Week

Week 1
10/27/14-10/31/14

Activities

Week 2
11/3/14-11/7/14

Week 3
11/10/14-11/14/14

Guided instruction: Letter Naming

SMART LessonPart 1 and Part 2,
Sight Word Lesson 1, Exit Tickets
students stuck a post-it on two lower
case letters and two upper case letters,
which were given by the teacher
Independent Practice: Students had a
least 1 hour of practice on Starfall ABCs

Observations/Struggles as given by classroom

teacher
This week the students reviewed letters and sight
words. Instruction took place on the front carpet
with the targeted students. Students were
engaged with the interactive SMART board. They
particularly liked drawing the line from the word to
the sound. Some students (Student 18 and
Student 21) showed inattentiveness during letter
naming. Each lesson has taken about 20 minutes
and is implemented during small group instruction.
At the end of small group I gave a quick exit ticket
to see if students could recognize 4 of the letters
(2 upper and 2 lower) that they missed on the
preassessment. Students really seem to be
responding well to the letter naming and have
progressed in that area. Kindergarten sight words
also seem to be improving. Students were able to
visit starfall in the computer lab. They like this
activity because of the graphics and
interactiveness. I believe that it also helps them to
hear the pronunciation of the words.

Guided instruction: Sight Word Lesson

2, Sight Word Lesson 3
Independent Practice: Students had a
least 1 hour of practice on Starfall ABCs
and/or Learn to Read

This week the students continued to review sight

words, specifically lessons 2 and 3. Instruction
took place on the front carpet with the targeted
students. Students were engaged with the
interactive SMART board, although students 18
and 21 showed some inattentiveness if other
students were interacting with the SMART board.
All students enjoyed listening to the sound of each
sight word. The ESOL students, students 6, 12,
and 18 struggled more with the sight words than
Students 12 and 21. However, no students were at
a frustration level. Students were able to visit
starfall in the computer lab. I checked in with the
students to see what section they were on and
how they liked Starfall. All 5 students continue to
respond well to Starfall and are eager to work
through the ABC section and Learn to Read
section. Student 21 was the only student on the
Learn to Read section.

Guided instruction: Sight Word Lesson

4, Sight Word Lesson 5, Exit Ticket
Students were given 2 sight words to
identify by sticking a post-it on the sight
words given by the teacher
Independent Practice: Students had a
least 1 hour of practice on Starfall ABCs
and/or Learn to Read

This week students worked on sight words with

lessons 4 and 5. As in the previous weeks,
instruction took place on the front carpet with the
targeted students. Students were engaged with
the interactive SMART board, and like the first 2
weeks, Students 18 and 21 showed more
inattentiveness when the other students were
manipulating the SMART board. Students
responded well to circling the sight word in
sentences and listening to the sound of the sight

words. Again, the ESOL students, students 6, 12,

and 18 struggled more with the sight words than
Students 12 and 21. Still, no students were at a
frustration level. I gave a quick exit ticket to each
student at the end of small group. I gave each
student 2 sight words they missed on the
preassessment. They had to identify the sight
word by posting a post-it on the word. Students
were able to visit starfall in the computer lab and
use starfall in short amounts of time during indoor
recess or for morning work. I checked in with the
students to see where they were at and any
struggles they seemed to be having. Students 21
and 18 were on the Learn to Read Section and
Students 6, 12, and 14 were on the ABCs section.
Please note that the fourth week of implementation was not feasible. This week however, the classroom teacher
will conduct the postassessment, which will be discussed in Phase V.