the students are working at the tables they are allowed to pick their spots. There

are two boys that are not allowed to sit next to each other during work time because

they tend to mess around. They have also figured out that they cannot sit by each other.

We have whiteboard tables that the students are allowed to use and they can draw on

the tables after they have finished their work. They know that they are not allowed to

draw on the tables before they are done working.

Implications for Instruction

● Student 1- Tends to try and be funny and get other students off-topic when he

does not want to do work. (We are working with the speech teachers to get him

enrolled in some program-nothing has been confirmed yet)

● Student 2- Gives up easily when things are hard and has a hard time listening to

directions. He is persistent after learning how to do something and he wants to get

the work done if he understands it.

● Student 3- Has some social skills that need to be developed. She is eager to give

hugs but does not always notice when her classmates do not want a hug. Needs to

be reminded that she can do the work. This student is also starting the referral

process for Autism.

● Student 4- Will draw all over the tables if he is left alone for too long without

something to do. He also struggles to stay focused some days and will need to be

reminded to sit still and focus.

● Student 5- Will tell you she does not know how to do the work, but she is capable

of it. She would rather have you do it for her than learn it on her own.

● Student 6,7,8- These three students are all super smart and need to be challenged

more. They tend to get there work done quickly so we have books in our class that

they can look at when they are done.

● Student 9- Will sometimes lay down in the middle of a lesson ready to take a nap.

He needs to be reminded that it is not nap time and we need to be ready to learn.

● Student 10- She is pretty quiet and will need to be reminded to speak up and use her big

girl voice. She also tends to be really slow in the hallway so reminding her to walk

quickly is important.

● Student 11- She is super sweet and loves hugs. She will need to be reminded to not put

things in her mouth because she tends to put everything in her mouth. This student also

has long hair that gets in her face. Most of the time her hair gets in the way of her
learning because it gets in her face while she is trying to write. I have a bag in my desk

that has ponytails and a hairbrush in it to pull her hair back.

 Goals and Objectives
Learning the letter P & B
Goals/ Objectives:
Day 1 & 6
● PK.OL.4.1- Play with the sounds of language, repeating rhymes, songs,
poems, and fingerplays.
● PK.IP.3.9- Identify words that begin with the same sound from a small
group of words.
● PK.W.2.2-Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
○ The students will be able to identify the words in Ms.P’s story during the
lesson.
○ The students will be able to identify the words in Mr. B’s song as a
group.
Day 2 & 7
● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept
that the sounds of speech can be represented by one or more letters of
the alphabet.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● Pk.IP.3.9-Identify words that begin with the same sound from a small
group of words.
○ Students will be able to write the letter P and number 5 by starting
at the top.
○ Students will be able to create the letter B using wood letter pieces.

Day 3 & 8
 ● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept
that the sounds of speech can be represented by one or more letters of
the alphabet.
● PK.R.1.10- Demonstrate knowledge of the basic concepts of print, such
as knowing the differences between pictures, letters, and words.
● Pk.W.2.3-Use scribbling and drawing to represent their ideas and then
begin to use letters and developmental or invented spelling of words to
communicate a message.
○ Students will be able to trace and then write the letter P on their
own.
○ Students will be able to trace and then write the letter B on their
own.
Day 4 & 9
● Pk.IP.3.9- Identify words that begin with the same sound from a small
group of words.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● PK.R.1.8- Demonstrate knowledge of the Alphabetic Principle, the
concept that the sounds of speech can be represented by one or more
letters of the alphabet.
○ The students will be able to identify at least one word in Ms.P’s story
during the lesson.
○ The students will be able to identify at least one word in Mr. B’s story as a
group.
Day 5 & 10
● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept
that the sounds of speech can be represented by one or more letters of
the alphabet.
● PK.IP.3.9-Identify words that begin with the same sound from a small
group of words.
 ● PK.LP.3-Through their explorations, play, and social interactions, children
listen, identify, and respond to environmental sounds, directions and
conversations, and have phonological awareness.
○ Students will be able to listen to the description of an object and
determine what the object is.
○ Students will be able to listen to the description of an object and
determine what the object is.

I can statements:

● Day 1: I can say the P words in Ms. P’s song.

● Day 2: I can write the letter P starting at the top.
● Day 3: I can trace and then make the letter P.
● Day 4: I can say the P words in Ms. P’s song.
● Day 5: I can figure out what the P objects are in the sound around box.
● Day 6: I can say the B words in Mr. B’s song.
● Day 7: I can make the letter B using wood pieces.
● Day 8: I can trace and then make the letter B.
● Day 9: I can say the B words in Mr. B’s song.
● Day 10: I can figure out what the B objects are in the sound around box.
 Timeline

Date Standards Objectives Length

of time

9/23/19 ● PK.OL.4.1- Play with the The students will be 15 Mins

sounds of language, able to identify the
repeating rhymes, songs, words in Ms. P’s 9:00-9:15
poems, and fingerplays. song as a group.
● PK.IP.3.9- Identify words
that begin with the same
sound from a small group
of words.
● PK.W.2.2-Demonstrate
understanding that their
spoken words can be
represented with written
letters or symbols as they
dictate.

9/24/19 ● PK.R.1.8-Demonstrate Students will be 30 Mins

knowledge of the able to write the
Alphabetic Principle, the letter P and number 1:30-2:00
concept that the sounds of 5 by starting at the
speech can be represented top.
by one or more letters of
the alphabet.
● Pk.W.2.2- Demonstrate
understanding that their
spoken words can be
represented with written
letters or symbols as they
dictate.
● Pk.IP.3.9-Identify words
that begin with the same
sound from a small group
of words.
9/25/19 ● PK.R.1.8-Demonstrate Students will be 15 Mins
knowledge of the able to trace and
Alphabetic Principle, the then write the letter 9:00-9:15
concept that the sounds of P on their own.
speech can be represented
by one or more letters of
the alphabet.
● PK.R.1.10- Demonstrate
knowledge of the basic
concepts of print, such as
knowing the differences
between pictures, letters,
and words.
● Pk.W.2.3-Use scribbling
and drawing to represent
their ideas and then begin
to use letters and
developmental or invented
spelling of words to
communicate a message.

9/26/19 ● Pk.IP.3.9- Identify words The students will be 15 Mins

that begin with the same able to identify at
sound from a small group least one word in 8:45-9:00
of words. Ms.P’s story during
the lesson.
● Pk.W.2.2- Demonstrate
understanding that their
spoken words can be
represented with written
letters or symbols as they
dictate.
● PK.R.1.8- Demonstrate
knowledge of the
Alphabetic Principle, the
concept that the sounds of
speech can be represented
by one or more letters of
the alphabet.
9/27/19 ● PK.R.1.8-Demonstrate Students will be 20 Mins
knowledge of the able to listen to the
Alphabetic Principle, the description of an 1:50-2:10
concept that the sounds of object and
speech can be represented determine what the
by one or more letters of object is.
the alphabet.
● PK.IP.3.9-Identify words
that begin with the same
sound from a small group
of words.
● PK.LP.3-Through their
explorations, play, and
social interactions, children
listen, identify, and respond
to environmental sounds,
directions and
conversations, and have
phonological awareness.

9/30/19 ● PK.OL.4.1- Play with the The students will be 15 Mins

sounds of language, able to identify the
repeating rhymes, songs, words in Mr. B’s 9:00-9:15
poems, and fingerplays. song as a group.
● PK.IP.3.9- Identify words
that begin with the same
sound from a small group
of words.
● PK.W.2.2-Demonstrate
understanding that their
spoken words can be
represented with written
letters or symbols as they
dictate.

10/1/19 ● PK.R.1.8-Demonstrate Students will be 30 Mins

knowledge of the able to create the
Alphabetic Principle, the letter B using wood 1:30-2:00
concept that the sounds of letter pieces.
speech can be represented
 by one or more letters of
the alphabet.
● Pk.W.2.2- Demonstrate
understanding that their
spoken words can be
represented with written
letters or symbols as they
dictate.
● Pk.IP.3.9-Identify words
that begin with the same
sound from a small group
of words.

10/2/19 ● PK.R.1.8-Demonstrate Students will be 15 Mins

knowledge of the able to trace and
Alphabetic Principle, the then write the letter 9:00-9:15
concept that the sounds of B on their own.
speech can be represented
by one or more letters of
the alphabet.
● PK.R.1.10- Demonstrate
knowledge of the basic
concepts of print, such as
knowing the differences
between pictures, letters,
and words.
● Pk.W.2.3-Use scribbling
and drawing to represent
their ideas and then begin
to use letters and
developmental or invented
spelling of words to
communicate a message.

10/3/19 ● Pk.IP.3.9- Identify words The students will be 15 Mins

that begin with the same able to identify at
sound from a small group least one word in Mr. 8:45-9:00
of words. B’s story as a group.
● Pk.W.2.2- Demonstrate
understanding that their
 spoken words can be
represented with written
letters or symbols as they
dictate.
● PK.R.1.8- Demonstrate
knowledge of the
Alphabetic Principle, the
concept that the sounds of
speech can be represented
by one or more letters of
the alphabet.

10/4/19 ● PK.R.1.8-Demonstrate Students will be 20 Mins

knowledge of the able to listen to the
Alphabetic Principle, the description of an 1:50-2:10
concept that the sounds of object and
speech can be represented determine what the
by one or more letters of object is.
the alphabet.
● PK.IP.3.9-Identify words
that begin with the same
sound from a small group
of words.
● PK.LP.3-Through their
explorations, play, and
social interactions, children
listen, identify, and respond
to environmental sounds,
directions and
conversations, and have
phonological awareness.

Lesson Plans
Dakota State University
College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/23/19
Time: 9:00-9:15

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students have listened to letter people
songs before, but this will be the first time listening to Ms. P’s song.

Lesson Goal(s) / Standards:

● PK.OL.4.1- Play with the sounds of language, repeating rhymes, songs, poems,
and fingerplays.
● PK.IP.3.9- Identify words that begin with the same sound from a small group of
words.
● PK.W.2.2-Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.

Lesson Objectives: The students will be able to identify the words in Ms. P’s song as a group.

Materials Needed:
● Ms. P puppet
● Youtube video-https://www.youtube.com/watch?v=PhsNJmD4WHU
● Promethean Board-writing tool

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (2 Minutes)
 ● Please have a seat on the carpet with your hands in your lap ready to go. Today we are
going to listen to Ms. P’s song. Show the students Mrs. P’s puppet and get the YouTube
video up for them to listen to. As we listen to the song I am going to pass around Ms. P.
You can look at her and find her P’s. Make sure you pass her along to the person next to
you when you are done. Let’s try saying the P sound together.

2. Content Delivery (10 Minutes)

● The students will listen to Ms. P’s song and pass around the puppet. If they do not all get
a chance to look at the puppet I will play the song one more time. After we have finished
listening to the song I will have the students tell me the words they heard that start with
the letter P. As they say the words I will write them on the board. I want all of the
students to say at least one word that starts with the letter P from the song. If a student
is struggling I will give them a clue. If the students mention words that do not start with P
go over what sound P makes with them again. After all of the students have had a
chance to tell me the words they heard I will read the words on the board and have them
repeat them back to me.

3. Closure (2 Minutes)
● Great job listening to Ms. P’s song! You heard lots of words that started with the P
sound. Now I would like my technology helper to head back to the iPads and get them
out so we can start MobyMax.

B. Assessments Used
● We will be using an informal assessment to see if the students are hearing the sounds at
the beginning of words.

C. Differentiated Instruction
● There will not be a lot of differentiated instruction. I will be calling on students who raise
their hands first and then I will call on students who do not raise their hands because I
want them all to say at least one word so I can see if they are hearing the letter sounds.

D. Resources
● Letter people program.

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/24/19
Time: 1:30-2:00

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): This will be the first time we write the letter P
and the number 5. I noticed last time that some students tried to start their letters on the bottom.
It is important to remind them to start at the top!

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● Pk.IP.3.9-Identify words that begin with the same sound from a small group of
words.

Lesson Objectives: Students will be able to write the letter P and number 5 by starting at the
top.

Materials Needed:
● 12- Whiteboards
● 12- Whiteboard markers
● Promethean board

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson
1. Introduction (5 Minutes)
● Today we are going to be working on our letter and number of the week. Can anyone tell
me what they are? Great job, our number is 5 and our letter is P. We will be working on
the supercomputer to practice making the letter and number. After we do a little practice
we will be making out own.

2. Content Delivery (20 Minutes)

● I will start off by calling on students to try making the letter P on the Promethean board.
The website will take the students through the steps and make sure they are writing
them correctly. We will then work on number 5 on the computer. After we do a little
practice we will be working on them on our own whiteboards. I will demonstrate to the
students what they should do. We will go step by step together and then I will have the
students practice on their own. Before they erase it I want to see it at least one time.

3. Closure (5 Minutes)
● Today we learned how to make the letter P and the number 5. Together we are going to
say how we make our letter and number. P-Big line down, frog jump, little curve on top.
5- little line down, curve around, put a hat on top. Please take your markers and
whiteboards and put them away and then come back to the carpet.

B. Assessments Used
● We will be using an informal assessment to see if the students can make the letter P and
number 5.

C. Differentiated Instruction
● For a few students, we might have to make dots for them to trace the letter and number
first.

D. Resources
● Handwriting without tears website and account

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/25/19
Time: 9:00-9:15
Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students worked on the letter P in
yesterday’s lesson. We learned how to form the letter P and they had practice on the
whiteboards.

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● PK.R.1.10- Demonstrate knowledge of the basic concepts of print, such as
knowing the differences between pictures, letters, and words.
● Pk.W.2.3-Use scribbling and drawing to represent their ideas and then begin to
use letters and developmental or invented spelling of words to communicate a
message.

Lesson Objectives: Students will be able to trace and then write the letter P on their own.

Materials Needed:
● 11- Pencils
● 11- Letter P-Workbook pages

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (3 Minutes)
● Today we are going to be working on our letter P again. Can anyone tell me how we
make the letter P. As a class we will say the steps to the letter P. Then I will pass out the
letter P worksheet and show the students a few examples first.
2. Content Delivery (10 Minutes)
● I will show the students how to write the first two P’s. Then I will ask the students to trace
the top row and only do the top row before moving on. I will be walking around and
looking at their first row before starting the second row. This will be a good informal
assessment. If needed I will show them again how to make the letter P, before having
them continue. Then the students will finish the last two rows on their own.

3. Closure (2 Minutes)
● Today we worked on the letter P. I am proud of how hard you all worked today! If you
are done with all of your P’s you may go and put your paper in the to go home tray and
have a seat on the carpet.

B. Assessments Used
● We will be using an informal assessment to see how the students are doing.

C. Differentiated Instruction
● For a few students, we might have to show them how to make the letter again. Student 1
is starting to use a binder to control his writing. Have him put his worksheet on the
binder. This gives him the arch he needs to write better.

D. Resources
● Handwriting without tears program and workbook.
● Worksheet-
https://drive.google.com/file/d/1Rx3rXiphxBwKaTZ1QvNREB4SirL0NRZC/view?usp=sha
ring

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/26/19
Time: 8:45-9:00

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students have listened to the letter
people stories before, but this is the first time they will be hearing Ms. P’s story. The students
have worked with the letter P for a few days now so they should be hearing the words better.

Lesson Goal(s) / Standards:

● Pk.IP.3.9- Identify words that begin with the same sound from a small group of
words.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● PK.R.1.8- Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.

Lesson Objectives: The students will be able to identify at least one word in Ms.P’s story
during the lesson.

Materials Needed:
● Ms. P’s puppet
● Ms. P’s Story-Book
● Promethean Board-writing tool

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (2 Minutes)
● Today we are going to listen to Ms. P’s story. Ms. P will be telling her special story all
about the letter P. I want you to turn on your listening ears and listen for that P sound.
When you hear a word do not shout it out just put it into your thinking cap to share after
the story is over.
2. Content Delivery (10 Minutes)
● I will begin by reading Ms. P’s story. As I read I will emphasize some of the P words so
the students can hear the sound. I will be holding Ms. P the puppet as I read so she can
tell her own story about the letter P. After I am done reading I will call on students with
their hands raised so I can write the words they hear on the board. If they say a word
that does not start with P we will talk about what sound it actually starts with and then I
will give them another chance to give me a word that starts with P. I want all of the
students to say at least one word, but it is okay if they say more than one. If they are
struggling to remember words I will read certain sentences again to help them recall the
story. When we are done saying all of the P words we heard I will be saying the words
on the Promethean board and having the students repeat them back to me.

3. Closure (2 Minutes)
● Thank you for listening to Ms. P’s story she had lots of words in her story that start with
the letter P. We are going to tell Ms. P goodbye and get ready for our next activity. Now I
would like my technology helper to head back to the iPads and get them out so we can
start MobyMax.

B. Assessments Used
● We will be using an informal assessment to see if the students are hearing the sounds at
the beginning of words.

C. Differentiated Instruction
● There will not be a lot of differentiated instruction. I will be calling on students who raise
their hands first and then I will call on students who do not raise their hands because I
want them all to say at least one word so I can see if they are hearing the letter sounds.

D. Resources
● Letter people program.

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/27/19
Time: 1:50-2:10
Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): Students really enjoy doing the sound around
activity. This will be the first time we do it with the letter P, so they will be excited to see what is
in the box. This is a lesson we do every week and the students bring in objects that start with
the letter of the week. They like when I do not look in the box when describing the object.

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● PK.IP.3.9-Identify words that begin with the same sound from a small group of
words.
● PK.LP.3-Through their explorations, play, and social interactions, children listen,
identify, and respond to environmental sounds, directions and conversations, and
have phonological awareness.

Lesson Objectives: Students will be able to listen to the description of an object and determine
what the object is.

Materials Needed:
● Sound around box
● Stool
● Promethean Board
● Promethean Pen
● Students P objects from home

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.
● Student 6- Will sometimes lay down in the middle of a lesson ready to take a nap. He
needs to be reminded that it is not nap time and we need to be ready to learn.
A. The Lesson

1. Introduction (2 Minutes)
● Today we are going to be figuring out what is in our sound around box. Can anyone tell
me what sound we will be looking for? When the students say the P sound we will begin
discovering what they brought.

2. Content Delivery (10-15 Minutes)

● During the delivery portion of the lesson, I will be reaching my hand into a box and
describing to the students what I feel. As I describe what I am feeling the students will be
guessing what the object might be based on the description. (I will not know the objects
till sound around time because they will be things the students bring from home.) If they
guess something that does not start with P we will talk about what letter it does start with
and then refer back to the P sound. As the students name the objects that are in the box
I will write them up on the Promethean board. Once all of the objects are out of the box
and on the board we will go through and say the words together.

3. Closure (5 Minutes)
● “Today we were able to discover so many of your things that start with the P sound. You
may now grab what you brought to play with it for a little bit. You may play with a friend's
toy if you ask them nicely and are gentle.”
● The students will be allowed 5 minutes to play with the toys they brought before putting
them back in their bag.

B. Assessments Used
● We will be listening to see if the students are saying things that start with the letter P.
This will be an informal assessment to determine if the students understand the
beginning sounds.

C. Differentiated Instruction
● This lesson does not require any differentiation.

D. Resources
● Lesson from Sarah Jensen
● Students bring objects from home

Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Taylor Martens
Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 9/30/19
Time: 9:00-9:15

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students have listened to letter people
songs before, but this will be the first time listening to Mr. B’s song.

Lesson Goal(s) / Standards:

● PK.OL.4.1- Play with the sounds of language, repeating rhymes, songs, poems,
and fingerplays.
● PK.IP.3.9- Identify words that begin with the same sound from a small group of
words.
● PK.W.2.2-Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.

Lesson Objectives: The students will be able to identify the words in Mr. B’s song as a group.

Materials Needed:
● Mr. B puppet
● Youtube video-https://www.youtube.com/watch?v=r-1_nxYUMOc
● Promethean Board-writing tool

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson
1. Introduction (2 Minutes)
● Today we are going to listen to Mr. B’s song. As we listen to the song I am going to pass
around Mr. B. You can look at him and find his B’s. Make sure you pass him along to the
person next to you when you are done.

2. Content Delivery (10 Minutes)

● The students will listen to Mr. B’s song and pass around the puppet. If they do not all get
a chance to look at the puppet I will play the song one more time. After we have finished
listening to the song I will have the students tell me the words they heard that start with
the letter B. As they say the words I will write them on the board. I want all of the
students to say at least one word that starts with the letter B from the song. If the
students mention words that do not start with B go over what sound B makes with them
again. If a student is struggling I will give them a clue. After all of the students have had
a chance to tell me the words they heard I will read the words on the board and have
them repeat them back to me.

3. Closure (2 Minutes)
● Great job listening to Mr. B’s song! You heard lots of words that started with the B
sound. Now I would like my technology helper to head back to the iPads and get them
out so we can start MobyMax.

B. Assessments Used
● We will be using an informal assessment to see if the students are hearing the sounds at
the beginning of words.

