Dominique's Inquiry 2 Part A

1.     Describe your target area for guided lead teaching.

The target area for guided lead teaching is phonemic awareness and phonics.

2.     Approximately how much time per day is allotted for your instruction in this area?

I will be allotted approximately 30 minutes each day.

3.     Which Common Core Standard(s) will you work toward?

(Just a beginning list)

•       CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

•       CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

•       CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

•       CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

•       CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.¹ (This does not include CVCs ending with /l/, /r/, or /x/.)

•       CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

4.     How will teaching in this target area provide opportunities for students to learn important content and/or skills that relate to their lives? In what ways does this learning include learning literacy, learning about literacy, and/or learning through literacy?

By teaching students to understand and use letter sounds, they will be able to have conversations, decode language, understand texts, and write successfully. Students are able to learn literacy by understanding that letters compose words, and each word has a meaning. Students will eventually understand that different letters can change the meaning of a word. Students are learning about literacy by using their writing skills in many different ways, and they are exposed to more. Students will also have the opportunity to write more, and notice how words are different and similar to each other.

5.     What types of classroom talk take place within this target area? To what extent is the talk teacher-led, student-led, or focused on higher-level thinking? What norms for interaction would you like to build within your classroom as you teach in this target area?

The types of classroom talk that will be in the classroom are mostly teacher-led to begin, with some group conversations. It is essential that the teacher demonstrates and models the letter sound, and eventually the students can discuss the different sounds and notice sounds that are the same. Some norms that are essential to this target are to listen and be willing to participate in repeating the letter sound. It is important that students are active in their learning and willing to listen to each other.

6.     Which ‘core practice’ do you want to work on developing/improving as you teach in this target area? How will focusing on this core practice contribute to your own professional learning?

The core practice that I want to work on developing as I teach is “Acquisition, use and assessment of foundational skills,” which focuses primarily on print concept, phonological awareness, phonics, word recognition, and word identification. By focusing on this core practice, I will be able to determine what I need to focus on when interacting with students during literacy circles, whole group instruction, or when using literacy during another subject. It helps narrow down what is expected of them during this time.

7.     What resources within the community, neighborhood, school district, school, or classroom do you have to work with in this target area?

There are many resources available during my work in this target area such as learning aides, the librarian, the English language teacher, buildings, streets, stores, nature, etc.

8.     What additional resources do you need to obtain?

I believe another resource that I will need to obtain is literacy circle activities, and how to strengthen letter sounds more effectively.

9.     How will you pre-assess your students in your target area?

In order to know what students understand about letter sounds, my mentor teacher and I have conducted beginning of the year assessment to determine their knowledge of letter identification (upper and lowercase), and letter sound. Also, I have been noticing through writing activities and anecdotal records of students who use letter sounds while writing.

10. What else will you need to find out about all students in your class to help you develop lesson plans for Guided Lead Teaching?

Some additional information that I need to find out about my students is what they respond to during literacy time, what does and does not engage them during literacy time. Also, there is a way that I can engage all students and their interests during literacy?

11. What else do you need/want to learn about the ‘core practice’ to support your planning and teaching?

I would like to learn how to find literacy resources more effectively, and sources that are more credible. There are so many resources available, but I don’t know what is the most useful in teaching. Are there particular websites that are more useful than others? Also, how do I engage students of all levels? Students vary in skill levels, and I feel it is easy to lose those that are higher than those who are lower or vice-a-versa.

12. What concerns, if any, do you have about planning and teaching your unit?

 I am concerned that I will not develop authentic and meaningful activities that engage the students with letter sounds. I want to ensure that all students understand letter sounds, and they can produce the sound instantly.