a. What was the objective of the lesson?

After teacher modeling and activities, student will be able to identify the long /I/ sound by
successfully creating and identifying words with a long /I/ in an activity.
b. How did the students demonstrate their understanding/learning of the content presented?
Provide specific examples from the lesson and student work to support your analysis.
The student demonstrated her understanding/learning of the content presented by responding
to my questions about the long /I/ sound. I asked the student to say the sounds of the long /I/
and I asked her to separate the long /I/ sound from the word as a whole. I explained to the
student how the e at the end of a word makes the I in the middle of the word a long /I/ sound
instead of a short /I/ sound. The student was able to differentiate the words that make a long /I/
sound from a short /I/ sound by separating words into two groups, one being long /I/ and the
other being short /I/. The student was also able to demonstrate her understanding by saying and
creating her own words that use the long /I/ sound. Lastly, she read a book that contain many
words that used the long /I/ and was able to properly pronounce those words as well as the
words with short a /I/.
c. To what extent did the lesson, including instructional strategies, learning activities, materials,
resources, and technology, help to facilitate student learning? How does the evidence you
collected support this finding?
The instructional strategies used in this lesson were modeling and scaffolding. I modeled how to
say words with a long /i/ sound and how to differentiate words with a short /i/ sound from the
long /i/ sound. I scaffolded as I had the students try saying words with long and short /i/ sounds.
The learning activities consisted of a manipulating long /i/ words on a work mat, word families
bingo, and a word cards. On the work mat the student had to manipulate onsets and rimes. She
created new words by changing the onset of a words or by changing the rime of a word. In
word family bingo the student wrote long /i/ and short /i/ words on their bingo card and had to
mark each word that is called that she had on her card. The word cards were used to help the
student identify words that used the long /i/ sound. It also helped her practice saying the long /i/
sound as she read the words on the cards. Lastly, there was an activity that allowed the student
to differentiate short /i/ words from long /i/ words. The student had to place word cards in groups
according to the sound that the i made in the word. As shown, these activities and materials
definitely helped facilitate the students learning.
d. How could you use your analysis of this lesson and the evidence of student learning to guide
your planning for future lessons? Provide specific examples.
The student did well grasping the content of the lesson, so I now know that the student can
move on to new content. However, if the student would have struggled understanding what
make an I makes a long /I/ sound I would re-teach part, or all of the lesson. I also was able to
notice how familiar the student was with the new vocabulary words that were introduced during
the lesson. If the student was very familiar I could move on to new vocabulary words quickly, but
if she wasn't very familiar with the word then I would put the words on the word wall and have
the students study the words more by using them in sentences.
e. Give a personal reflection of what you felt went well and what you would change the next time
you taught this lesson?

I found this lesson hard to understand, so next time I have a lesson that I do not understand I
think it would benefit me to adjust it to help me understand it better. I also underestimated the
difficulty of teaching the lesson and thought I did not have to do as much preparation. But, I
realized that I need to prepare better, so I can present my lessons smoothly.