Running head: MINI LESSON AND VIDEO

Health Literacy in Schools

Mini Lesson and Video
Course #22400 Gilbert
Kaelyn Buffard
Mary Dean

Teacher(s):

Subject:

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Kaelyn Buffard

2
Reading- Sight Words, Kindergarten

Standard(s):
ELA-Literacy.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?

SWBAT recognize/ read the sight words to, the, is, of, and a.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment (if applicable).

Provide exemplar student responses with the level of detail you expect to see.
Students will find the sight words the, of, is, to, a around the room with 100%
accuracy.

Safety Management Strategy:

What precautions will be used to ensure student safety?

What classroom management strategies will be used to promote on-task behaviors?
How will students be redirected for unwanted behaviors?
The teacher will ensure that the taped lines are long enough on the floor for all of the
students to trace without hitting each other.
The teacher will make sure to address any unsafe behavior immediately.
The teacher will go over safety expectations with the students before the scavenger hunt.
(what do we do if our friend picks the card we want? Do we push our friends? Etc.)
Are you earning your sticker today? What can we do to make sure we are earning our
sticker?

Differentiation/Modification:

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What accommodations/modifications will you include for student with cognitive

delay?
What accommodations/modifications will you include for student with physical
handicap?
If needed, hand over hand modeling will be used to help students write the sight words on
the floor.
Teacher will help guide students to areas of the room that contain the sight word needed if
student is having trouble.
Teacher will show the student the sight word card during the scavenger hunt to match it if
the student does not have the cognitive ability to remember it.
Physical Handicap:
If students are unable to sit on the floor to trace the sight words, they will be able to write
them largely on the table using a dry erase marker.
A para educator will be available to help students gather sight words during the scavenger
hunt if necessary.
Key Vocabulary:

Materials:

Sight Word: commonly used words that

young children are encouraged to memorize as
a whole by sight

Taped writing lines on carpet

Typed sight words
Tape
Sight word card
Dry erase markers

Opening (state objectives, connect to previous learning, and make relevant to real life):

How will you

How will you
How will you
How will you
students?

activate student interest?

connect to past learning?
present the objective in an engaging and student-friendly way?
communicate its importance and make the content relevant to your

Teacher will ask students to come in and sit down at the front table quietly. Teacher will
open the lesson by asking the students if anyone can remember what they have been
focusing on in reading throughout the past week. The teacher will call on a student and then
let them know that they have been working on their sight words. Teacher will remind
students that sight words are words that we are just supposed to know, not sound out.
During Instructional Input Teacher Will:
How will you model, explain and/or
demonstrate all knowledge/skills
required of the objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?

During Instructional Input Student Will:

What will students be doing to actively
capture and process the new material?
How will students be engaged?

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How will you check for

understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could teach it?
Teacher will tell students that they are
going to be reviewing sight words today.
Teacher will tell students that they are
expected to look at the cards and say the
sight word.
Teacher will ask students to look at the
sight word card and identify the word.
Teacher will correct students if they answer
with the wrong sight word, and coach them
through if they need extra help.
During Guided Practice Teacher Will:
How will you ensure that all
students have multiple
opportunities to practice new
content and skills?
What types of questions can you
ask students as you are observing
them practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could facilitate this practice?
Teacher will ask students to come to the
carpet to trace the sight words on the
taped line.
Teacher will show the students a card and
ask them which word it is.
Teacher will ask students to trace the word
with their fingers or their foot.
Teacher will repeat this with the five
different sight words.

Students will read the sight word on the card

and answer verbally.
Students will listen to the teacher and try to
read the word with the clues if needed.

During Guided Practice Student Will:

How will students practice all
knowledge/skills required of the
objective, with your support, such that
they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways
that align to independent practice?

Students will come to the carpet.

Students will read the word on the card.
Students will choose whether they would like
to trace the word with their fingers or foot.
Students will trace the sight word making sure
that it meets the appropriate cloud, plane,
and grass line.
Students will continue to identify and trace the

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sight words.

Teacher will model this with the students

and help guide them when they have
trouble.
Teacher will ask students to come back to
the table and review the sight words by
writing them on the table with dry erase
markers.

Students will open their dry erase markers and

trace the identified sight words.

During Independent Practice Teacher

Will:

During Independent Practice Student Will:

How will you plan to coach and

correct during this practice?
How will you provide opportunities
for remediation and extension?
How will you clearly state and
model academic and behavioral
expectations?
Did you provide enough detail so
that another person could facilitate
the practice?

Teacher will show students the card and

ask them to orally say which sight word it
is.

How will students independently

practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in
ways that align to assessment?
How are students using selfassessment to guide their own
learning?
How are you supporting students giving
feedback to one another?
Students will identify the sight words

Teacher will tell students that they will be

playing a sight word game.
Teacher will set expectations by telling
students they will be going around the
room to find the sight words.
Teacher will go through safety expectations
with students. What do we do if our friend
finds the word we want?
Teacher will show the students a card and
have them go find them taped up around
the room.

Students will engage in conversation about

how to safely and properly play the game.
Students will read the card and find it taped
someone in the room. Students will bring
these back to the table, find out the next
word, and continue searching for sight words.

Teacher will continue this with all five

words.

Closing/Student Reflection/Real-life Connections:

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How will students summarize and state the significance of what they learned?
Why will students be engaged?
Teacher will ask students to sit back down at the table and will show the sight word cards
one last time.
Teacher will ask students what they have been working on. Students will reply that they
have been learning to read sight words.

This lesson went well and the students were able to practice the sight words
needed for them to become better readers. A major success of this lesson was the
students feedback about the scavenger hunt activity. One student mentioned while
searching for the words that this was a fun game. The same student came back to class
the next day and asked if we could play that really fun game again that day. This is
something that was encouraging since the students are only able to be in the resource
room for thirty minutes at a time. The students were able to learn the sight words through
a variety of ways, which allowed every type of learner to be successful.
The feedback given from the mentor teacher was to keep the students in one place
for longer. The students were constantly being asked to move from the table to the floor
and back again. This may be been too much for the kindergarteners to handle. They
needed to be refocused each time, and since they are only in the resource class for half an
hour this wasted a lot of time. The mentor teacher also gave positive feedback about the
tracing and scavenger hunt physical activities. The tape lines are still on the classroom
floor and have been used to trace letters, sight words, and even numbers during math.
These could even be utilized with the older students. The scavenger hunt was fun and
engaging while helping the students gain a full understanding of the sight words.

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Based on this feedback it is important for the teacher to remember to have a

schedule for the students to see. With this schedule the students will be fully aware of the
expectations of what to do at the table, floor, and around the room. Having a visual
representation will allow the kindergarteners to know what is coming next and where
they are expected to be. This will also help with any behavior problems that occur
throughout the lesson. The teacher will be able to point to the schedule and ask the
student if they are doing what is expected of them. This will cause the student to get back
on track without the teacher having to stop the lesson for a long period of time.
It is important to set more strict expectations of behavior. In the lesson the
students had a hard time staying focused, which is common in kindergarten, but could
have been better taken care of. One student refused to participate in the beginning of the
tracing. Two teachers had to work to get this student engaged. Next time this can be taken
care of through setting expectations in the very beginning of the lesson. For the next
lesson the teacher will make sure that the behavior expectation is explicitly stated at the
very beginning of the lesson. Students are always expected to participate fully in each
lesson.
Both teachers were engaged in the activities and were modeling expectations for
the students. When the students were expected to be moving around tracing letters, this is
what the teachers were doing. Having the teachers participate shows the students what
they should be doing and gives them a reminder to be participating. This also allows the
teacher to be aware and ready for any safety concerns that may arise. The teacher would
be able to put her body in between two students if there was the possibility of harm.

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The teacher provided positive praise while using student names throughout the
lesson. When a student needed an extra push to keep trying the teacher made sure to
encourage the student by using their name and guiding them to the answer. The students
also love to give high fives when they are doing well, so this was incorporated into the
lesson as a way to praise the students for trying hard and succeeding in the task at hand.
Calling out a student by name reassures them that they are doing good work and it hasnt
gone unnoticed. The teacher tried to make sure that both students were given this form of
praise during the lesson.