C. Differentiated Instruction
● There will not be a lot of differentiated instruction. I will be calling on students who raise
their hands first and then I will call on students who do not raise their hands because I
want them all to say at least one word so I can see if they are hearing the letter sounds.

D. Resources
● Letter people program.

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 10/1/19
Time: 1:30-2:00

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): This will be the first time we create the letter
B.The students have used letter pieces though so they should be able to recognize the system.

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● Pk.IP.3.9-Identify words that begin with the same sound from a small group of
words.

Lesson Objectives: Students will be able to create the letter B using wood letter pieces.

Materials Needed:
● 12- Blue foam mats
● 12- Big wood lines
● 24- Small wood curves

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (5 Minutes)
 ● Please head over to your spot on the carpet and get ready for writing. Today we are
going to be making the letter B. At this point I will pass out all of the pieces to the
students and ask them if they know how to make the letter B.

2. Content Delivery (23 Minutes)

● To begin the lesson we will be going through how you make the letter B. Big line down
frog jump, little curve to the middle, little curve to the bottom. I will then demonstrate on
my blue mat. Remember we want to start our letters below the smiley face in the corner
of our mats. (I Do) First I take the big line and go down then my frog jumps back to the
top, little curve to the middle, little curve to the bottom. I have now made the letter B.
(We Do) We are now going to do it together. What is the first wood piece you need?
Yes, first we do big line down. What comes next? Frog jump. What happens after frog
jump? Little curve to the middle. What happens last? Little curve to the bottom. (I Do)
Now I want you to try it on your own and raise your hand when you have it and I want to
come look at it. I will go around and check to make sure they have their B’s going the
correct way and looking correct.

3. Closure (2 Minutes)
● Great job today making your letter B. I would like you to go over to the table and put your
curves in the curve bucket and your lines in the line bucket. When you are done with that
you can bring your blue mats to me and head to the carpet for terrific technology.

B. Assessments Used
● We will be using an informal assessment to see if the students can make the letter B
with wood pieces.

C. Differentiated Instruction
● The students all have the smiley in the corner to help them make their lines in the right
corner. This will be the only form of differentiated instruction.

D. Resources
● Handwriting without tears program.

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 10/2/19
Time: 9:00-9:15

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students worked on the letter B in
yesterday’s lesson. We learned how to form the letter P and they had practice with wood pieces.

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● PK.R.1.10- Demonstrate knowledge of the basic concepts of print, such as
knowing the differences between pictures, letters, and words.
● Pk.W.2.3-Use scribbling and drawing to represent their ideas and then begin to
use letters and developmental or invented spelling of words to communicate a
message.

Lesson Objectives: Students will be able to trace and then write the letter B on their own.

Materials Needed:
● 11- Pencils
● 11- Letter B-Workbook pages

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (3 Minutes)
● Today we are going to be working on our letter B again. Can anyone tell me how we
make the letter B. As a class we will say the steps to the letter B. Big line down, frog
 jump, little curve to the middle, little curve to the bottom. Then I will pass out the letter B
worksheet and show the students a few examples first.

2. Content Delivery (10 Minutes)

● I will show the students how to write the first two B’s. Then I will ask the students to trace
the top row and only do the top row before moving on. I will be walking around and
looking at their first row before starting the second row. This will be a good informal
assessment. If needed I will show them again how to make the letter B, before having
them continue. Then the students will finish the last two rows on their own.

3. Closure (2 Minutes)
● Today we worked on the letter B. I am proud of how hard you all worked today! If you
are done with all of your B’s you may go and put your paper in the to go home tray and
have a seat on the carpet.

B. Assessments Used
● We will be using an informal assessment to see how the students are doing.

C. Differentiated Instruction
● For a few students, we might have to show them how to make the letter again. Student 1
is using a binder to control his writing. Have him put his worksheet on the binder. This
gives him the arch he needs to write better.

D. Resources
● Handwriting without tears program and workbook.
● Worksheet-
https://drive.google.com/file/d/17MDJhnMY8rAB658hi0AR9ekZQeKTgW4n/view?usp=sh
aring

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 10/3/19
Time: 8:45-9:00
Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): The students have listened to the letter
people stories before, but this is the first time they will be hearing Mr. B’s story. The students
have worked with the letter B for a few days now so they should be hearing the words better.

Lesson Goal(s) / Standards:

● Pk.IP.3.9- Identify words that begin with the same sound from a small group of
words.
● Pk.W.2.2- Demonstrate understanding that their spoken words can be
represented with written letters or symbols as they dictate.
● PK.R.1.8- Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.

Lesson Objectives: The students will be able to identify at least one word in Mr. B’s story as a
group.

Materials Needed:
● Mr. B’s puppet
● Mr.’ Bs Story-Book
● Promethean Board-writing tool

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.

A. The Lesson

1. Introduction (2 Minutes)
● Today we are going to listen to Mr. B’s story. Mr. B will be telling his special story all
about the letter B. I want you to turn on your listening ears and listen for that B sound.
 When you hear a word do not shout it out just put it into your thinking cap to share after
the story is over.

2. Content Delivery (10 Minutes)

● I will begin by reading Mr. B’s story. As I read I will emphasize some of the B words so
the students can hear the sound. I will be holding Mr. B the puppet as I read so she can
tell her own story about the letter B. After I am done reading I will call on students with
their hands raised so I can write the words they hear on the board. If they say a word
that does not start with B we will talk about what sound it actually starts with and then I
will give them another chance to give me a word that starts with B. I want all of the
students to say at least one word, but it is okay if they say more than one. If they are
struggling to remember words I will read certain sentences again to help them recall the
story. When we are done saying all of the b words we heard I will be saying the words
on the Promethean board and having the students repeat them back to me.

3. Closure (2 Minutes)
● Thank you for listening to Mr. B’s story she had lots of words in her story that start with
the letter B. We are going to tell Mr. B goodbye and get ready for our next activity. Now I
would like my technology helper to head back to the iPads and get them out so we can
start MobyMax.

B. Assessments Used
● We will be using an informal assessment to see if the students are hearing the sounds at
the beginning of words.

C. Differentiated Instruction
● There will not be a lot of differentiated instruction. I will be calling on students who raise
their hands first and then I will call on students who do not raise their hands because I
want them all to say at least one word so I can see if they are hearing the letter sounds.

D. Resources
● Letter people program.

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Taylor Martens

Grade Level: Junior Kindergarten
School: Sioux Valley
Date: 10/4/19
Time: 1:50-2:10

Reflection from prior lesson (if you did not teach the previous lesson, what did you observe
that will help you prepare and teach this lesson?): Students really enjoy doing the sound around
activity. This will be the first time we do it with the letter B, so they will be excited to see what is
in the box. This is a lesson we do every week and the students bring in objects that start with
the letter of the week. They like when I do not look in the box when describing the object.

Lesson Goal(s) / Standards:

● PK.R.1.8-Demonstrate knowledge of the Alphabetic Principle, the concept that
the sounds of speech can be represented by one or more letters of the alphabet.
● PK.IP.3.9-Identify words that begin with the same sound from a small group of
words.
● PK.LP.3-Through their explorations, play, and social interactions, children listen,
identify, and respond to environmental sounds, directions and conversations, and
have phonological awareness.

Lesson Objectives: Students will be able to listen to the description of an object and determine
what the object is.

Materials Needed:
● Sound around box
● Stool
● Promethean Board
● Promethean Pen
● Students B objects from home

Contextual Factors/ Learner Characteristics:

● In this class, we have six girls and five boys for a total of eleven students.
● Student 1- Tends to try and be funny and get other students off-topic when he does not
want to do work. (We are working with the speech teachers to get him enrolled in some
program-nothing has been confirmed yet)
● Student 2- Gives up easily when things are hard and has a hard time listening to
directions. He is persistent after learning how to do something and he wants to get the
work done if he understands it.
● Student 3- Has some social skills that need to be developed. She is eager to give hugs but
does not always notice when her classmates do not want a hug. Needs to be reminded that
she can do the work.
● Student 4- Will draw all over the tables if he is left alone for too long without something
to do.
● Student 5- Will tell you she does not know how to do the work, but she is capable of it.
She would rather have you do it for her than learn it on her own.
 ● Student 6- Will sometimes lay down in the middle of a lesson ready to take a nap. He
needs to be reminded that it is not nap time and we need to be ready to learn.

A. The Lesson

1. Introduction (2 Minutes)
● Today we are going to be figuring out what is in our sound around box. Can anyone tell
me what sound we will be looking for? When the students say the B sound we will begin
discovering what they brought.

2. Content Delivery (10-15 Minutes)

● During the delivery portion of the lesson, I will be reaching my hand into a box and
describing to the students what I feel. As I describe what I am feeling the students will be
guessing what the object might be based on the description. (I will not know the objects
till sound around time because they will be things the students bring from home.) If they
guess something that does not start with B we will talk about what letter it does start with
and then refer back to the B sound. As the students name the objects that are in the box
I will write them up on the Promethean board. Once all of the objects are out of the box
and on the board we will go through and say the words together.

3. Closure (5 Minutes)
● “Today we were able to discover so many of your things that start with the B sound. You
may now grab what you brought to play with it for a little bit. You may play with a friend's
toy if you ask them nicely and are gentle.”
● The students will be allowed 5 minutes to play with the toys they brought before putting
them back in their bag.

B. Assessments Used
● We will be listening to see if the students are saying things that start with the letter B.
This will be an informal assessment to determine if the students understand the
beginning sounds.

C. Differentiated Instruction
● This lesson does not require any differentiation.

D. Resources
● Lesson from Sarah Jensen
● Students bring objects from home
 Daily Reflection Log
Date: 9/23/19
Lesson # 1

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● The objectives were met and every
● The students did a good job telling me student was able to tell me at least
the words that they heard that started one word that started with the letter P.
with the letter P. There were a few
students that did not have a word to
say so I went back and played part of
the song again for those students who
were struggling.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● Tomorrow I will make sure to go over
a few of the letter P words again that
● The students were super engaged we heard in the song.
during this activity and they wanted to
listen to the song again.
 Date: 9/24/19
Lesson #2

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● The obective was met and the
● The students did a good job writing students were able to write the letter
the letter P and the number 5. They and the number multiple times.
started the letters at the top by the
smiley face which helped them
remember where to start.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● At the beginning of tomorrow’s lesson
I am going to have the students tell
● There were a few students who were me how to make the letters before I
struggling to start the letter at the top. have them start their worksheets.
Therefore, I had them put a smiley
face in the top left corner and after
that, they were able to start their
letters in the right spot.
 Date: 9/26/19
Lesson #3
Summary of student progress (data
analysis, What went well)
● The students did a good job tracing
the letter P. Some of the students
struggled to make their own.
Instruction decisions (were students
engaged; how will you remediate
difficulties or problems form this lesson?)
● There were a couple students who got
done early. When they got done I had
them color the picture at the bottom of
their worksheet. Then when they were
done with that I had them go look at
books quietly on the carpet.
Were lesson objectives met?
● The objective was met. Each student
was able to trace and make the letter
P. There were a couple of students
who struggled writing it the first time
so I had them do one more line of the
letter P below what was supposed to
be the last line.
Include in tomorrow’s lesson:
● It is important to go over the sound
that the letter P makes. The students
will not be listening to the song this
time but they will be listening to me
read the story. This story has lots of P
words in it so it is important to go slow
through the story and repeats parts as
needed.
 Date: 9/27/19
Lesson #4

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● The objective was met. Each student
● The students did a really good job told me at least one P word in the
identifying words that start with the story. I had to repeat part of the story
letter P. I was proud that every for a few of the students but they were
student was able to tell me at least able to tell me at least one word in the
one word. end.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● In tomorrows lesson the students will
be bring objects from home for their
● During the reading, some of the sound around activity. It is important
students wanted to blurt out the words to remind them what letter we are
that started with the letter P. I stopped looking for and if they say random
the reading and we had a talk about words that do not start with the letter P
waiting till we were done reading. I then we will need to go over it again.
also talked to them about how we
needed to raise our hands to talk.
After talking with the students about
how we wanted to hear the story
before shouting out the answer they
did a good job listening to the story.
 Date: 9/28/19
Lesson #5

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● Yes, the lesson objectives were met.
● The students did an awesome job at The students did a good ob identifying
bringing items from home. Some of the objects. Some of them knew right
the things the students brought away when it was their object that I
included potatoes, pacifiers, paw was describing.
patrol items, a puppy, a purse, and a
few other items.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● It is important to remember that the
next lesson will be a new letter so we
● The students were super engaged are going to have to start the process
with this lesson. I started a new thing over with the letter B.
this week where I would not look at
the item I was describing and then the
students had to guess. They loved this
and were so excited to see that I was
describing something based on the
feel. I did have a few students who
tried to blurt out so I stopped and
talked to them about raising their
hand.
 Date:9/30/19
Lesson #6

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● The students were able to identify the
● The students had lots of fun singing words in Mr. B’s song. The students
the letter B song. I played it twice for did a nice job telling me more than
them and I even noticed a couple of one word that started with the letter B.
the girls singing along to the stong.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?)
● I had a couple of students who said
the words that did not start with the
letter B. Therefore, I went over the
words they were struggling with and
sounded the words out with them to
determine the actual starting sound.
● In tomorrows lesson we will be using
wood pieces and there are not enough
for every student to work on it at the
same time. It will be important to talk
to them about what they should do
while they wait for it to be their turn.

Date: 10/1/19
 Lesson #7

Summary of student progress (data Were lesson objectives met?

analysis, What went well)
● The objectives were met. The
● The students did a good job of being students were able to make the letter
patient while the other students made B with one straight line and two
the letter. One of my high flyer curves.
students even went over and helped a
struggling student which made me
really proud.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● Tomorrow I will need to remind the
students that a B has two curves and
● One of my students was struggling to not just one curve. Some of them
make the letter B. I reminded them the were wanting to make P’s.
straight line goes first and then the
student was able to make the B with
no problem at all.

Date: 10/2/19
Lesson #8
 Summary of student progress (data Were lesson objectives met?
analysis, What went well)
● The students did meet the objective
● The students did a good job staying for the day. They were able to trace
on task! I did not have to tell them and make the letter B on their own.
multiple times to stop and get back to Some of them needed a little more
work. I was proud of how hard they practice than others but by the end of
were working today. the lesson, they were able to make
the letter.

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● In tomorrows lesson the students will
be passing around the letter B puppet.
● A few of the students struggled to fully It will be important to remind them to
connect their B’s. Some of them were pass around the puppet and take
looking more like the letter D. So what turns.
I did was I had them go back and
trace the letters again even though
they had already traced them one
time. I wanted them to make sure that
they were fully going all the way back
to the starting line.

Date: 10/3/19
Lesson #9
 Summary of student progress (data Were lesson objectives met?
analysis, What went well)
● The students were able to identify the
● The students did a good job words that start with the letter B.
identifying the words that start with the Some of them took longer than others
letter B. I was impressed by some of to figure out the words. On the other
the words that the students heard hand, there were a couple of students
because there are a few advanced who could tell me multiple words.
words in the reading

Instruction decisions (were students Include in tomorrow’s lesson:

engaged; how will you remediate
difficulties or problems form this lesson?) ● Tomorrow is sound around again so
the students will be bring items from
● There were a few students who were home. They will need to be reminded
not wanting to talk during the lesson. I to be careful with their classmate’s
called on a couple of the students who items.
were not raising their hands to tell me
a word that started with the letter B.
They sat there confused so I reread
some of the story again and then they
were able to tell me.

Date: 10/4/19
Lesson #10
 Summary of student progress (data Were lesson objectives met?
analysis, What went well)
● The students were able to identify the
● The students brought multiple items items in the box. Not every student
again just like last week. They did a brought an object, but every student
good job bringing things that start with was able to tell me the items that were
the letter B. They are always so brought in.
excited to start the sound around
activity. The students will ask multiple
times throughout the day to do the
sound around activity.

Instruction decisions (were students Include in tomorrow’s lesson:

engages; how will you remediate
difficulties or problems form this lesson?) ● This was the final lesson of my
portfolio. Next week we will be
● There was one student who was learning a new letter.
hearing the G sound instead of the B
sound so when he was guessing
items he was guessing things that
started with the letter G. I stopped the
activity and we talked about the letter
of the week again. We continued to
say the sound B makes and then we
got back to our activity.
 Assessment
Pre-Post Assessment
Between the two weeks, the students will be learning one letter per week. The first week

the students will be learning about the letter P and then during week two, they will be

learning the letter B. The two documents below are the pre and post-assessment for the

letter P & B. The students will be asked to first trace the letter of the week and then

make their own. Next, they will be asked to circle all of the correct letters for the week.

Finally, they will be asked to put an x on the picture that begins with the letter of the

week. These assessments will help me determine where the students need more work.

The categories include writing, identifying the correct letter, and letter sounds.

On-Going Assessment
Throughout both weeks the students will be completing projects that can not be graded
on a normal scale. The assessments will be done through a lot of informal
assessments. I will be observing and listening to the students to see if they are
understanding the letters and letter sounds. We do multiple hands-on activities in our
class that will be assessed informally along the way.

Name_________________________________
 Trace Make your own

Circle the correct letter

G H J T P L O B P
T L S P E P H D P
K Q X C L P T U B L
Put an X on the pictures that start with P

Name_________________________________
 Trace Make your own

Circle the correct letter

G H J T P L O B P
B L S B E P H D P
K P X C L B T U B L
Put an X on the pictures that start with B
 Data Analysis

Individual Students

The students will be assessed out of a total of thirteen points. The writing category will
be scored out of a total of three points. One point for needs work, 2 points for good
work, and 3 points for excellent work. The last two areas will keep the same point total
as the whole class grading scale.
During B week the students completed the same pre and post-assessment. This
assessment was only out of twelve points instead of thirteen like P week.

Whole Class
 Letter P

The students were asked to trace and then make the letter P. They made progress
throughout the week. Some still have some work to go before being in the excellent
category.
The above chart is the number of students who could find the letter p and circle it in a
chart. I graded them and scored them each out of the six P’s in the chart.

This chart explains how many pictures the students could identify that started with the
letter P. The students made significant progress throughout the week. They were
graded out of the four beginning sounds associated with the pictures.
 Letter B

The students were asked to trace and then make the letter B. They made progress
throughout the week, but we still have more in the good category than in the excellent
category. During the post-assessment, we did not have any students in the needs work
category which was I impressed by.
 The above chart is the number of students who could find the letter B and circle it in a
chart. I graded them and scored them each out of the five B’s in the chart. By the end of
the week, all eleven students were able to find all of the B’s.

This chart explains how many pictures the students could identify that started with the
letter B. The students made significant progress throughout the week. They were
graded out of the four beginning sounds associated with the pictures. By the end of the
week, only two students missed one of the beginning sounds. The rest had all four
sounds correct.
 Recommendations
The students did a great job during the two weeks of letter instruction. I learned

through my pre assessment that most of the students needed help with sound

recognition. This was something that I took into account and the students worked extra

with beginning sounds throughout the two weeks. I was super proud of how hard they

worked in order to learn more about the Letter P and B. Going forward as we learn new

letters we will need to make sure the students are understanding the beginning sounds.

We will continue to use the same setup each week for our letter instruction. This seems

to work well for our students and they are doing a good job with the format.

One thing that I would change would be to have more for some of my high flyers

to work on. There were about three students who would get done really fast and

efficiently. At times these students would ask what they could do next. From now on I

want to have more challenging activities for the students to work on when they are done

with their initial work.

Summary of Student Progress

 Example Parent Letter
Sioux Valley Elementary
Volga, SD
October 7th, 2019
Dear Parent or Guardian of Student 1,
Hello, my name is Taylor Martens and I have been teaching with Mrs. Jensen for
the last month. I have been observing her teaching styles and I have had a chance to
work with your amazing child. I have enjoyed watching the growth they have shown
throughout their learning so far this semester. I have learned so much from your child
and I believe they have also learned from me!
Within my student teaching, I am required to teach ten consecutive lessons over
a specific content area. I chose to teach the class about the letters of the week. The
weeks I chose were when we were learning the letter P and the letter B. I taught one
lesson a day for ten days in order to teach them more about the letters. We worked on
learning letter formation, identifying the letters, and the beginning sound of each letter. I
was super impressed at how hard your child worked throughout the two weeks.
Student 1 struggled at first during the pre-assessment when I asked him which
pictures began with the sound P and B make. We worked extra hard during letter
people and sound round and by the end of the week, he was able to get all of the
sounds right on the post-assessment. I am so proud of how hard he worked and I am
excited to see how he works throughout the rest of the year.
Thank you for allowing me the chance to work with student 1 throughout the year
so far and I know we are going to continue to have a fun-filled year of learning!
Sincerely,

Taylor Martens
 Example: Website posting
regarding unit

Links to the songs

https://www.youtube.com/watch?v=PhsNJmD4WHU
https://www.youtube.com/watch?v=r-1_nxYUMOc