Title: Small Group Smart Board Lesson

Date: Fall 2014

Description: For this standard, I used a smart board lesson that I used with my small reading
group. The lesson has students determine beginning sounds of different words, circle two
pictures that have the same beginning sounds, and it has a section where students spell three
letter words.
Alignment:
Wisconsin Teacher Standard Alignment:
This lesson best aligns with Standard Six: Communication. This states that the teacher uses
effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the
classroom. This lesson best aligns with this standard because I was able to teach about
beginning sounds, and then allow students to practice the new skill through an interactive
lesson. In the first part of the lesson, students were to circle the two pictures that had the
same beginning sound. To do this, the students had to discuss what the pictures were, then
work together to circle the two pictures. If students did not know what a picture was, I
encouraged them to talk about what the picture could be based on the other two pictures
were. Through this interactive lesson, I was able to teach a specific song, and the students
were able to collaborate to work through each section of the smart board lesson.
UW-Platteville School of Education Knowledge, Skill, Disposition Alignment:
The classroom management plan best aligns with KSD3.a., Communicates Clearly and
Accurately. This states that the candidates spoken and written language are correct, expressive
and clear, with well-chosen vocabulary that enriches teaching and communicates thoughtfully,
responsively, and effectively for a wide range of student understanding and encourages
appropriate student language development. This lesson best aligns to this KSD because my
language during the entire lesson was very clear and accurate. Before the smart board section, I
helped students identify the beginning sound of various words. I then had the students work
through the interactive lesson. As stated above, if students did not know what a certain picture
was, they needed to communicate with each other to figure out what the picture was. If they still
could not figure out the picture, we discussed the options of what the pictures could be. When
the students were spelling and writing the words, we started with the beginning sound, then the
middle sound, and then the ending sound. I needed to speak very clearly in order for the students
to identify the beginning sound and for the students to succeed in spelling the words.
Secondary KSDs:
KSD2.b. Establishes a Culture for Learning
KSD2.e. Organizes Physical Space
Reflection:

What I learned about teaching/learning:

I learned that students learn better with interactive lessons. All of the students in the small group
were able to physically do things on the smart board, which helped them connect idea easier. I
also learned that sometimes students need to teach themselves how to do things. They do not
always understand what teachers teach them. Sometimes learning from a peer is easier for them
because they are at the same developmental level and are using the same language. Students feel
proud of themselves if they are able to help their peers understand a new concept. Because of
this, I learned that it may be acceptable for peer teaching in the future.
What I learned about myself as a prospective teacher:
After this lesson, I learned that need to make more time for small group work. Students seem to
like working in small groups, and they can be very beneficial during many subjects. I also
learned that I sometimes overestimate what students can accomplish because there are other
students in the class that are much more advanced. A couple of the students were not very
successful with this activity because they had not yet mastered the skill of identifying the
beginning sound. I thought that those students would be successful in the smart board activity
because it was simple, but I was mistaken. I needed to spend more time with those students on
the basic skill before we moved on to this activity.