You have gained practice in skills related to phonological and phonemic awareness by planning and teaching a lesson to a small group of students on specific skills using a puppet as an anchor for the lesson. You also learned how to assess those students’ phonological and phonemic awareness skills.
In addition, you analyzed children’s books and stories to determine how appropriate they were for a diverse student body within a specific grade level.
C. Choose a children’s book that is appropriate for a specific grade level NEW YORK STATE (kindergarten, first, second, or third grade), taking into consideration the specific needs, interests, and reading levels of the students in the class.
1. Justify (suggested length of 1–2 pages) why the children’s book you selected is appropriate for the lesson being taught.
D. Using the book you selected as an anchor, design three lesson plans (using the attached “KP Lesson Plan Format (0913).docx Lesson Plan Format”) to teach the following reading/literacy skills for a specific grade level, kindergarten, first, second, or third grade:
1. Word recognition, phonics, or concepts of print (your choice)
2. Phonological or phonemic awareness (your choice)
3. Oral reading fluency
Note: If your state does not have oral reading fluency standards for the grade level you have chosen, you may select to design a lesson plan on vocabulary or comprehension skills.
E. Incorporate a technology component into the lesson plan for the lesson you will teach.
F. After your teaching experience, write responses to the prompts (suggested length of 1–2 paragraphs per prompt) using the Guided Reflection Protocol Form.
1. Observation and
a. Describe your instructional setting, including subject,
grade level, the number of students, seating arrangement, and any other
criteria necessary to present the instructional setting.
Exploration, and Reasoning
a. Analyze the level of student engagement with your lesson.
3. Connections to
Other Effective Teaching Practices
a. Connect a pedagogical strategy used in your lesson to the
theory of multiple intelligences, the theory of social constructivism, or
another educational theory appropriate for elementary education.
a. Evaluate the effectiveness of your lesson presentation.
b. Explain the thinking process you used to complete this
a. Describe an alternative pedagogical strategy you could
have used to improve student learning.
b. Justify your recommendations.
6. Personal Meaning
and Professional Growth
a. Explain the most important thing you learned from this
b. Analyze the strengths in your lesson.
c. Analyze the areas of the lesson that need improvement.
d. Discuss what you would do differently if given the chance
to teach this lesson again.
e. Explain what advice you might offer to peers as they
prepare to complete this performance assessment.
• Answer the questions in the form. If you need additional space, include an attachment with your response.
G. When you use sources, include all in-text citations and references in APA format.
Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section