IMSE Comprehensive OG+ Practicum

Lesson Plan Reflection Form

Name: Nyree Smith ​ ​

Dates of sessions:
Total minutes for this submission: 230
Submission:
Supervisor: Silvia Gonzalez Powers
Focus student(s) name and grade: Sharyangelique Calloza , 7th Grade

Link to Google Doc of this form (please make sure the link is available for anyone to
view).

Concept taught this week: /sh/

Please check the steps that you implemented and respond to the questions under each section.
If you leave out a step, please describe why the step was not implemented.

Indicate if you submitted a video of the strategy.

All strategies should be included in each submission. If you could not address all strategies this
week, please explain why and describe how these will be included the following week. The
supervisor may reject the submission if all strategies are not included in the plan.
____________________________________________________________________________

Phonological Awareness
Video? NO

Please list the date(s) that you implemented this strategy: Tues/Thur

Procedure
Must use a strategy from the IMSE training, a lesson from Zgonc, or a Kilpatrick drill or strategy.
​ Concept of a Spoken Word
​ Rhyme Recognition
​ Rhyme Completion
​ Rhyme Production
​ Syllable Blending
​ Syllable Segmentation
​ Syllable Deletion
​ Phoneme Isolation of Initial Sound
​ Phoneme Isolation of Final Sound
​ Phoneme Blending: onset/rime
​ Phoneme Blending: all phonemes
​ Phoneme Segmentation
​ Phoneme Deletion of Initial Sound
​ Phoneme Deletion of Final Sound
​ Adding Phonemes
​ Phoneme Substitution of Initial Sound
​ Other: Deletion of sound in final blend; say the word backward (rime unit/onset)

​ (T) selected an appropriate skill for the student.

​ (T) provided instruction and/or practice of the skill and modeled as needed.
​ Strategy was from the IMSE training or practicum required reading.
List source:

Reflection:
What worked well? What would you do differently next time?
We did a chaining activity and students did well when we said each phoneme after creating
words. I called on students individually and this gave me a good sense of how each student was
doing with the activity.
Please list miscues and describe the support you provided.
One student had a tendency towards blending sounds when segmenting words. For example for
get he would say /ge/ /e/ /t/. I reminded him to clip his sounds and used an example that
showed the importance. Saying /tu//a//g/ instead of tag.

Insert student work samples

Three Part Drill and Vowel Intensive
Video? NO

Please list the date(s) that you implemented this strategy:

Procedure
​ Miscue correction
​ Miscues corrected using “I do, we do, you do” and including visual cues as
needed.
​ Miscue correction aligns with student learning profiles.

​ Visual Drill
​ (T) flashes review cards in random order.
​ (S) states the sound(s), or letter name plus the sound(s) if appropriate.
​ (T) places missed cards back in the review deck for additional practice.

​ Auditory/Kinesthetic
​ Phoneme/Grapheme Chart is used to call out sounds. (T) states the number of
ways a sound may be spelled.
​ (S) repeats the sound(s) with (T) prompt as needed.
​ (S) uses sand or other medium to write letter(s) while verbalizing (Ex /b/. b says
/b/) and underlines left to right.

​ Blending
​ Cards are placed in CVC format.
​ (T) taps each card as student segments the sounds.
​ (T) sweeps across cards as (S) blends.
​ (S) gives thumbs up for real words.
​ (T) prompts student to connect detached syllables with larger words when
appropriate.
​ (T) provides opportunities to blend open syllables, suffix -ed words, and magic-e
syllables as these concepts are taught.

​ Vowel Intensive
​ (T) states learned vowel sounds in isolation and then progresses to VC and CVC
syllables as appropriate.
​ (S) places learned vowel sticks or tents in ABC order (teacher cues as needed).
​ (T) states vowel sound (or syllable), using visual cues as needed.
​ (S) repeats the sound (or syllable) while doing the visual cue.
​ (S) holds up vowel stick or tent while stating the vowel name and the sound.
​ Timing
​ Three Part Drill was under 15 minutes (if not, please state the time).

Reflection:
How did your student respond?
Students did really well this week with the 3PD. During the visual drill they only said sounds and
they were pretty accurate.
What concepts were included in the Three Part Drill?
B,c,k,d,f,g,h,j,l,m,n,p,r,s,t,v,w,x,z, short a,e,i,o,u,y,qu,long a,e,i,o,u, ch, sh
What worked well? What would you do differently next time?
Continuing to have students do physical gestures for vowels sounds. Also using an open and
closed arm when long and short vowels trip students up. ​
Please list miscues and describe the support you provided.
One student struggled to switch between long and short vowels. I used a printout of a house w/
open door to help him see that the vowel was free vs when it was blocked.
Insert photo of current p/g chart:
Multi-Sensory Experience
Video?

