Melissa Johnson Phase 1 Integrated Reflection Throughout the semester, I have been introduced to details of planning for instruction,

, as well as how to deliver that instruction. During my placement in a resource classroom for 5th graders, I was able to focus on a specific academic skill that my students needed to work on in order to achieve their reading and writing goals. For my students at Carrie Busey Elementary School, I chose one of their goals and assessed my students for those skills, blends and conventions. One of my students needed to be able to pronounce various blends and applying those sounds when reading and another needed to know the rules of certain conventions and apply them to her writing in order to edit her own writing in the future. With the guidance of my supervisor and cooperating teacher, I was able to learn and use the DRA Task 25 to evaluate my students skill with blends and conduct paragraph error correction assessments to discover my students knowledge of conventions. Using those assessments allowed me to find a baseline of data to understand where my students knowledge of the skill lies. From there, I created an instructional plan in order to teach my students the skills they need in order to master conventions and blends. Within my instructional program, I learned how to establish IEP objectives that contained measurable and observable goals and the environment in which these objectives will be obtained from courses this semester. Through the process of developing a program, I learned about the needs to instruct for about 3-4 days and then assess the student in order to see if the student is progressing close to the aimline to achieve their end goal. This allows the teacher to check if the instruction is working and make adjustments to the goal or instruction, if needed. The delivery of instruction included prompts that maintained the same throughout phase or various stages of instruction. Instruction also highlighted time delays in order to model and

guide the student through the instruction of blends and conventions. Within this instruction, I was also able to vary the way it was delivered. For blends, I utilized flashcards and worksheets in order to help my student learn about the blends and sounds various blends make. Once my student has mastered certain blends, I introduced an iPad application to gain the interest of my student and practice the use of blends even more. My student also used Lexia, a program where my student can participate in various activities, especially ones that focus on blend skills. My student that is working on the conventions used SMARTboard applications in order to learn from mini-lessons that highlight spelling, punctuation, and capitalization. That student also used worksheets to make error corrections to paragraphs, as well as computers to continue practicing convention skills. This semester was a great introduction to creating instructional programs and assessing students to form those instructional programs around. My classes allowed me to practice creating instructional programs and establishing objectives that focus on a certain skill and include measurable and observable goals for my students. With the guidance of my cooperating teacher and supervisor, I evaluated my assessments and instructional programs in order to create a product that aides my students knowledge of the skill and help them towards their goal throughout the year.