Ref 4

Reflection 4
Name: Mahra Al Qassimi

Student ID: H00330597
Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol
(Technology, 2017)
Lesson English – CVC –at word family Student Mahra Al Qassimi
unit/page teacher
MST Ms. Roopa Ganatra School Sharjah International Private School
Class KG-2B Date 1st of March 2018
Overall aim and context of the lesson
- Introduce the CVC –at word family.

- Understand that print differs from pictures by using one-to-one correspondence when
reading.
- Listen to, say and blend syllables in words.
SWC Lesson Reflection
For my first MST and MCT observation, I introduced the CVC –at word family to the students. I
planned a lesson addressing all high standard students. The lesson was for KG-2B students, the
lesson took place in Sharjah International Private School in Ms. Roopa’s classroom at almost
10:30am. My learning outcome was for students to understand that print differs from pictures by
using one-to-one correspondence when reading, and for students to be able to listen, say and
blend syllables in words. This lesson was considered the sixth time that I teach them, I feel like
both the students and I got closer and used to each other which was an advantage, the students
saw me as someone they choose to respect, listen to, and learn from. I began my lesson by
informing them of what I’ll be teaching and showing them a short yet fun video to catch their
attention. The students were actively engaged and were reading along the sentences that were
used in the video. Then I did a little warm-up activity where I stuck cards of pictures and words
that end with the sound –at on the whiteboard. I gave the students the opportunity to help me out
and made it seem like I didn’t know how to spell out words like “pat” or “rat”. I would
intentionally mix up the pictures and its corresponding words and the students will notify me by
saying that the letter “a” is in the middle of the word and not the end. Next, I had the students
play a game that they already loved and were familiar with, I chose 5-6 students to hold
flashcards that had the picture and word of the CVC –at family. Students had to be quiet to listen
to what I was saying, I would give them hints e.g. “It’s small and grey, and has a tail” or sound
out the word and check to see if they know what that word looks like such as “/m/, /a/, /t/”. The
group of students standing in the middle would carefully run towards that flashcard. After that, I
explained the two activities to them. The first activity consisted of having the students at each
table work together to match the 6 pieces of puzzle correctly. The second activity included each
student to work individually, s/he will be given a worksheet along picture cut-outs and students
had to use glue to stick the correct picture on its corresponding word and students were given the
option to color in the pictures if they liked. My classroom, consisted of 27 children, but only 18
were present that day. All of Ms. Roopa’s students are considered high levelled. At first, I was
worried to how the students would react to me introducing the lesson, but teaching is supposed to
be fun and that is what I aimed for. I believed that I engaged the students quite well, at one point
a student, Ahmed, actually came up to me and thanked me for the papers that I gave them to
work on. While going around and observing the students working, two students told me about
how they worked together to match the puzzle pieces and I verbally praised them. Since this was
my 3rd week in SIPS, I noticed that everything is prepared for them such as: cut-outs are handled
by the MST and Nanny Eleanor. I decided that during my lesson, anything that needs to be
glued will be handled by the students. There wasn’t enough glue, but that was alright because
this taught the students to share with one another. I believe that my lesson did meet my teaching
goals, students were able to recognize, identify, and blend the –at word family and sound it out
independently and as a whole group. I could enhance this lesson by giving the students more
hands-on activities, I could have them paint the pictures rather than just coloring in. Hands-on
activities are an important part of education, it spans all ages and engages a wide variety of
learning styles. Whether the student is visual, auditory, or kinesthetic, giving them hands-on
activities adds a deeper meaning to what they’re learning. Hands-on also makes assessment
easier, learners show us whether or not they grasped the concept given to them.

Ref 4

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Ref 4

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Reflection 4

Name: Mahra Al Qassimi

Class KG-2B Date 1st of March 2018

Overall aim and context of the lesson

- Introduce the CVC –at word family.

SWC Lesson Reflection

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