Please list the date(s) that you implemented this strategy: Monday 1/27

What concept did you teach? /sh/

Procedure
​ Alliteration sentences (concepts m-wh)
​ Card(s):
​ Object used:
​ Brainstorm
​ Letter formation steps as needed (must be shown in a video sometime during
practicum).
​ (S) practices all spellings of new sound(s) three times in sand or on paper or other
medium. Concepts beyond wh may be practiced once.
​ Connect with text (list title): Salt in His Shoes
​ Update P/G chart and place card in the review deck.
​ Optional activity:

Reflection:
What was the learning target (intended purpose) of this lesson?
Students will be able to encode and decode words with /sh/
Did your student learn what you intended?
yes
How do you know? (Reference your observational evidence and work samples to answer)
Students were able to accurately encode and decode throughout all lesson activities.
Please list miscues and describe the support you provided.
One student struggled with interchanging ch and sh. I connected two sounds with trains and
hushing a crowd.
Insert student work samples

Multi-Sensory Application
Please list the date(s) that you implemented this strategy:

What concept did you teach?

Procedures

Decodable Reader
​ (T) presents the decodable reader (to students beyond concept t).
​ (S) reads the decodable reader more than one time per two-hour lesson.
​ (T) adds supports as needed (see flip chart decodable reader steps).

One Syllable Word Dictation

​ (T) states the word.
​ (T) uses the word in a sentence.
​ (T) states the word again while pounding. As needed, (T) models fingertapping and
pounds word again.
​ (S) states the word while pounding.
​ (S) fingertaps the word with off-hand and pounds again.
​ (S) writes the word on appropriate paper, checks word, and rewrites.
​ (S) reads all words to practice fluency.

Multisyllabic Word Dictation

​ (T) states word.
​ (T) uses the word in a sentence.
​ (T) states the word while pounding each syllable (com/pen/sate).
​ (S) repeats and pounds each syllable.
​ (T&S) pound the first syllable (com), student fingertaps, pounds, and writes the first
syllable (teacher provides modeling support as needed).
​ (T&S) pound the second syllable (pen); student fingertaps, pounds, and writes second
syllable (teacher provides modeling support as needed).
​ (T&S) pound the third syllable (sate); student fingertaps, pounds, and writes third
syllable.
​ After writing the word completely, (T) checks, and (S) rewrites.
​ (S) read all words to practice fluency.

Sentence Dictation
​ (T) states the sentence.
​ (T) states sentence while pounding syllables with off hand.
​ (T&S) states sentence while pounding syllables with off hand.
​ (S) states sentence while pounding syllables with off hand.
​ (T) points to word lines while stating sentence.
​ (S) points to word lines while stating sentence, writes sentence (fingertapping as
necessary), checks using CUPS, and rewrites.
​ (S) reads sentences to practice fluency.

Reflection:

What words did you include?

Bash, sham, hash, pa, quiz, chip, chum, yap, go, vet, fish, lash, shed, ash, mesh, cash,
dish, Josh, she, wish, mash, shag, gush, dash, hush,
What sentences did you include?
Tad got a a gash on his shin. Chad and Bob got to fish on the ship. Did Kim get the dish at the
shop? A kid had ten orange fish. Can Bob mash the ham in the pot? Sam had a black rash.
What worked well? What would you do differently next time?
Everything went well during this routine.
Please list miscues and describe the support you provided.
Students continue to struggle with vowel sounds. I made sure to have them say the words and
anchor words.
Insert student work samples
Red Words
Video? NO

Please list the date(s) that you implemented this strategy: Tuesday

New Word(s): orange, pink, purple, white, yellow

Review Activity:arm tapping

Procedure
​ (T&S) review previously learned red words.
​ (T) follows IMSE Red Word sequence to introduce 1-5 new red words:
​ (T) states the Red Word (example: said).
​ (S) uses tokens to push up how many sounds are heard in the word.
​ (T&S) discuss how we would expect to spell each sound as the teacher writes
the letters.
​ (T&S) discuss what is unexpected or irregular about the spelling of the word.
​ (T&S) research why the word is spelled that way.
​ (T) presents the word in a sentence and explains the meaning.
​ (T) writes the Red Word on Red Word paper with the screen underneath, using a
red crayon.
​ (S) writes the word with the screen underneath using a red crayon and shows the
teacher.
​ Longer words are chunked to facilitate memory. (T/S) scoop chunks on RW
paper.
​ (T&S) hold Red Word paper in the nondominant hand and armtap while naming
each letter then sweep hand across the arm from left to right while stating the
word (3x).
​ (T&S) trace crayon bumps with finger while naming letters, three times. State
word while tracing finger left to right each time.
​ (T&S) place screen over paper and trace letters with finger while naming letters
three times. Underline the word with finger, left to right, and repeat the word each
time.
​ (S) turns the paper over and writes the word one time.
​ (T) checks word. If correct, student writes the word two more times. If incorrect,
the teacher asks the student to trace the word (bumps or screen) a few more
times and try again.
​ (S) writes an original sentence (using pencil) and underlines the Red Word with a
red crayon.
Reflection:

What was the learning target (intended purpose) of this lesson?

Encode and decode with red words
Did your student learn what you intended?
Yes
How do you know? (Reference your observational evidence and work samples to answer)
Students had pretty good accuracy on dictation activities
Please list miscues and describe the support you provided.
Students were struggling with spelling some of the longer words. I gave them review activities
that required them to write the words several times and search for the words in order to help
them pay more attention to the accurate spellings.
Insert student work samples
Syllable Division
Video?

