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1.Introduction: Include a description of the setting and your relationship to the teacher. Be sure to discuss the
demographic information about the district, classroom, and students. Include descriptive information about the
teachers and yourself. How do you know this child is gifted?
The physical setting is a small room with no windows, a horseshoe table and circle table, and is equipped
with a Smart Board. The head teacher in this situation is a long term substitute in a reading intervention
room teaching grades K-4. The co-teachers (due to circumstances) are students in the same class for this
project. This lesson will be taught with Kindergarten for approximately a 30 minute period. The district is
in a rural area with the majority of the population coming from low economic backgrounds, with white
being the majority. The atmosphere of the school is friendly and helpful. The students have been placed in
the reading intervention room because of their low Dibbles scores. None of the students in the class would
be considered gifted.
*Differentiated
instruction:
*Acceleration:
CLOSURE:
*Work individually with students as they are reading to break down the word into sounds.
Use finger spelling to represent a 1-to-1 correspondence of one finger for every sound.
Teacher models then students repeats.
1. Bring students back to whole group.
1. Have students play I have, Who has Sight
2. Students will break up into groups by
word game.
choosing a color out of the bucket.
-Students will take turns reading cards.
-Red- go with Miss Claire
-Brown go with Miss McStraw
Co-teaching model
used: Station
Teaching
ASSESSMENT of
STUDENT
LEARNING:
*Differentiated
assessment:
MATERIALS:
TECHNOLOGY: