Morning Greeting

S-

O- The students will be able to select which positive manner they want to greet the teacher with
each day.

M- Anchor Chart, Picture Greeting Signs

I- Interactive Modeling (I Do, We Do, You Do)

1. (I Do): Explain to students what a morning greeting is and why we do it.
2. (I Do): Display picture greeting signs and demonstrate how to do each one of them.
3. (I Do): Explain Routine:
a. Stand in line and wait patiently.
b. When it is your turn, select a greeting.
c. Carry out the greeting with your teacher.
d. Go sit down at your sit spot.
4. (I Do): Demonstrate the Morning Greeting Routine so all students can observe.
5. (You Do): Ask for a volunteer to demonstrate the morning meeting routine with you.
a. Carry out routine with you in front of the class.
6. (We Do): Allow time for the class to practice.
a. Have students practice the morning routine and entering the classroom like they
would in the morning.

E- Observation: Are students able to greet the teacher effectively in a positive manner?

Reflection: During this lesson, I spent a large amount of time going over modeling morning
greeting. I think that I did a great job modeling/teaching this lesson because the students knew
how to do it on their first try when we practiced it. The photos were displayed outside of the door
and the students had the opportunity to practice their morning greeting before they entered into
the room. They all chose their greeting and were able to greet both Mrs. Petersen and I
effectively. The following morning was the real test of how well I taught this lesson. All but two
students, remembered to greet the teachers before they entered that morning. The two students
that we had to remind knew how to do the greeting, they had just forgotten to before they
entered the room. Overall, I think that I did a great job with the lesson. Especially considering
Kindergarten students picking up on it so quickly. I did not have to re-teach this lesson because
the students were able to effectively greet their teachers every morning after that.
 Playdough
S-

O- The students will be able to use playdough effectively and clean up their area when finished.

M- Playdough

I- Interactive Modeling (I Do, You Do, We Do)

1. (I Do): Display playdough to a large group.
a. Explain to students what playdough is.
b. Model how to use it.
c. Model how to clean up the playdough effectively.
2. (You Do): Ask for a volunteer to demonstrate how to use/play with playdough effectively
and how to clean up their area when they are done.
a. Carries out task/expectations in front of class.
3. (We Do): Allow time for students to practice playing with playdough and cleaning up their
area when they are done.

E- Observation: Are students able to use playdough effectively and clean up their area when
they are done?

Reflection: The very first time that the students were allowed to use playdough in the classroom
was during math. Mrs. Petersen had a math bin that consisted of the use of playdough. When
Mrs. Petersen was explaining each math bin, she stopped at this one specifically. She then
continued to letting me teaching the students how to use playdough effectively and then how to
clean up their area when they are done. After I was done teaching, the students had the
opportunity to practice playing with playdough and then cleaning up their area afterwards. I was
so impressed at how well they did. The students played effectively and did not mix any of the
playdough together. Also, there was no playdough on the floor or left over on the table.
Considering this was their first time practicing, I thought that they did a wonderful job. Every time
the students had the opportunity to use playdough, they followed the expectations and did their
job. Again, I was so impressed and proud of my students because they picked up on the
expectations so well. I did not have to re-teach this lesson because all of the students were able
to use playdough effectively and clean up their area when they were finished.
 Morning Routine

S-

O- The students will be able to complete the morning routine effectively without any reminders.

M- Red Folder, Backpack, Lunch, Chair/Table “sit spot”, Locker

I- Interactive Modeling (I Do, You Do, We Do)

1. (I Do): Explain to students what a morning routine is and why we do it.
2. (I Do): Model morning routine.
a. Put backpack away in locker.
b. Put your red folder in your cubby.
c. Put your lunch in the lunch bin (if you brought one).
d. Go sit down at your sit spot and start morning work.
3. (You Do): Ask for a student volunteer to demonstrate how to do the morning routine.
a. Demonstrates the morning routine in front of class.
4. (We Do): Allow time for students to practice the morning routine.

E- Observation: Are students able to complete the morning routine effectively without any
reminders.

Reflection: Mrs. Petersen taught the morning routine lesson to the students and I assisted
whenever needed. I loved the way she set her morning routine expectations as well as the
visuals she displayed outside of the door and the order in which they went in. This allowed for a
better result because the students just looked at the visuals and knew exactly what to do next.
She didn’t have to give any reminders, she would just point to the door. This routine took awhile
to establish; however, the Kindergarteners still picked it up pretty quickly. After Mrs. Petersen
taught this lesson, I realized that I will definitely be using visuals and nonverbals in my morning
routine. The students responded well to the visuals and steps of the morning routine as well as
her non-verbal pointing she would do if the students needed a reminder of what to do next.
 Farfallina

S- 0.1.3.3 - With prompting and support, identify characters, settings, and major events in a
story.

O- The students will be able to identify characters in the book with prompts and support.

M- The book “Farfallina”

I- Looking at the cover of the book, teacher asks how many characters will be in this story. As
the story goes on the teacher will ask the names of the characters in the story. Teacher also
pauses periodically throughout the story to question students on the events that are taking
place.

E- Teacher will evaluate students while they are in their turn and talks as well as when the
children raise their hands to share individual answers.

Reflection: Mrs. Petersen taught the Farfallina read-aloud lesson. The students absolutely loved
this book. Before she started to read, she mentioned what characters were and what a setting
was. Then, she asked students who they thought the characters were going to be based on the
cover of the book. She then proceeded to read the story and ask the students what they names
of the characters were. In addition, she was asking the students where the story is taking place
throughout the book. The students were all able to identify the characters and the setting of this
book. I was actually really surprised at how well the students did with this lesson. I thought that
they would struggle a little bit with the setting. I think that the choice of the book was a good
selection for this lesson because it was laid out well. However, after this lesson we continued to
work on characters and setting in other books. This was more difficult for the students to do as
we continued to practice characters and settings in different types of genres. I like how Mrs.
Petersen introduced characters and setting as well as the book selections that she chose. I
think this made it easy for students to follow along and learn all about characters and setting.
 Learning “C”

S-

O- The students will be able to say the sound the letter “C” makes.
The students will be able to write and identify lower and upper case “C”.

M- “C” Video
“C” Letter Card
“C” Sound Card (Action)

I- Have students repeat after you: “C” makes the sound /kah/, /kah/, /kah/. Repeat the sound
once more. Next, instruct students to participate and sing with Jack Hartmans “Letter C” video.

(This video goes over letter name, letter sound, and how to write the letter.)

Dismiss students to grab their handwriting journals. Walk around and observe students.

E- Check the “C” page in each students handwriting journal.

Listen during small group instruction.

Reflection: I was really nervous to teach the letter name, letter sound, and handwriting lesson. I
had only watched it two times before I had to teach it. Considering this was one of my first ever
lessons I taught in my six weeks clinical, I thought I did okay. It definitely could have gone a lot
better, but it definitely could have gone a lot worse. The students responded well to the letter
name/letter sound and action when I was teaching it. Following my teaching, I played a Jack
Hartman video. The students love these and are engaged throughout the whole video. They
have to opportunity to listen, participate, and write during the video. Overall, I thought this
lesson went pretty well and that the students responded well to my teaching and the video.