Please list the date(s) that you implemented this strategy:

Procedure
​ (T) selects appropriate words for syllable division (words should contain target
phonics/spelling concept).
​ If this is the first time dividing a word involving the new concept or a three-syllable word,
(T) models steps.
​ (S) identifies the first two vowels, underlines them, and writes a V under each.
​ (S) draws a bridge connecting the bottom of the two V’s.
​ (S) underlines and labels the consonants above the bridge with C’s and determines the
syllable division pattern.
​ (S) labels each syllable type.
​ (S) reads each syllable and blends the word.
​ (T) checks for knowledge of vocabulary and supports vocabulary development.
Refer to the steps in the flip chart for three+ syllable word division. These steps must be shown
at some point during your practicum.
Reflection:
What words did you have the students decode?

What was the learning target (intended purpose) of this lesson?

Did your student learn what you intended?

How do you know? (Reference your observational evidence and work samples to answer)

Please list miscues and describe the support you provided.

Insert student work samples

Fluency
Video?

Please list the date(s) that you implemented this strategy: Everyday

Procedure
​ Select an IMSE fluency strategy and explain the purpose and the student’s role.
​ Activity Used:
​ Rapid Word Chart
​ Repeated Reading
​ Echo Reading
​ Choral Reading
​ Reader’s Theatre
​ Other:

Reflection:
What was the learning target (intended purpose) of this lesson?
Read with intonation
Did your student learn what you intended?
Yes
How do you know? (Reference your observational evidence and work samples to answer)
Students were able to change their voices based on the punctuation.
Please list miscues and describe the support you provided.
Students had a tendency to overlook and/or not respond to commas. I encouraged them to take
a breath/pause. I also gave them examples of how pauses can change meaning. For example,
let’s cook mom vs let’s cook, mom.
Insert student work samples

Vocabulary
Please list the date(s) that you implemented this strategy: Tues-Fri

Word(s): disappointed, excited, patient, stern, hopeful, determined, defeated, encouraged,

confident, proud, estatic.

Assessment Used: Cloze sentence activity.

Procedure
​ IMSE vocabulary chart used:
​ Other IMSE strategy used:
​ (T) introduces a Tier 2 word, communicates expectations for outcome, and supports
student’s oral and written responses.

Reflection:
Please describe the activity: This was an extension of our comprehension activity. Students
identified emotions that Micheal felt throughout the story and we first discussed the terms. While
the terms had been preselected, I have students the opportunity to cocreate the list of emotions/
character traits with me. Once we had identified all of the words. We discussed each,
characterizing the words. Students shared about times when they had experienced the word.
Mothers giving a stern look was a pretty popular one. I was really encouraged by their openness
in sharing, especially when it came to feeling defeated and disappointed. They were quite
vulnerable. After we had defined all of the terms, we worked to see if we could complete
sentences that described scenarios from the text. Students were encouraged to to complete
them all over the weekend since we ran out of time in class.

What was the learning target (intended purpose) of this lesson?

I can use new words to describe how a character feels or acts in a story. I will
choose the best word to complete a sentence and explain why I picked it using
a sentence frame like:

“I chose the word ____ because Michael felt ____ when ______.”

Did your student learn what you intended?

Yes.
How do you know? (Reference your observational evidence and work samples to answer)
Students were able to correctly identify vocabulary for the different scenarios. Discussions
showed that they understood the nuances in meaning and had picked up on clues within each
sentence for example naming that the sentence talks about waiting calmly so that must mean
Micheal was patient.
Please list miscues and describe the support you provided. n/a
Insert student work samples:

Comprehension
Video? NO

Please list the date(s) that you implemented this strategy: Monday

Comprehension skill: Identify character traits/ responses

IMSE comprehension strategy / graphic organizer: n/a

Title of literature: Salt in his shoes

Procedure
​ (T) identifies skill and how the strategy supports its development.
​ (T) communicates expectations for the student’s role clearly, and supports oral and
written responses within a framework of gradual release of responsibility.

Reflection:
Please describe the activity: After reading the entire book, students retold the story based on
what happened in the beginning in the middle. Our attention was focused on what the major
events were. We defined this as something that would change the story if were not told. After
doing this we filled in an anchor chart together identifying character, event, and response.

What was the learning target (intended purpose) of this lesson?

I can describe how characters respond to major events in the story.
Did your student learn what you intended?
yes
How do you know? (Reference your observational evidence and work samples to answer)
Students were able to identify character responses.
Please list miscues and describe the support you provided.
n/a
Insert student work samples:
____________________________________________________________________________
Additional Weekly Communication

Responses to your supervisor’s questions:

Questions for your supervisor:

Fluency progress monitoring scores:

Weekly spelling (encoding) scores for green words and red words:
Green: 17/25 Red: 7/11
*Please include work samples (insert/paste photos of your student’s work under each strategy
above).
Supervisor Feedback

Strengths of lesson (including video if applicable):

Questions or suggestions:

Responses to participant questions:

Next video due:

Assignments due:

Paste video rubric if applicable: