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1Running head: Models of Teaching Portfolio

MODELS OF TEACHING PORTFOLIO

Submitted by

Shaneria Quinine

to

Dr. Katie Alaniz

In partial fulfillment of the requirements for

EDUC 6330:Teaching Methodology for the Professional


Table of Contents

Purpose and Objective 3

Model 1: Learning to Learn Inductively 4

Model 2: Synectics Model 6

Model 3: Advance Organizers 10

Model 4: The Memory Model 12

Model 5: The Picture Word Inductive Model 15

Model 6: The Role Playing Model 19

Model 7: The Biological Scientific Inquiry Model 22

Model 8: The Group Investigation Model 24

Model 9: The Non Directive Model 27

Model 10: The Memory Model 31


Purpose and Objective of PortfolioEDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that have been presented in our class in a practical lesson plan format with the intent to instruct undergraduate and graduate students seeking secondary certification.

Objective: The objective of this portfolio is to exhibit the use of various teaching models in my role as an educator. The following lesson plan were designed for use in my Teaching Methodology for the Professional class at Houston Baptist University.


The Inductive Thinking Model

Lesson Title: Addition and Subtraction

Targeted Grade Level: Kindergarten/First Grade

Subject: Mathematics

Lesson Goals: The learner will apply mathematical process standards to develop an

understanding of addition and subtraction situations in order to solve problems. This goal will be

facilitated through using spoken words, concrete and pictorial models, and number sentences.

Lesson Objectives:

The learner will model the action of joining to represent addition and the action of

separating to represent subtraction.

The learner will solve word problems using objects and drawings to find sums up to 10

and differences within 10.

The learner will explain the strategies used to solve problems involving adding and

subtracting within 10 using spoken words, concrete and pictorial models, and number

sentences.

Materials/Resources Needed:

Each student will require white boards, dry erase makers, manipulatives, paper, and

writing instruments. An assortment of classroom manipulatives, as well as everyday

objects, may be used.

Paper and markers/stamps will also be necessary for each person.

Counters (cubes, bears), magnetic numbers, magnetic signs (plus, minus) will be used by

each student as well.


Lesson Components:

Focusing Event:

The teacher will guide students in discussing why it is important to learn addition and

subtraction. For example, the class might talk about the need to be able to solve real world

problems.

Phase 1: Data Collection and Presentation

After the teacher places students in a circle, he or she will distribute at least 10

manipulatives to each child. The teacher will present the students with a problem or a situation.

For example, Sara had 8 M&M’s in her bag, 3 fell out. How many M&M’s does Sara have left?

Phase 2: Examining and Enumerating Data

The teacher will then instruct the students to listen closely and set up the story on their

story boards. The students will be directed to use the dry erase boards, manipulatives, and dry

erase markers to help solve the problem.

Phase 3: Grouping Items into Categories

Once sufficient time has been provided for the process of inquiry and labeling, students

will be directed to orally discuss the categories into which each counter might be placed, as well

as the reasoning used to determine each person’s decision (formative check).

Phase 4: Interpreting Data and Developing Labels

After each person has been given suitable time to express his or her thoughts regarding

the problem, the teacher will direct the students to determine the labels to be used in categorizing

the groups of the items. Next, students will work with a partner to create the different sets for

each category (formative check). Both members will be designated “Scribe” and will be in

charge of creating the picture on their boards. They each will be assigned the role of “Presenter”

and will prepare to share the data sets with the class.


Phase 5: Building Hypotheses and Generating Skills

Once each group has presented, the teacher will lead the students in discussing

similarities and differences between each group’s labels and data sets. Finally, he or she will

present a previously created board displaying the pictures of M&M’s.

Next, the teacher will lead the students in a discussion based upon the development of

addition and subtraction. For example, he or she might ask them to consider the conclusions that

can be drawn relating to different problems. After some examination, students will likely

develop the hypothesis that by counting the counters, one can answer the problem correctly. If

further instruction is necessary, the teacher will guide students in guided math for more hands on

practice (reteach).

Finally, students will build skills from these categories by producing sub sets to each

problem. Using counters, paper, and pencil, each student will draw and use manipulatives to

solve problems and add to the addition and subtraction anchor charts. This anchor chart might be

displayed in a prominent position on the classroom wall, in order that students may refer back to

their handiwork throughout the year when completing assignments involving addition and

subtraction.


