Part 1

The instructional resource I created for the AS-L project was a PowerPoint Presentation enforcing beginning sounds and rhyming words for a kindergarten class.

I worked independently on my power-point presentation. I developed my lesson after a phone call with the cooperating teacher. The teacher explained that any presentation enforcing the use and examples of beginning word sounds and similar rhyming words would be a great help and beneficial to her classroom at this time of the year.

The PowerPoint presentation I created took form of a short story. The story focused on the AT sound-containing words such as: Matt, Bat, Cat, Rat, Hat. I held the responsibilities of trying to create a lesson on power-point that incorporated simple graphics to connect the students to the text. This was designed to help the young students increase knowledge in recognizing patterns in beginning sounds and rhyming words. The main reason I created a PowerPoint presentation to consist of a short story was to introduce recognition of words.

I spent an hour on the phone with the teacher to introduce myself and offered to create a classroom resource and collect as much information about the class and area where resource was applicable. The night before the lesson was taught I meet with the teacher for an hour  in order for her to look over and approve what I had created was not only on track with what students were being introduced and taught at the time, but would help enforce skills that were recently taught.

When creating this lesson I imagined it would take an hour at the most to complete. The lesson actually took about two hours to develop and create and complete the presentation. I was fortunate during this experience to have encountered no problems with the technology, students or teacher during this experience.

 

Part 2

The AS-L experience was not only an excellent experience that I enjoyed it also was instrumental in helping learn and achieve the following course objectives:

 

*Plan and design effective learning environments and experiences supported by     

technology.

 

*Implement curriculum plans that include methods and strategies for applying *            technology to maximize student learning. 

 

I learned that technology can be integrated and used in many ways to help enforce skills of all areas. This particular lesson technology helped students not only recognize words by connecting them with graphics on the screen but helped students with the retelling of the story which introduced them to recognizing and reading words. I choose a PowerPoint story instead of reading a book because I created this lesson for all students to be actively involved throughout the lesson. I learned that at this young age PowerPoint is an excellent resource to help students connect objects to words which helps to encourage all students to be involved throughout the lesson.

 

Part 3

I began the lesson by introducing the AT sound to the students. I asked students if they could think of any words that have the AT sound? I then began the story (presentation). During the story (presentation) students were asked to recognize words with the AT sound. They were then asked to repeat the word containing the AT sound, when shown on the screen. After the story the class began a retelling of the story students were encouraged to read along as a group. After the retelling of the story I asked students what was the word sound that the story (presentation) focused on? They answered the AT sound. I wrote the word AT on the board and asked the students to recall the words from the story that contain the AT sound. I listed the words on the board. I then asked the students to look at the list and say the words out loud as a class. I then asked the students what the words in the list had in common. The students answered that they all contained the AT sound. (Goal reached)

             I taught the lesson for twenty minutes with the retelling of the story and class discussion. The lesson was designed to reach the following Standards and Benchmarks:

Michigan Standards and Benchmarks

Content Standard 3: All students will focus on meaning and communication as they listen, speak, view, read in personal, social, occupational, and civic contexts.

Benchmark 6: Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts by using a variety of resources, such as prior knowledge, context, other people, dictionaries, pictures, and electronic resources.

Content Standard 7: All students will demonstrate, analyze, and reflect upon the skills and processes used to communicate through listening, speaking, viewing, reading and writing. Benchmark 1: Use combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include retelling, predicting, generating questions, and examining picture cues, analyzing phonetically, discussing peers, and using text cues.

 

            I felt the lesson was an excellent experience. I was fortunate that everything went as planned. If I had to improve the lesson in some way I would probably had added some animated graphic to the story and possibly some sound effects. This young age is drawn in by those types of features.

           

Part 4

I enjoyed the entire lesson. I had fun creating the presentation and developing content skills within the lesson. I enjoyed teaching the lesson and the experience I gained from it. I was fortunate that everything went as smooth as planned. I am aware it normally dose not. The only thing about the project I did not like was the fact that I was unable to meet the students or visit the classroom before preparing the lesson. I was uncomfortable with this fact, but fortunate that things worked out as planned.