Part II Lesson Implementation and reflection

1. I implemented Lesson__a new version of 2___ with______four__________

children.

Small, Medium, Large

Title of the lesson

Age Level Pre-K (children 4 or just turned 5)

Students will identify small medium and large objects.

Specific learning Students will sort small, medium, and large objects.
goals

Assessment Observational checklist/rubric

methods

PK.CKW.1 (Measurement and Data): Identify

measurable attributes of objects, such as length, and
Standards weight. Describe them using correct vocabulary
(e.g., small, big, short, tall, empty, full, heavy, and
light.)

Learning goals/s Students will be able to identify and sort small,

medium, and large objects.

Focus Questions What is small?

What is medium?

What is large?

Vocabulary Small

Medium
 large

Instruction Three containers per child (one small, one medium,

Materials one large)

Pompoms of all shapes (about 100)

Modifications to Yes, originally, I planned to work within a

the original plan, Transportation unit that we had not yet started when
why or why not? I implemented this lesson. The teacher decided to
start a new unit instead so I just changed my plan. I
decided to keep my standards and learning goals as
is, while doing a completely new activity. I feel like
the kids are really receptive to books so I started with
a great book to that would tie in with sorting the
attributes according to size.

Why implement The students needed exposure to the different

this lesson? attributes of size. The children are familiar with sorting
but needed vocabulary to supplement the objects
being sorting.

What learning I feel as though my lesson covered all three views of

elements are mathematics; math as computation, conceptual
applied in this understanding and inquiry. The activity included
lesson inquiry in the process of distinguishing between the
implementation? sizes when the children got to work together by
Cite books or problem solving and/or reasoning. Computation was
lectures. set when we identified the three sizes and the
children built up their conceptual understanding
when they sorted, too.
2. Please document 4-6 learning segments in a chronological order; you should
document at least one segment for Before, During, and After.
 Describe what you and the children did, and quote the teacher and
children’s verbal utterances.
 Include differentiation activities
 Evidence of using assessment to inform instruction
 Include students’ sample of work/crafts.

Chronological documentation Comments

Segment One

Before:

I gathered a small group four friends for this lesson. Since it was Work Time, a 50-minute

period of playing/working, we sat on the big rug. This rug usually isn’t occupied during

Work Time so it was the perfect spot for us. I started by asking my Pre-K friends, “Have

any of you ever heard the story: The Three Bears?” They all nodded and smiled. I

continued, “Well today I would like to read it you again to help you learn (more) about

size.”

I read The Three Bears by Byron Barton. The children were very familiar with the book it

seemed, so they helped recite a lot of the lines. At certain points, I stopped and asked

them, “What size is Papa Bear?”, “What size is Mama Bear?”, “What size is Baby Bear?”

My Pre-K friends answered with words like middle size and huge, humongous, gigantic,
and tiny. I confirmed that those are all great words but I helped them to identify that

words like middle size means medium. I explained that huge, humongous, and gigantic

are all fancy words for large. I also redirected the friends using tiny to use another word;

small.

Segment Two

During:

After the book, all four students sat down at an empty table. I distributed three different

size cups to each child. To begin the activity, I asked them to show me which one is the

large cup, the medium cup, and the small cup. I introduced the pompoms and

demonstrated how the sorting should be done. Instead of placing the right size

pompom in the correct cup, I placed all the three pompom sizes in the wrong cup. This

form of modeling allowed the children to help show me how it should be done so that

could do the activity on their own.

Segment Three

During:

Now it was time for me to let go and observe the children do the activity by themselves.

I placed two trays full of different sized pompoms on the table. One tray in between

two children. They began to sort. I noticed the children sorted differently. I saw a child

fill one cup at a time. For instance, he would collect all the small pompoms, then all the

medium, the large. Other children, sorted the pompoms according to how she

grabbed them out of the tray.

Segment Four

During:

One of the children placed a small pompom in the large cup so I stopped the group

and got their attention. I showed them the inside of the cup and asked if that cup had

all large pompoms in it. One child noticed the small pompom, and was able to take it

out and put it in the appropriate cup. One of the friends asked me whether one of the

pompoms she grabbed was medium or small. I asked her to turn and talk to a friend to

her solve that problem. One of the children was done sorting fairly quickly so I asked

him to help a friend fill up one of their cups. When all the cups were full, I asked the

children to put all their small cups in the middle, medium cups in another spot, and the

cups in another spot on the table.

Segment Five

After:

After the sorting activity, we discussed what we just did. I asked, “Who can tell me what

we just did?” One of the children said, “We put all the pompoms in cups.” “What was

different about those cups?” I asked another student. “One was small, and one was

medium, and one was large.” “Yes,” I said proudly. “So, small, medium, and large…

what’s another word for those three new words?” They thought. “Did we sort the

pompoms by cookies?” “Noooo,” they laughed. “Did we sort our pompoms by color?”

“Noooo”. “Did we sort our pompoms by size?” “Yes!” They all yelled out. I emphasized,

“We sorted our pompoms into groups of small, medium, and large. That means we
sorted our pompoms by size.”