Criteria

Exemplary (5)

Integration of
physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher
Content
Knowledge
(TCK)

Instructional plans include:

All learning objectives and state
content standards are explicitly
communicated and not altered
with the integration of physical
activity. (S&O-TAP)
Lesson activities include
integration of physical activity
component in at least two parts
of the lesson plan
Integration of the physical
activity component does not
detract from the academic
content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content
knowledge. (TCK-TAP)
Activities and materials include:
(A&M-TAP)
o Sometimes activities are
game-like, involve
simulations, require creating
products, and demand self-

Score: x1

Proficient (3)

Instructional plans include:

Ins
Most learning objectives and state
content standards are
communicated and are only
slightly altered with the
integration of physical activity.
(S&O-TAP)
Lesson activities include
integration of a physical activity
component in at least one part of
the lesson plan
Integration of the physical activity
component slightly detracts from
the academic content
Teacher sometimes implements
subject-specific instructional
strategies to enhance student
content knowledge. (TCK-TAP)
Presentation of content most of the
time includes (In Video as well):
(PIC-TAP)
o Concise communication of
expectations for student
performance of the physical
activity component.

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Modifications
for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

direction and selfmonitoring.

Presentation of content always
includes (In Video as well):
(PIC-TAP)
o Concise communication of
expectations for student
performance of the physical
activity.
o Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating
physical activity are well thought
out and described in the lesson
as well as demonstrated in the
Video
Classroom management
techniques are clearly defined
and demonstrated in the Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests
of all learners and;
o Evidence that the plan
provides regular
opportunities to
accommodate individual
student needs...to include
one modification to
accommodate students
with cognitive disabilities
and one for students with
physical disabilities
Teacher creates learning
opportunities where all students
can experience success. (ExpTAP)
The classroom is arranged to
promote individual and group
learning. (Env-TAP)

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o Modeling by the teacher to
demonstrate his or her
performance expectations.

Safety issues for integrating

physical activity are somewhat
thought out and described in the
lesson as well as demonstrated in
the Video
Classroom management
techniques are somewhat defined
and demonstrated in the Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests
of most learners and;
o Evidence that the plan
provides some
opportunities to
accommodate individual
student needs, to include
one modification to
accommodate students
with cognitive disabilities
or one for students with
physical disabilities
Teacher creates learning
opportunities where most students
can experience success. (ExpTAP)
The classroom is arranged to
promote individual and group
learning. (Env-TAP)

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Video of
Presenting
Instructional
Content
SCORE: x1

Self-reflection

Video presentation of content includes:

visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal lesson
summaries
submitted to YouTube Unlisted or
another secure option agreed with your
instructor
examples, illustrations, analogies, and
labels for new concepts
modeling by the teacher to demonstrate
his/her performance expectations
concise communication
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or nonessential information

SCORE: x1

Self-reflection was well thought out

and included at least 6 specific
examples from the teaching experience
on: (a) what went particularly well, (b)
what you will change next time, and
(c) the feedback you received from
your mentor teacher; (d) managing
classroom behavior, (e) teacher
movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate
length (1-2 pages), in APA and in third
person
Rubric was attached at the end
Title page was used
Appropriate highlighting was used

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Video presentation most of the time includes:
visuals that establish: purpose of the
lesson, preview the organization of the
lesson, and include internal summaries of
the lesson
examples, illustrations, analogies, and
labels for new concepts and ideas
modeling by the teacher to demonstrate
his/her performance expectations
submitted to YouTube Unlisted or
another secure option agreed upon and
shared with your instructor
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or non-essential
information

Self-reflection was somewhat thought out

and included 4-5 specific examples from
the teaching experience on: (a) what went
particularly well, (b) what you will
change next time, and (c) the feedback
you received from your mentor teacher;
(d) managing classroom behavior, (e)
teacher movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate length
for the assignment (1-2 pages)
Not in third person
Rubric was attached but not at end
Highlighting was not correct

Vid

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