The Synectics Model

Lesson Title: Bully Free

Targeted Grade Level: Kindergarten/First

Subject: Social Studies/Character Development

Lesson Goals: The learner will explore the defining characteristics of bulling in a variety of

settings. This goal will be facilitated through synectics, or the art of enhancing creative thought.

Lesson Objectives:

The learner will recognize and enumerate the defining attributes of bulling.

The learner will create direct analogies, personal analogies, and compressed conflict to

describe bulling.


A picture of a student being bullied in action will also be necessary. An example of one

such picture can be found at the conclusion of this lesson. The picture must be displayed

in such a way that the entire class may view it as the teacher and students discuss the

image. For instance, the picture might be enlarged and displayed on a piece of chart

paper, or it could be projected onto a screen or an Interactive White Board.

Writing paper and a pencil will also be used by each student.

Lesson Components:

Phase 1: Description of the Present Condition

The teacher will display a picture of a student being bullied, asking the students to

observe the image before offering suggestions regarding the major circumstances taking place

within it. Possible student suggestions include:

“The students are mad at each other.”


“The boy is picking on him.”

Phase 2: Direct Analogy

After sufficient time has been allowed for a variety of student responses, the teacher will

explain that the next phase – direct analogies – will begin with the teacher asking a series of

questions. He or she will help the students understand that a direct analogy is a comparison of

two objects or concepts, using questions for the students to answer such as the following:

“How is our classroom like our home?”

“How is your sibling like a friend?”

After displaying the picture once more, the teacher will encourage the students to focus

on answering this question:

“How is mistreatment like bullying?”

Phase 3: Personal Analogy

Once sufficient time has been provided for the process of creating direct analogies, he or

she will advance the students to personal analogies, in which they will think as though they have

become part of the bulling. He or she might begin with a statement such as this:

“Now, become a bully. Bully, you are pushing someone to the ground. How do you feel?”

Possible student responses include:

“I feel afraid! Am I going to get into trouble?” Why did I do that?

“I feel strong! He deserved it?”

Phase 4: Compressed Conflict

The teacher will next explain the idea of compressed conflict, which is typically a two-

word phrase in which the words appear to contradict one another. He or she will do this through

the use of examples such as the following: honest liar, silent sound, happy hurt. Then, he or she

will ask the students to generate compressed conflicts using their descriptions from phases two


and three. For example, students might offer the following suggestions: serious fun, mean nice,

happy hurt, excited angry.

Phase 5: Direct Analogy

Based upon a chosen example of compressed conflict, the students will generate another

direct analogy. For example, the teacher might ask the students to consider one of the following

statements:

“What is an example of bullying?”

“How is communicating with your teacher and bully both helpful and difficult?”

Phase 6: Reexamination of the Original Task

After some discussion about these direct analogies containing compressed conflict, the

teacher will ask the students to move back to the original picture while using the last analogy

(“How is communicating with your teacher and bully both helpful and difficult?”). He or she

will direct the students to write about the image with this analogy in mind.


The Advance Organizer Model

Lesson Title: Elements of a Story

Targeted Grade Level: Kindergarten and First Grade

Subject: Language Arts

Lesson Goals: The learner will identify elements of a story including setting, character, and key

events BME(Beginning, Middle, End).

Lesson Objectives:

The learner will identify elements of a story including setting, character, and key events.

The learner will create a flow map of the beginning, middle and end of the story.


3 large construction paper rectangles and 2 paper arrows

Books- 1 book per group (3 Little Pigs, Little Red Hen)

Lesson Components:

Phase 1: Presentation of Advance Organizer

The teacher will read The Three Little Pigs to the class, which tells about a family of pigs

who are growing up and moving out of their mom’s home. The pigs go out and begin building

their homes using different material, work ethic and time. After reading the story, the teacher

will explain that the class will identify the elements of a story. Students will review the elements

of a story song. The teacher will explain the breakdown of the key events and show students the

flow map.

EndMiddleBeginning


The teacher will proceed by offering an introductory question for the students to ponder:

“What happen in the story?” He or she will also explain that this goal will be facilitated through

the use of an advance organizer called a flow map.

He or she will then offer an example of a flow map of the students schedule for the class.

The teacher will offer more examples as the flow maps are discussed, he or she will be certain to

explain the purpose of the flow map (The purpose of a flow chart is to provide students with a

common language or reference point when dealing with process.). The teacher will then prompt

an awareness of the learner’s relevant knowledge and experience by repeating the thought

question offered earlier: “What happened in the story?”

Phase 2: Presentation of the Learning Task or Material

As they are guided by the teacher, the students will orally discuss the beginning, middle

and end. The teacher will capture their ideas on chart paper. Next, he or she will guide the

students in creating categories (BME) by which items can be grouped. After this process has

been completed, the teacher will help the students understand the purpose for taking time to

organize their suggestions into categories. He or she might guide the students in realizing that to

effectively display information on a flow map; it must first be organized into the BME.

Phase 3: Strengthening Cognitive Organization

The class will then group up in their groups, along with their ideas. As they are guided

by the teacher, each student will get three rectangles and two arrows. The students will then

gather on their carpet to have author’s chair. Students will share their flow map with the class.

EndMiddleBeginning


The Memory Model

Lesson Title: All about Plants


Subject: Science

Lesson Goals: The learner will commit to memory the parts of plants such as roots, stem, and

leaves.

Lesson Objectives:

The learner will formulate and practice a song to assist them in remembering the parts of

a plant.

The learner will identify the parts of plants such as roots, stem, and leaves and reflect

upon their positions in relation to one another.


A large photograph or illustration of a plant and play-dough will be necessary for the

teacher.

Each student will require modeling clay and a blank plant sheet for labeling.

Lesson Components:

Phase 1: Attending to the Material

The teacher will display a photograph or illustration of a plant. Next, the teacher will ask

the students to imagine they are baby plants learning from their plant mother. The teacher may

give a personal story in order to guide the lesson. For example, when Jaxon begin talking I

started to teach him different words. We would point to his eyes and say eyes. I would then get

his hands and touch my own eyes and repeat eyes. We would identify other parts of the body


such as his hair, ears, mouth, nose, etc. Imagine you talking to your plant mother. If you were

learning about your parts as a plant what would she say?

After they have had time to ponder possible answers to this question, the teacher can

introduce the parts of a plant by saying, “I know of a special song that will help you identify the

parts of a plant. The teacher might then label the plant displaying the parts flowers, stem, leaves,

and stem. Next, each student in every group can use markers to draw a plant on his or her small

piece of white construction paper.

Phase 2: Developing Connections

The teacher will then inform the students that he or she will be helping them remember

the parts of a plant through the plant song and gestures. To introduce them to this song, the

teacher will give them a part and ask them to create a movement or a gesture that the entire class

can perform together.

“Plant Song”

Sung to Head shoulder Knees and Toes

Flowers, Stem, leaves and roots leaves and roots


All it takes is sun and shower then the seed grows into a flower



Flowers- hands high in the sky, fingers wiggling

Stem- elongate the body with your hand

Leaves- create triangles with hand on hip

Roots- place both hands by your feet and wiggle your fingers


In order to support them in learning this song, the teacher will display the words in such a way

that the students can read them as they are being sung in unison. Also, the teacher will display a

picture such as the following while this is taking place:

Phase 3: Expanding Sensory Images

Next, the teacher will ask each student to create their own image of the plant using play-

dough. They will work to create oversized parts of their plants on their desk correctly.

Phase 4: Practicing Recall

After each person’s play-dough models have been created, the table members will take

turns repeating the song they have been taught, pointing to the appropriate part of the plant. The

groups will continue to practice singing the song and pointing to their parts of the plant one at a

time, until the teacher observes that all students have become comfortable with identifying the

parts of a plant. He or she will then assess them by giving each a sheet of paper on which a

blank plant (shown above), asking the students to write in the name of the parts of a plant in the

proper place.


The Picture Word Inductive Model

Lesson Title: Location, Location

Targeted Grade Level: Kindergarten/First Grade

Subject: Social Studies

Lesson Goals: The learner will use terms, including over, under, near, far, left, and right, to

describe relative location. This goal will be facilitated through examination and discussion about

a picture of a playground.

Lesson Objectives:

The learner will use terms, including over, under, near, far, left, and right, to describe

relative location


A picture of kids on a playground will be necessary for this lesson. An example of one

such picture can be found at the conclusion of this lesson.

The picture must be displayed in such a way that the entire class may view it as the teacher

writes words surrounding the image. For instance, the picture might be enlarged and

displayed on a piece of chart paper, or it could be projected onto an Interactive White Board

on which the teacher can write words.

A writing instrument for the teacher will also be necessary.

Writing paper and a pencil will be used by each student as well.

Lesson Components:

1. Look at the picture. The teacher will ask that the students gather around the picture of

the playground and find a comfortable place in which to sit in order that they can take

some time to carefully observe the image and its locations of the students.


2. What do you see?

The teacher will then instruct the students to suggest items they see in the picture.

3. Label the items in the picture.

As each location is mentioned one at a time, the teacher will draw a line from that particular

item in the picture to the blank area bordering the picture, labeling the item with the word the

student has suggested. After he or she has written the name of the item, the teacher will read the

word aloud, spell the word, and say the word once more, before instructing the students to do the

same in unison.

4. Read the labels aloud.

Once the class has had ample time to suggest labels for the items in the picture, the teacher

will lead the students in reading the words surrounding the picture aloud simultaneously.

5. Group the terms into categories.

Next, the teacher will ask the students for suggestions regarding how the items might best be

grouped into categories. After labels have been created for these categories, students will offer

suggestions as to which items would most appropriately fit into which categories.

6. Say, spell, say the words.

Once these lists have been created, the teacher will lead the students in once again saying,

spelling, and saying each item after he or she has modeled this process.

7. Add to the lists.


Next, the teacher will ask students to volunteer suggestions as to additional items to

contribute to the list that are not included in the picture. For example, if students have

formulated a list of words that describe the location of objects they may be added to the list. To a

list entitled “location,” a student could suggest that the word “above-beneath” be included in the

list.

8. Think of a title.

After ample time has been provided for the addition of new words to each list, the teacher

will ask students to invent a title for the picture that summarizes what is taking place within it.

The teacher will write the agreed upon title above the picture.

9. Write a sentence.

Once a title has been written, the teacher will ask each student to take time to formulate a

sentence to describe the picture. Then, he or she will request that students share their ideas with

the class while the teacher writes those sentences beneath the picture as they are articulated.

10. Read the sentences aloud.

The class will next read each of the sentences written below the picture aloud in unison.

11. What can you infer from this picture?

The teacher will then lead the students in discussing inferences they might derive from the

picture.

12. Write a paragraph about the picture.

As a final step, students will be grouped and given time to construct a paragraph describing

the picture. Additional time will be provided to share these paragraphs aloud after every group

has completed their writing. The teacher will leave the labeled chart hanging in a prominent


position in the classroom in order that as the class progresses through further lessons regarding

location, the students may refer back to this example of location vocabulary words when writing.


The Role-Playing Model

Lesson Title: Not I

Targeted Grade Level: Kindergarten, First Grade


Lesson Goals: The learner will recognize recurring phrases and characters in traditional folk

tales. This goal will be facilitated through the role-playing model of learning.

Lesson Objectives:

The learner will recurring phrases and characters in traditional fairy tales.

Materials/Resources Needed: Book- Little Red Hen, character mask, dry erase board, or chart

paper on which to write ideas presented by students during discussion, no other special

materials/resources will be needed for this lesson.

Lesson Components:

Phase 1: Warm Up the Group

The teacher will gather everyone on the carpet and reread the story “The Little Red Hen”

The students will discuss the characters and describe their behaviors in the story.

Next, the teacher will ensure the problem is explicit through asking this question: “Has

anyone ever asked you for your help and you didn’t do it?” The teacher will then lead the

students in interpreting the problem from the story.

After reading and helping the students define and explore the concept of laziness, the

teacher will take time to explain role playing. He or she will emphasize that through acting out a

fictional yet possible situation, the class will explore how hard work might affect his or her

behavior.

Phase 2: Select Participants


The teacher will next guide the students in assigning the characters, namely Dog, Goose,

Turkey and Hen. The students will describe the characters, how they feel, and what actions they

take as the story proceeds.

After adequate time has been devoted to exploring these roles, the teacher will ask for

students to play each character. The other students will become the audience and record the

recurring phrases and characters heard in the folk tales.

Phase 3: Set the Stage

The teacher should next set a line of action by inquiring about the setting in which the

enactment could take place, being certain to keep the setting and line of action general. Also, he

or she should restate the roles in order to ensure that the students who have been selected for

each part each have a solid understanding of their role.

Phase 4: Prepare the Observers

During this phase, the students who will be observing the enactment should be given

ample time to discuss important components for which to look. For example, what are the

repeating phrases? The other students will serve as the audience and record the recurring phrases

and characters heard in the folk tales.

Phase 5: Enact

After the teacher determines that sufficient time has been given for preparation of the

observers, he or she will direct the actors to begin the role play and will offer any needed

guidance.

Phase 6: Discuss and Evaluate

The teacher will next guide the students in reviewing the events, characters, and the

repeating phrases of the role play. Using the students’ comments and suggestions from this


discussion as a guide, the teacher will lead the class in developing repeating phrases anchor

chart.

Phase 7: Reenact

A new set of students will be given an opportunity to reenact the story. Students will then

be given time to offer suggestions for next steps or alternative behaviors.

Phase 8: Discuss and Evaluate

Together with the teacher, the students will review the occurrences of the alternative role

play, students will review the anchor chart and add any additional phrases.

Phase 9: Share Experiences and Generalize

With the teacher’s guidance, students will make connections to the story. For example,

students might be asked to respond to a question such as, “What do you do at home to help mom

or dad?” Additionally, he or she should be mindful of ways in which this discussion might

provide any entry point for other conversations and role-playing segments that address

corresponding values such as hard work, kindness, and teamwork.


The Biological Scientific Inquiry Model

Lesson Title: Exploring the Five Senses


Subject: Science

Lesson Goals: The learner will be able to identify their five senses. This goal will be facilitated

through the biological scientific inquiry method.

Lesson Objectives:

The learner will identify their five senses.

The learner will group objects into categories according to the sense.

The learner will generate new examples of objects belonging to each sense.


This lesson will require a tree map of the five senses (hear, sight, taste, smell, feel).

Chart paper and markers will also be necessary for each group.

Real life objects or clip art of different things (strawberries, balloon, dog, popcorn, sand

etc)

Lesson Components:

Phase 1: Area of Investigation Is Posed to the Students

During science circle students will receive their tree map of the five senses and review

the five senses. Students will then gather around the table to begin exploring the objects by

viewing, listening, smelling, touching, and even tasting the food samples throughout the room.

He or she will encourage the students to illustrate pictures into their tree maps. After adequate

time has been devoted to the process of exploration, the teacher will ask a thought question to


prepare for their forthcoming investigation such as, “What do you notice about each object?”

“Which did you use when you were exploring the different objective?” Possible student

responses include the following:

“I could smell popcorn.”

“Some foods taste sweeter than others.”

“Some objects feel gritty.”

The teacher will then pose the following area of investigation: “Your problem is to

determine what sense(s) does each object belong under”.

Phase 2: Students Structure the Problem

Next, the teacher will assign students to groups of three or four. Based upon the students’

previous observations, they will begin placing the objects on the tree map. The groups will

utilize the objects on display. The group members will record important information using their

tree maps. Once sufficient time has been devoted for discovery learning, the groups will take

turns sharing their ideas with the class.

Phase 3: Students Identify the Problem in the Investigation

Based upon their explorations, discussion, and consideration of each group’s notes on

their tree map, the students should be able to reach the conclusion that each item can be divided

into five categories.

Phase 4: Students Speculate on Ways to Clarify the Difficulty

After the senses have been identified, the students will work together in their groups to

determine the differences between each of the categories. Additionally, the group members will

generate new examples of objects that belong to each group. These defining features and

additional examples will be shared by each group with the class.


The Group Investigation Model

Lesson Title: Author Study



Lesson Goals: The learner will explore an author, as well as several of her books. This goal will

be facilitated through the group investigation model of learning.

Lesson Objectives:

The learner will explore an author and recognize several books she has written.

The learner will work interdependently with other students and the teacher to research

and present findings regarding a children’s author’s works.


Each group of four students will require at least four books written by Laura Numeroff: If

You Give a Mouse a Cooke, If You Take a Mouse to School, If You Give a Moose a

Muffin, If You Give a Pig Pancake.

Teacher will aid students in researching Laura Numeroff using the Internet.

Writing paper, pencils, and crayons or colored pencils will also be used by each group.

Lesson Components:

Phase 1: Encounter Puzzling Situation

The teacher will grasp the students' attention and introduce the lesson through reading the

following: If You Give a Mouse a Cookie by Laura Numeroff. During the course of the lesson

students will read several books by Laura Numeroff. The teacher will ask students what a good


writer does. Explain to students that we are all authors, and this week we will be learning about

an author of children’s books Laura Numeroff.

Phase 2: Explore Reactions to the Situation

After reading the story, the teacher will pose several thought questions to the students,

such as the following:

“What types of information might be most important for readers to know about Laura

Numeroff?”

“What resources could we use to research Laura Numeroff?”

“Are her books similar to each other?” Why?

The teacher will allow the students think time to think and discuss such questions before

moving the class into the next phase. The teacher will create a KWL chart and aid students with

internet research to answer the questions above.

Phase 3: Formulate Study Task and Organize for Study

Based upon the KWL chart about Laura Numeroff the teacher, will guide students in

research to find solutions to the questions. A possible problem statement is as follows:

Our class mission is to use the Internet and other resources to research the life of Laura

Numeroff a famous children's author, learn about her reasons for writing the books she did, and

better understand the author through reading and discussing her books. As a group, you will

take part in creating a poster to hang in our class library for each book. Persuade your friend to

read the book you’ve read written by Laura Numeroff.

After the problem has been defined, the teacher will divide students into groups of four

and begin to aid them through the authors study. Each group of four will be assigned a different

book from the following: “If You Give a Mouse a Cookie”, “If You Take a Mouse to School”,

“If You Give a Moose a Muffin”, “If You Give a Pig Pancake”.


Phase 4: Independent and Group Study

During this phase, the students will each take turns reading the story and illustrating their

favorite part of the book on the poster. Students will discuss their favorite part with their group

and why they think this will persuade a friend to read the story.

Phase 5: Analyze Progress and Process

After the teacher decides that sufficient time has been given for independent and group

study, she will offer the students the opportunity to assess their poster. In other words, the groups

will interact to decide whether or not their author study posters as a whole persuade their peers to

read another book from the author. Students will present their posters to their peers and convince

them to read a different Laura Numeroff story during library time.

Phase 6: Recycle the Activity

The students will then conduct another author’s study in which they compare Laura

Numeroff to Robert Munch. They will review different posters located in the library to help them

choose a story during library time.


The Nondirective Model

Lesson Title: “We’re All in This Together”


Subject: All content areas

Lesson Goals: The learner will be able to keep his hands and feet to himself. This goal will be

facilitated through the nondirective model of learning.

Lesson Objectives:

The learner will identify his or her own problems and practice forming solutions.

The learner will express both positive and negative feelings through communication.

The learner will recognize the benefits of using self-help strategies to control his/her

negative behavior.

Materials/Resources Needed: tension ball, coloring page and colors, emotions page and pencils

Lesson Components:

Phase 1: Defining the Helping Situation

The following lesson format was created as a means of reaching a student who

consistently experiences difficulty keeping his hands and feet to himself. For the purpose of this

lesson, the teacher will be named “Mrs. Williams” and the student will be called “George.”

After Christmas break Mrs. Williams start to notice that George had become more

aggressive and had difficulty keeping his hands and feet to himself. Mrs. Williams decides to

have a conversation with George during small group one day:

Mrs. Williams: George, I am so excited to have you back after a long Christmas break. How was

your Christmas? Did you get any new Avenger men?

George: Christmas was good. Santa didn’t bring me any more Avengers


Mrs. Williams: I'm very glad to know that even though Santa didn’t bring you everything you

wanted you still had a good Christmas.

Mrs. Williams: I’ve noticed that you’re having a hard time keeping your hands and feet to

yourself. Is there something you would like to share with me? I love you and only want what’s

best for you. I won’t get mad at you I just want to figure out what’s bothering you.

Phase 2: Exploring the Problem

Student defines the problem.

George: My sister and brother play with me like that all the time. They hit, punch, and push me

when we play. I’m just playing with my friends.

Teacher accepts and clarifies feelings.

Mrs. Williams: George, thank you for being so honest with me about how you've been feeling. I

know that it must be difficult when you’re playing to keep your hands and feet yourself. There

are other ways to show your excitement or tell a friend something. In our class we use our words

and not our hands.

Ryan: Yes mam I understand.

Phase 3: Developing Insight

Mrs. Williams: I understand exactly how you feel? I get excited about teaching you all new

concepts and ideas.

Student discusses problem.

George: Well, my brothers and sister play hitting all the time. We watch wrestling and I love to

see John Cena wrestle. My daddy say it’s just for pretend. I like to play with my friends like John

Cena play with his.


Mrs. Williams: I see. Well at school we have rules to keep you safe, just like the rules in

wrestling?

Ryan: Wrestlers have rules?

Mrs. Williams: Why of course.

Phase 4: Planning and Decision Making

Mrs. Williams: We are going to help each other think of ideas we can use when we get excited or

when we want to hit a friend. We will had these suggestions to our “NO HANDS” anchor chart. I

want you to be prepared for morning journals with 2 ideas of your own.

Phase 5: Integration

Student gains insight and develops more positive actions.

George: If I get angry with a friend I can count down to 0. If we can’t decide who goes first we

can play paper, rock, and scissors. I have learned. I guess it's helpful for me when I think about

it.

Teacher is supportive.

Mrs. Williams: That's a great idea, George! These ideas and solutions to problems are beneficial

for you and your peers.

Action Outside the Interview

During Morning Message, Mrs. Williams initiates a class discussion by using the

following topic: What can you do to get a friends attention? How can we communicate without

touching each other? The students will share some of their ideas and add them to the anchor

chart “No Hands”. As a class Mrs. Williams will review the social contract and allow students an

opportunity to demonstrate one of the new ideas.


Over the next several days, Mrs. Williams notices that George seems to be using some

suggestions from his peers. He also uses the no hands anchor chart time to time to assist him.


The Memory Model

Lesson Title: Splat



Lesson Goals: The learner will be able to identify at least 25 high frequency words

Lesson Objectives:

The learner will formulate and practice the gestures for each sight word.

The learner will be able to quickly identify 25 high frequency words.


A large photograph or illustration of the 25 words on individual cardstock paper, play-

dough, and magnetic letters with a cookie pan will be necessary for the teacher.

Each student will require a pencil, marker, crayon, and a blank sight word sheet.

Lesson Components:

Phase 1: Attending to the Material

The teacher will display a photograph or illustration of each sight word. Next, the teacher

will ask the students to imagine their eyes are mini cameras. The teacher will model how to snap

a picture with his/her mind of the sight word. Explain that these words cannot be sounded out;

students must be able to quickly identify these words by sight. For example, look, place two O’s

by your eyes. Take a picture with you eye camera of the word look.

After they have had time to snap the picture, the teacher will say the word then spell the

word. Students will close their eyes and see the picture snapped in their heads. Students will

open their eyes, move out the gesture, say the word, then spell the word. Next, each student in


every group can use markers to write the word look and draw an illustration of themselves doing

the gesture.

Phase 2: Developing Connections

The teacher will then inform the students that he or she will be helping them remember

the sight words with songs and gestures. To introduce them to this song, the teacher will give

them a word and ask them to create a movement or a gesture that the entire class can perform

together. For example eat-hand to mouth like eating a slice of pizza.

1all be did goodam black do haveare brown eat heat but four 1intoate came get like

In order to support them in learning the songs and gestures, the teacher will display the words in

such a way that the students can read them as they are being said in unison. Also, the teacher

will display a picture such as the following while this is taking place:


Phase 3: Expanding Sensory Images

Next, the teacher will ask each student to create their own image of them gesturing the

word. They will use the play dough to create the sight word.

Phase 4: Practicing Recall

After each person’s play-dough models have been created, the table members will take

turns gesturing, saying and spelling the word. The groups will continue to practice and point to

each letter as they gesture, say, and spell. The teacher will then assess them by giving each a

sheet of paper, asking the students to write the sight word using the crayon, marker and pencil.

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