JOT2 task 1.docx JOT2 Task 1 Assessment Code: JOT2 Task 1 Instructional Setting and Content Area The instructional setting is an elementary school in Fort Worth, Texas with a low-income, disadvantaged population. T
...
JOT2 task 1.docx JOT2 Task 1 Assessment Code: JOT2 Task 1 Instructional Setting and Content Area The instructional setting is an elementary school in Fort Worth, Texas with a low-income, disadvantaged population. The kindergarten classroom consists of 23 students from different ethnic backgrounds. The alphabet knowledge lessons will be taught as a part of the literacy block. Instructional Problem Students entering kindergarten are considered on their academic level if they know all letters and sounds, yet many kindergarteners struggle with alphabet knowledge. Alphabet knowledge is knowing letter names and sounds as well as being able to identify and write all 52 letter shapes. It is the basic skill that students must have before learning to read (Mason,1984). Considering this skill is the beginning stage, students who are unable to master it in early childhood will struggle with phonological awareness. Due to their lack of foundational skills, these kindergarteners will have difficulties learning to read. They will probably continue to have reading problems throughout their educational experience (First Words Project, Florida State University, 2018). Instructional Goal Statement The kindergarten students will be able to use alphabet knowledge to begin literacy achievements using intervention techniques provided by the teacher. The learners will recognize letters with corresponding letter names and sounds within and out of the text. The learners will demonstrate their ability to writ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]
