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Contextual Factors

My practice teaching is being held in the Luis Muñoz Marín Elementary School. This

school is located in the heart of the town of Ceiba, Puerto Rico. The school is part of the Fajardo

School District. At this moment, the school has 432 students enrolled, 32 teaching professionals

and 11 non-teaching professionals. Some parents donate their time working in the school lunch

room and cleaning. This school is one of the most important elementary schools in the area. Most

of the students that are enrolled come from the two living complex that are near the school. This

means that most of the students are living in low economics homes at the moments, and most of

them don’t have the technology to help them in their school work. Although, most of the students

come from these living conditions, parents volunteer time and are at the school most of the time.

Here in my practice, I am teaching English first grade. My main group is 1-3, but

throughout the day I also visit the other two first grade groups, and two kindergarten groups. My

classroom has the use of an air conditioning system, since most of the school classrooms are air

contioned. The classroom is composed by twenty five desks and the teacher’s desk. The

student’s desks are arranged in two groups of three rows and one main row in the middle of the

classroom. The teacher’s desk is located in the back of the classroom, right behind the middle

row. On the wall, the Department put up shelves where the teacher organizes the books that the

Department of Education brings in. Also, there are different materials the teacher uses when the

students don’t bring them to class. What I noticed is that, although there are some books on the

shelves of the classroom, there aren’t enough for the students and also they are not updated.

My group is composed of 5 girls and 12 boys; in total I have 17 students this semester.

Their ages round from 5 to 6 years old. The students have a problem of classroom management.

As I experienced, most of the students begin paying attention to the class but at some point they

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turn their attention to something else. As their teacher, I try to maintain control of the students

but sometimes it takes too much time of the class, and that can be a problem in their learning. I

have two documented students that are part of Special Education, although Mr. Rivera and I

believe that there are more students with disabilities. This concerns me that some parents haven’t

noticed that their child is having difficulties or possibly they don’t want to accept that. This can

be a problem, because if the student does need some special accommodation and I don’t know

their status then I cannot provide what they need.

All of these factors take consequences in my classroom. Combining all of the problems I

noticed in my classroom I have to take in consideration that most of my students are slow

learners, and that can put a halt in what I want to provide for them. I can’t compare my students

with the other two first grade groups because it can damage them. The other two groups respond

rather quickly to the lessons, whether my students take more time in each lesson. I have to find

ways to help them understand and grasp the material, and at the same time I have to lower their

learning skills. This is going to be a challenge that I know I am going to take down, and along

the way my students will grasp English better.

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Learning Goals

According to the Puerto Rico Core Standards, by the end of this Unit the students should:

Discriminate and identify sounds in pronunciation and speech especially those

that differ from their first language. (Listening)

Recognize sounds (phonemes) syllables, and spoken words.

Recognize the organization and basic text features. (Recognize the distinguishing

features of a sentence (first word, capitalization, ending punctuation)

(Foundational Skill: Phonemic Awareness and Phonics)

Following the standards, this thematic unit will focus on working with Phonemic Awareness.

These goals are going to be aligned with the needs of the students following the Department of

Education idea. Between units, the students should gain Phonemic Awareness and they should

fulfill the next goals:

Goal #1: After providing the sounds of each letter in the alphabet, 85% of the students

should be able to identify the beginning and final sound in basic words.

Goal #2: After providing the beginning and final sounds, students should be able to

pronunciation the phoneme in the correct way.

Goal #3: After providing phonemes and capital letter and lower case, 85% of the students

should be able to capitalize and write the words in the correct way.

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Assessment Plan

The learning goals of this unit were focused of working in the areas of speaking and

reading. The students will be evaluated in the Pre- Diagnostic Test, to see where the student

needs improvement. The students will be touching the areas of Beginning Sounds and Final

Sounds. Also, the students will be discussing what are Capital Letters and Lowers Case letters.

These areas are basic instruction for speaking and writing. The students will be working on

identifying the areas of phonics by exams, worksheets and class work. Throughout the semester

in various units, they are of phonics will be touched and at the same time the students will be

evaluated if they are progressing or not.

Assessment Plan Table

Learning Goals Assessment Format of Assessment

Adaptations

Learning Goals #1

After providing the sounds of each letter in the alphabet, 85% of the students should be able to identify the beginning and final sound in basic words.

Pre-Test: Diagnostic Test

Formative Assessment:

Worksheets & Class Activities

Post Test:Two Exams

Diagnostic Test: The students will be tested

in the areas of phonemes. They will

be presented with different words to see if they understand the concept of beginning

and final sounds.

Worksheets: The students will work

with different worksheet in class and also at home.

This is a way to see if the student is

understanding the material or not.

In the class activities, the students will be working in pairs and

also going as a challenge. That way

the students are helping each other

learning, but in a fun way.

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Class Activities: In these activities, the

students are using the material and at the same time they are

practicing what they are learning.

Exams: In these exams, the students

are measured to see if they captured the

material.

Learning Goals #2

After providing the beginning and final sounds, students should be able to pronunciation the phoneme in the correct way.

Pre-Test: Diagnostic Test

Formative Assessment:

Class Activities

Post Test:Two Exams

Diagnostic Test: The students will be

measured to see if they can pronounce the correct sound of the letter provided to

them.

Class Activities: The students will be given the letter and they are going to listen to the

correct way to pronounce it. After, the students have to provide the correct pronunciation. The

students are given the pronunciation and

they have to fill the blank of the words that start with that

sound.

Exams: The students are measured if they

know the letter by the pronunciation given

by me.

In the activities of filling the blanks, the

student is going to create the connection

between the pronunciation and

how to say the word the correct way.

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Learning Goals #3

After providing phonemes and capital letter and lower case, 85% of the students should be able to capitalize and write the words in the correct way.

Pre-Test: Diagnostic Test

Formative Assessment:

Worksheets & Class Activities

Post Test:Two Exams

Diagnostic Test: The students are measured

to see if they know words begin with capital letters and

which one has lower case.

Worksheets: The students will be

provided with the pronunciation and

they have to fill the blank with capital

letter or lower case.

Class Activities: In the date, the students have to correct to see

if it’s written the correct way, and to

see which word begins with capital or

lower case letter.

I adapted the use of Today’s date in the implementation of capital letter and lower case. The

students see this as a game, and are a good

way to keep presenting the topic.

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Design for Instruction

For this thematic unit I gave my students a Diagnostic Exam, ordered by the Department

of Education. In this test, the student was evaluated in the areas of speaking, reading, and

writing. The skills tested in the diagnostic test were the areas that are measured in the Core

Standards provided by the Department of Education of Puerto Rico. The area of phonemes is

extensive, but the department wants to see more if the students understand the pronunciation, and

basic text features.

In Figure 1, you can see that by the time of the diagnostic test 33% of the students were

skilled in the area of beginning sounds. From what I expected, to me 33% is good. Of course is

not a perfect number, but is a good beginning. In Figure 2, as you can observe in the area of final

sound, 100% of the students were skills. In this area, this is normal for a first grade group since

most of the students still understand what a final sound is. This test shows me were my students

need more work on.

33%

67%

Beginning Sounds

SkilledSkilles

Figure 1

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100%

Final SoundSkilled Skilles

Figure 2

After analyzing these charts, is clear to see that the students are going to have more

trouble understanding the area of final sound instead of beginning sound. This helps me see

where I can start and give them more time. I have to find activities that are more focused in the

area of final sound and follow the goals imposed in this unit.

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Thematic Unit Overview

Day Goal Objectives Activities Materials Disposition

Day #1

Beginning Sounds

Learning Goal #1

After Discussing

the beginning sounds M R B H T K S, 85% of

the students will be able to

identify the sound with the letter.

The students will listen to the sounds of

the letters. Also, the

students will identify

which are Capital

Letters and Lower Case. The students will observe the letter and

they will provide the

sound.

Board Markers Sentence

Strips

Creativity:By using

sentence strips, the students

use their creativity to have a more fun way to

learn beginning sounds.

Day #2Beginning Sounds

Learning Goal 2#

After discussing

the beginning sound M,

the students will be able to identify

what words

begin with M.

The students will observe pictures that

the word commences

with the letter M. The

students will provide the beginning sound. The

students will work on a worksheet, where they

have to color the picture who’s word begins with

M.

Sentence Strips

Board Markers Pictures Worksheets

Creativity:Students are

using colors to identify those pictures who’s word begins

with M.

Day# 3

Beginnin

g Sounds

Learning Goal 2#

After discussing

the beginning sounds M,

The students will observe

different pictures of words that

Sentence Strips

Markers Board Pictures

Diversity:Students are

reviewing their language skills

in this area.

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R, B, H, T, K, S, the students will be able to

identify the correct

pronunciation of

words that begin with the letters.

begin with beginning

sounds M, R, B, H, T, K, S. The students are going to match the

word with the picture and

fill the blank with the

correct sound.Day 4#

Beginnin

g Sounds

Learning Goals 1,2,3 #

After discussing

the beginning sounds, the

students will be

tested on their

knowledge on the

material.

The students will match

capital letter with it’s

partner lower case. The

students are going to fill

the blank with the correct letter that

presents the pronunciation of the word.

Test

Pictures

Creativity: The students are going to use what they

know in the test.

Day 5#

Beginnin

g and

Final

Sounds

Learning Goal 1#

After discussing

the beginning and final sounds L, A, J, G, F,

D, the students are going to identify where goes beginning and where final sound

goes.

The students are going to

identify what is beginning, middle and end. The

students are going to learn

the pronunciation

ofL, A, J, G, F,

D, the students are

going to repeat the

pronunciation. The students are going to

identify

Flash Cards

Sentence

Strips

Board

Markers

Diversity

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which one is capital letter and which is lower case.

Day 6#

Beginnin

g and

Final

Sounds

Learning Goal 2#

After discussing beginning and final

sound, the student will be able to

identify the correct

phoneme for

beginning and final sound.

The students are going to

observe words that

begin with the current

beginning and final sounds

they are working on. The students are going to identify the

beginning and final sounds

on the words. The students are going to play Bingo, marking the words the

teacher mentions.

Markers

Board

Sentence

Strips

Bingo Cards

Creativity

Day 7#

Beginnin

g and

Final

Sounds

Learning Goals 1,2,3#

After discussing

the beginning sounds, the

students will be

tested on their

knowledge on the

material

The students will match

capital letter with it’s

partner lower case. The

students are going to circle the

word that the teacher

provides. The students are going write the correct

capital letter and lower case of the sound that I

Exam Diversity: The students are

practicing their communicatio

n skills.

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provide.Day 8#

Beginnin

g and

Final

Sounds

Learning Goal 2#

The students are going to identify the correct sound for

the phonemes provided by me.

The students are going to listen to the

correct pronunciation of the letters. The students

identify which ones are Capital Letters and which are

lower case.The students

provide words that begin with the

phonemes we are working

on.

Sentence

Strips

Board Marker

Diversity

Day 9#

Beginnin

g and

Final

Sounds

Learning Goal 1#

The students are going to show which words

begin with the

beginning sounds they are working

on.

The students provide words

that begin with the

beginning sound we are

working class. The

students are going to play a game where they are going

to accommodate the letters in the correct category

(capital or lower case).

Board

Markers

Flash Cards

Sentence

Strips

Creativity: The students use

unique words to present the

beginning sounds.

Day 10#

Capital

Letter

Learning Goal 3#

The students are going to identify in which area the

The students are going to cut and paste the different

beginning and final sounds.

Scissors

Glue

Worksheet

Creativity: The students are cutting and pasting to show their skills and

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and

Lower

Case

letters go, if it is capital letter or

lower case.

They are going to place

them in the correct area if

they are capital letter

or lower case.

Marker

Board

understanding.

Activities

In the first activity, the students will be identifying the beginning sound M. The reason for this

particular letter is that at the beginning of the lesson the students were having difficulties

distinguishing between the beginning sound M and N. The students then will identify words with

pictures provided by me. By using pictures the students will create the link between the picture

and the word. The reason I decided to do this activity, is because the students by seeing what the

letter sounds like and the link between the word and the picture, the student will use the prior

knowledge in the future. For example, if in the test I use the picture of a mouse, then the student

will know the mouse begins with beginning sound M. The second activity, the students will be

observing different words and they will identify beginning and final sound. The words used in

the activity are words they use every single day. By using common words for them, the student

every time that he hears the word he will identify the beginning and final sound. In the third

activity, the students used writing to identify Capital Letter and Lower Case. In today’s youth,

much of them can’t distinguish between Capital Letter and Lower Case. This is a skill needed for

writing and reading. The students were provided with flash cards that contain Capital Letters and

Lower Case. The words on the board had the beginning sound in blank. The students needed to

paste in the word if it needed Capital Letter or Lower Case. By doing activities like this one, the

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students will learn what type of words contain Capital Letter and what other words contain

Lower Case.

Technology

In the area of technology, I believe that today’s youth depend too much on technology. In the are

of what I was teaching, I didn’t use technology because there was no real use for this. The

perfect way to present beginning and final sounds is by the teacher providing the sound. If the

teacher presents the sound in a fun way, then the student will be hooked from the beginning.

Also, there was a lack of videos I could have used for these areas. Yes, you can find videos

containing the alphabet, but what you really want is the sound, and in this part the technology

was lacking. I don’t object the use of technology, because in my other classes I use it, but in this

are it was not important.

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Instructional Decision Making

In this unit, there were not many changes to do. If I had to do a change if it was because

the teacher was absent then I was in charge to move the days of the classes, making the lessons

extend themselves. The first decision I took was to see where I could include this topic in the

units I would be working. In the new units provided by the Department of Education, the topic of

phonics is not included. This is a mistake and my first grade group needed practice in the area.

Each new unit I started, I had to plan in advance in what part I could include and practice

beginning and final sound.

The second decision I took, it was that I couldn’t give my students all the alphabet at

once. By giving them all the sound at once, the students could get confused and this could create

pools of confusion in their minds. I divided the alphabet in three parts. Of course I began with

the sounds I knew they were more in common with them. This way the students would go from

the simple to the complex. Also, by dividing the sounds in different groups, I would then see

which students were going to need more help in the area and which sounds they were having

trouble with.

One of the things I noticed when teaching beginning and final sounds, the students tend to

get bored after some time. This made me realize I needed activities that could make the students

enthusiast and more attentive to the lesson. By using words they were familiar, for example

Disney, Frozen, Elsa, and their proper names, the students would create a connection between

the sounds and the words. By creating this connection, the students now pronounce the sound

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first before saying the complete word. This helps to know that the students did understand the

sounds and how they work.

When discussing the area of Capital Letters and Lower Case, I would show them by hand

a way they could signal which was a Capital Letter and which one was the Lower Case letter.

Also, there were games I created for them to explain each area. By doing those games, the

students would get so excited they would ask for them every time. This activities would help the

students see that learning is fun and they could play and learn at the same time.

In the area of assessing the students to see if they were prepared for the exams, I would

review them in class, but also provide them with worksheets for their homes. This would create

the opportunity for them to practice at home and not only at school. Also, the activities they did

at home and also in class, were the same activities they would do in the exam. This way the

students would create a connection between class and the exam. If I would have used an activity

in the exam that I didn’t use in class, and then the students would had gotten confused and say

that they didn’t know the material. I want to evaluate the students if they achieved learning of the

lessons, or they just created a bottle that may crack and spill everything they put in there.

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Analysis of Students Learning

Whole Class

In order to know what the students know, there was a diagnostic test provided. In this

diagnostic test, the students were measured in the areas of beginning and final sounds. I

wanted to see if the students would complete the words by providing them with the

beginning and final sounds. After covering the material in the first unit, I tested the

students in the same areas like the diagnostic test. They were provided with the same

words. The decision for this, it was because I wanted to see if there was an improvement

in the area.

Beginning Sound

Final Sounds0

20

40

60

80

100

120

Comparisson of the Results Be-tween the Diagnostic Test and the

Unit Test

Diagnostic Test First Test

Figure 3

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In Figure 3 we can see that after the diagnostic test the students needed to be

targeted in the areas of beginning and final sounds. After the first test, the students scored

higher in the areas. This is evidence that the goals are being implemented and the

students are reaching the objectives. The goals target that the students reach a higher

level in both areas, and as we can see from the graphic there is a higher level of

understanding.

44%

19%

25%

6%6%

Analyzing the Percenteg of Students that Understood Be-

ginnig Sounds7 points 6 points5 points4 points2 points

Figure 4

From we can see from Figure 4 from 17 students, 44% from the students

understood the material obtaining in the exam 7/7 points. Only two students, those that

are the 6% didn’t understood the material or still have confusion. This helps me

understand if the objective and goals were reached in the group.

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25%

19%

13%

19%

19%

6%

Analyzing the Percenteg of Students that Understood Final

Sounds6 points5 points4 points3 points2 points1 points

Figure 5

From we can see in the figure 5 from 17 students, 25% of the students understood the

material provided in class. Only four students, who scored 2 and 1 point, didn’t reached

the goals for this unit. These students participate in class, but have the problem that they

don’t study at home. If they would continue with their studies, then the goals would have

reached them.

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Individuals

I selected two students who showed two different levels of learning. Since the law

protects the students, I decided to assign them a letter to identify them.

Diagnostic Test Unit Test Beginnig Sound Final Sound0

2

4

6

8

10

12

14

Analyzing Individuals

Figure 6

From what we can see in Figure 6, both students at the beginning started with the same

problems. As the unit progressed, student A progress is obvious, apart from student B.

The progress of student B can be seen, but is not in the same level as student A. After the

first unit exam, I provided individualized instruction to student B, and his level of

understanding went higher. The problem is that student B can participate in class

beautifully, but he is not receiving the same care at home as student A. This situation

blocks the mind of student B, hence the trouble at first. Both students showed progress

throughout this unit, and student A achieved the three goals explained at the beginning.

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Reflection and Self Evaluation

The goal for this unit was for the students understand the areas of phonics,

especially the areas of Beginning and Final Sounds. I’m positive that more than 85% of

the entire class reached the three goals established at the beginning of the unit. The

students were provided with enough exercises and activities to engage learning in the

area. Also the activities provided in the lessons, created an environment of creativity and

understanding.

At first it was hard trying to figure out how to provide the students with the

sounds, and sometimes I honestly couldn’t find a way to make it fun and enjoyable. Also,

to target those students that needed the most help in the area. At the end, is not

impossible to reach the impossible. It was a hard working road, but at the end the goals

were reached. The importance of the unit is that the students understand and they can take

their knowledge to future English classes.

For me, even though there were times I thought I couldn’t take my students

attention, I reached to them. In honest truth, I understand that I need practice and

refinement in my teaching skills. In order for my students to reach their full potential in

any material, I need to self-evaluate myself first and look for ways to help them fulfill

their learning. Also, I learned to help them connect with the help of minor details. For

example, by using picture to show them the beginning sounds and connecting them with

the word can make a great difference. This helps the students understand better and see

that learning can be that easy.

This thematic unit was not the easiest thing in the world, but the thruth of the

matter is that nothing is easy in this place. It takes time to figure out how you want to

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explain every single detail. It takes time how to teach the kids the material, and it takes

time to apply what you teach. Every single detail, decision, activity, worksheet was

created for the students to understand better the material and to reach the goals and

objectives the teacher wants. In the end, every step you take is another in that stair for

higher learning. The importance is that your students understood and are able to put in

practice the material they learned.

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Appendixes

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Name:______________________________________________

October 17, 2014 Theme: Beginning & Final Sounds

A D F G J L ___/28

Part I. Match the Capital Letter with its partner Lower Case Letter. (6 points)

M

LAJGFD

g

d

l

f

a

b

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Part II: Circle the words the teacher tells. (10 points)

1. apple fig jam

2. Elsa Disney fog

3. done dog dig

4. pig fig dig

5. love aunt live

6. air good jelly

7. father day sad

D

j

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8. pig sad fall

9. jelly apple juice

10. jolly jeep fig

Part III. Write the Capital Letter and Lower Case Letter of the Beginning Sound the teacher says. (12 points)

1. ______ ______

2. ______ ______

3. ______ ______

4. ______ ______

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5. ______ ______

6. ______ ______

Name:______________________________________________

September ___, 2014 Theme: Beginning Sounds

M H R S B T KPart I. Match the Capital Letter with its partner Lower Case Letter. (7 points)

M

M h

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RBHTKS

mskbrtd

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Part II: Write the Beginning Sound shown in the picture. (9 points)

1.

__ onkey

2.

___ ungry

3.

___ appy

4.

___ all

5.

___ un

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6.

___ ouse7.

___ an8.

___ ad

9. 10 ___en

Part III. Write the Capital Letter and Lower Case Letter of the Beginning Sound the teacher says. (14 points)

7. ______ ______

8. ______ ______

9. ______ ______

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10.______ ______

11.______ ______

12.______ ______

13.______ ______

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Name: ____________________________________

Beginning SoundsInstructions: Write the letter to show the beginning sound.

Bb Rr NnSs Kk Tt Mm

1.___om 7. ___un

2.___ et

3.___ iss

4.___rain

5.___oat

6.___an

S a n t i a g o T W S | 33

Name: ____________________________________________________

Beginning and Final Sounds ( Aa, Dd, Ff, Gg, Jj, Ll)

A. Complete the sound the teacher tells.

1. ____ather 7. sa____

2. ____ucky 8. of____

3. ____olly 9. do____

4. ____unt 10. schoo____

5. ____onut 11. fo____

6. ____elly 12. Els____

Name: ____________________________________________________

Beginning and Final Sounds ( Aa, Dd, Ff, Gg, Jj, Ll)

B. Complete the sound the teacher tells.

1. ____ather 7. sa____

2. ____ucky 8. of____

3. ____olly 9. do____

4. ____unt 10. schoo____

5. ____onut 11. fo____

6. ____elly 12. Els____

B I N G O

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Elsa off jam girraffe dinosaur

sad love jeep airplane donut

quest apple Jadnael Disney

Jim jolly dog lucky guide

fun queen laugh cod aunt

B I N G O

off dinosaur girraffe Elsa jam

sad airplane donut jeep love

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Disney quest apple Jadnael

dog Jim lucky guide jolly

aunt cod queen laugh fun

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