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PROGRAM PLANNING & DEVELOPMENT (10 Hours) LEVEL 3-4

Creating a Comprehensive Lesson Plan

Page 29

What is an Instructional Strategy?

Guided Practice 
Guided Practice is the time the educator spends with the children introducing a new concept and practicing this with the children using a variety of instructional methods.
Guided Practice Activity
Objective: Matching a Letter Sound with the First Sound of a Set of Objects
  1. A basket is placed on the table or floor mat. It contains a set of phonetic letter cards printed with individual letters (lower or uppercase not both), a basket of objects who’s name contains the first letter sound that matches with one of the letters on a card, a mat to place the card and objects.
  2. A child will choose a letter card and place it on the mat. The child will point to the letter and vocalize the sound of the letter. (Teacher may assist if the child is having difficulty.)
  3. With one card in place the child chooses one object at a time and vocalizes the first sound of the object. “Pencil” – “P” sound. If it matches the letter on the card the child places the object on the card and places new card on the mat.
  4. It is best to use real looking representations of the objects for this activity instead of cartoon or stylized objects to make this activity relevant.
  5. Guided practice is just that, guided practice, it is not the assessment. An authentic assessment should be made when the child chooses to do the activity and you are close by observing their progress. 
Objective: Matching a Letter Sound with the First Sound of a Set of Objects
  1. The child will choose a letter card and place it on the mat, vocalizing the sound. If the child does not know the sound the teacher may assist.
  2. Through the process of discovery (trial and error) the child will find the object in the basket that has the same beginning sound as the letter that has been placed on the mat.
  3. Initially the teacher will work side by side with the student until a certain level of proficiency has been attained. After proficiency has been established the child will be allowed to work independently or with a partner.
  4. While the child is working independently observe the child for proficiency, and assess whether more teacher support is needed.

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