Co-plan a phonics lesson for a K-3 setting.

 

• Teach a small group phonics lesson for a K-3 setting.
• Teach a small group lesson using the state ELA standards.
Write a reflection about your learning and teaching experiences within all three categories (Introductory Activities, Collaborative Practice, and Independent Practice) to include a connection to the teaching preparation standards and SEI course framework. Your reflection should address the content learned throughout this course. Describe experiences you had throughout your ESL practicum/field experience that reflect effective instruction of English learners. In a minimum of 500 words, address the following:
• Discuss strategies you or your mentor used to celebrate cultural diversity.
• Explain how you or your mentor utilized engagement practices to highlight the assets of home language and/or involve families.
• Discuss how RTI strategies were utilized to support ELs and the accommodations available to help students, particularly with assessments.
• Describe how you or your mentor supported English learners in the classroom through a research-based SEI model.
• Discuss an experience you participated in and how this aligns with at least one of the principles of Arizona’s Language Development Approach: (1) asset-based behaviors and expectations, (2) integrated instruction in disciplinary language and content, (2) targeted and explicit language instruction, and (4) assessment, monitoring, and feedback.
• Describe an experience you participated in where you helped design or implement an integrated or targeted lesson plan and discuss how this plan aligned with the ELA and ELP standards.
Prepare this assignment according to the guidelines

Sample Solution

Reflecting on ESL Instruction: A Journey of Growth and Understanding

This reflection encapsulates my learning and teaching experiences during my ESL practicum, focusing on phonics and ELA instruction within a K-3 setting. It connects these experiences to the teaching preparation standards, the SEI course framework, and the Arizona Language Development Approach, highlighting the importance of culturally responsive teaching and targeted language support for English Learners (ELs).

Introductory Activities:

My phonics lesson focused on short vowel sounds, using a multisensory approach. We started with a rhyming game to activate prior knowledge and then introduced picture cards representing words with the target sounds. Students physically manipulated letter tiles to build words, reinforcing the sound-symbol connection. For my ELA lesson, aligned with the state standard for identifying the main idea and supporting details, I used a read-aloud of a culturally relevant story. Before reading, we discussed the cover image and made predictions, activating background knowledge. During reading, I paused at key points to ask comprehension questions and model think-alouds.

Reflection: These introductory activities emphasized creating a welcoming and engaging learning environment. The phonics activity catered to different learning styles (visual, kinesthetic, auditory), reflecting the teaching preparation standard of adapting instruction to meet diverse learner needs. The ELA lesson’s focus on activating prior knowledge and building background, crucial for ELs, aligns with the SEI framework’s emphasis on scaffolding instruction.

Collaborative Practice:

In the phonics lesson, students worked in pairs to sort picture cards based on their short vowel sounds. They then practiced reading the words they built together. For the ELA lesson, students participated in a “Think-Pair-Share” activity to discuss the main idea and supporting details of the story. They then worked in small groups to create a graphic organizer illustrating these concepts.

Reflection: The collaborative activities fostered peer learning and provided opportunities for students to practice their oral language skills. This aligns with the teaching preparation standard of creating collaborative learning environments. The “Think-Pair-Share” strategy, a valuable tool for ELs, allowed students to rehearse their responses in a low-pressure setting before sharing with the whole class. This practice supports language development and builds confidence, reflecting the SEI framework’s emphasis on providing opportunities for language production.

Independent Practice:

For independent practice in phonics, students completed a worksheet matching pictures to words with the target short vowel sounds. In ELA, students individually wrote a short summary of the story, focusing on the main idea and supporting details.

Reflection: These independent activities allowed me to assess student understanding and identify areas where they needed additional support. The phonics worksheet provided a concrete way for students to demonstrate their knowledge of sound-symbol relationships. The writing activity in ELA encouraged students to apply their understanding of main idea and supporting details in their own words. These activities highlight the teaching preparation standard of using varied assessment methods to inform instruction.

Cultural Diversity & Home Language:

My mentor teacher effectively celebrated cultural diversity by incorporating multicultural literature into her lessons. She also encouraged students to share stories about their own cultures and traditions. She created a classroom environment where all students felt valued and respected, regardless of their background.

To involve families, my mentor teacher sent home monthly newsletters in both English and Spanish, highlighting classroom activities and providing suggestions for supporting learning at home. She also organized family events where parents could come to the classroom and participate in activities with their children.

RTI Strategies & Accommodations:

The school utilized a tiered RTI system to support ELs. Students received targeted instruction based on their individual needs, with increasing levels of support for those who were struggling. Accommodations for assessments included extended time, simplified instructions, and the use of bilingual dictionaries.

SEI Model:

My mentor teacher effectively utilized the SIOP (Sheltered Instruction Observation Protocol) model to support ELs. She provided clear content and language objectives, used visuals and realia to make content accessible, and provided frequent opportunities for interaction and language practice.

Arizona’s Language Development Approach:

During my practicum, I helped design a lesson plan focused on comparing and contrasting two characters in a story. This lesson aligned with the principle of integrated instruction in disciplinary language and content. We explicitly taught the vocabulary related to comparing and contrasting (e.g., “similar,” “different,” “alike”) and provided students with sentence frames to support their oral and written responses. This integrated approach allowed students to develop their language skills while simultaneously learning about literary elements.

Integrated Lesson Plan & Standards:

I co-planned a science lesson with my mentor teacher about the life cycle of a butterfly. This lesson integrated ELA and ELP standards by having students read informational texts about butterflies, write observations in science journals, and participate in discussions about the different stages of the life cycle. The ELP standards were addressed through targeted vocabulary instruction (e.g., “metamorphosis,” “larva,” “pupa”) and opportunities for students to practice their oral language skills. The lesson aligned with ELA standards for reading informational text and writing informative pieces.

Overall Reflection:

My ESL practicum was an invaluable experience. I learned the importance of creating a culturally responsive classroom, providing targeted language support, and utilizing effective instructional strategies to meet the diverse needs of ELs. I gained a deeper understanding of the SEI framework and the Arizona Language Development Approach, which will guide my future teaching practice. I am confident that I can create a supportive and engaging learning environment where all students can thrive. The experience solidified my commitment to advocating for ELs and empowering them to reach their full potential.

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