USF Elementary Education Management Task Action Plan (Fall 2016)
Name: __Angelica Garcia___________
Grade Level Being Taught: 2nd
What FEAPs and/or Standards
relate to this lesson? The FEAPs
are most likely domain 2 and are
located in canvas as well as in your
syllabus
Objectives-Management Task
List the management task here
What background knowledge is
necessary for a student to
successfully complete this task?
Ask your CT
 What classroom
rules/expectations are aligned
with this task?
 What procedures are in place to
help students in meeting the
rules/expectations?
 What rules/expectations or
procedures might you go over
with students before engaging
in this task?
Date of Lesson: 03/20/18
Lesson Content
2. The Learning Environment. To maintain a student-centered learning environment that is safe,
organized, equitable, flexible,
inclusive, and collaborative, the effective educator consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention;
b. Manages individual and class behaviors through a well-planned management system;
c. Conveys high expectations to all students;
e. Models clear, acceptable oral and written communication skills;
f. Maintains climate of openness, inquiry, fairness, and support;
To facilitate a small group that helps students develop and strengthen their phonological awareness
through making words with a set of letters.
- The students assigned to this small group are having troubles sounding and spelling words
phonologically, the expectations are for them to treat this small group activity like an SOS group to
get the extra practice and better themselves.
Classroom expectations:
 I believe in myself!
 I want to learn!
 I will do my best!
 I will swim for success!
 I will be WILD for our 7 habit!
 “I-Care”
- Strategy used for off-task students is nonverbal cues to allow the student to readjust their
actions. If further attention is needed, asking the students “Are we doing the right thing?”
will help the push for behavioral corrections.
Task Implementation
USF Elementary Education Management Task Action Plan (Fall 2016)
Grade Level Being Taught: 2nd
Step-by-Step Plan: This is the
longest section of your
lesson/action plan (What exactly
do you plan to do? Be thorough.
Begin this section by observing your
CT and writing down the steps they
take!)
Be sure to address all of the
following:
 How will you review and/or
model the classroom
rules/expectations?
 What will you as the teacher do
and say during the task?
 What teacher talk will you use?
What will the students do and
say? What will it look like and
sound like if students are
meeting your expectations?
Name: __Angelica Garcia___________
Date of Lesson: 03/20/18
Time Who is Expectations of the students will be to follow habits:
responsible  #1: Being proactive- I have a “can do” attitude even when situations
(Teacher or get tough.
Students)?  #3: Put first things first- I stay focused on what I am doing
minimizing distractions.
 #5: Seek first to understand then to be understood- I raise my hand
to be called on and I don’t blurt out.
 #6: Synergize- I get along well with other people and work well in
groups.
Making words lesson:
1. I will gather three assigned students by my CT to come and work with me
in a small group on practicing phonological order by making words.
2. Students will begin with a warm up with the option of:
 Family tiles- practicing blends
 The word wheels- practicing ending sounds
 The magic “e”- practicing the silent “e” sound
3. After three minutes of phonological warm-up we will clean up the
materials and I will select one of the two students to pass out the
consonant letter tiles, “g, n, r, s, and t”, and the vowel letter tile “o”.
4. Students will place their tiles in a straight line with enough space to pull
the necessary tiles down that will spell a word assigned by me.
5. We will begin with a short debrief of observation of the letter set.
“What do we notice about our letters?”
“They are blue and red”
“Why might the “o” be in red?”
“It is a vowel”
“Very good”
6. After making observations we will begin making two- letter words.
“We are going to take two letters and make the word so”
 Students pull down the letter “s” and “o”
“What sound does the “s” make in “so”?”
USF Elementary Education Management Task Action Plan (Fall 2016)
Name: __Angelica Garcia___________

Grade Level Being Taught: 2nd Date of Lesson: 03/20/18

“SSSS”
“What sound does the “o” make in “so”?”
“OH”
“Very good! Now let’s change one letter and make the word no”
 Students push up the “s” and pull down the letter “n” in front of the
letter “o”
“Perfect! Now we are going to add a letter and make the three-letter word
not”
 Students pull down the letter “t” and place it after the letter “o”
“What did we add to our word?”
“t”
“Where at?”
“At the end of the word”
“Now were going to rearrange the word not to make a new word, lets see
what word we can make from rearranging n-o-t”
 Students shuffle their tiles until they make the projected word “ton”
(If students are struggling to make the word “ton” I will give the hint “The box felt
like it weighed a ___________”)
“Ton, very good! Take out the letter t and add a letter to make the word
son”
 Students will push up the letter “t” and pull down the letter “s” and
place it in front of the “o”
“Alright, we are going to now make a four-letter word that can be described
as something you sing along too”
 Students will spell the word “song”
“Very good guys, lets clear the board and I would like you to spell the word,
snort”
 Students will pull down and shuffle the letters to make the word
snort
(If students are struggling to make the word snort, I will sound it out by saying”
Suh-nn-or-tuh)
“Very good I am so proud of you for listening to the sounds in order and
spelling the word correctly! Great job! We are going to clear our board one
USF Elementary Education Management Task Action Plan (Fall 2016)
Name: __Angelica Garcia___________

Grade Level Being Taught: 2nd Date of Lesson: 03/20/18

last time, our last word is going to be a little tricky, but I know you guys can
get it, I would like you to make a mystery word all by yourself using all our
letters”
 Students will take a few minutes to shuffle their letters together to
attempt the make the word strong using all the letters on their board.

(If students are struggling, I will assist in giving a final hint of “if you are not weak
you are ________)

7. At the end of the lesson, the opposite student of who I had chosen to
hand out the letter tiles will now put away our tiles neatly and return to
their desks for further instruction by my CT.

**If students are meeting my expectations they will be engaged and

participating throughout the activity, listening to the instructions given
and working through any struggles they may have with some words
assigned**
USF Elementary Education Management Task Action Plan (Fall 2016)
Name: __Angelica Garcia___________

Grade Level Being Taught: 2nd Date of Lesson: 03/20/18