The Learner & Learning (CAEP R1.

1)
Apply knowledge of learner development and learning
differences to create safe and supportive environments

Evidence:
In my kindergarten field placement, I worked with groups of two students on an activity that required the
students to use phonemic awareness to identify a picture of an object (drum, kite, dog, etc.) and “punch out”
the word for the object. We made a punching motion, followed by touching the shoulder, elbow, and wrist
according to the sounds heard in each word. Then, the students had to single out the ending sound of the
word and choose miniature objects that had the same beginning sounds as the ending sounds previously
singled out (ex: drum goes with miniature mouse). For students to be successful with the activity, they
needed to know what sounds the letters of the alphabet make and be able to connect the ending sounds of
the picture words to the beginning sounds of the miniature objects.
I noticed two students were not comprehending the task, despite my having given several examples of how
the activity worked. They slowly lost focus completely, and I could no longer explain anything because the
students were not paying attention to me. I notified Kathryn, my cooperating teacher, and she decided to
have me try a lower level activity that focused on identifying sounds of letters, rather than phonemes. The
students were instantly more focused and were able to comprehend and correctly complete the new activity.

Narrative:
Based on the students’ inability to accomplish the initial task, Kathryn concluded they were unable to do so
because they were not at a level where they were capable of identifying ending sounds, and they needed to
continue to enforce letter sounds. This experience showcases how students may not always be at the same
level as one another, or even the same level as the entire class, and how additional assistance or adapted
instruction may be needed.

Reflection:
Through this experience, I was able to witness how students
have various strengths and weaknesses and vary in ability
because of that. I learned that more assistance or differentiated
activities/lessons can sometimes be necessary for students to
succeed. I like how Kathryn keeps multiple activities for
different levels of ability in her classroom, and I would like to
bring that into my own classroom to ensure my students have
equal opportunities to achieve learning goals.