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82550-160020School of EducationService – Leadership – Competence – Character Mathematics Lesson Design TemplateTeacher Candidate Bethany NewberryMentor Teacher Julie JohnstonUniversity Coordinator Shelli BordeauxSchool Grade KindergartenSubject LiteracyDate 4/29/131. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course [unit] you are documenting?Comprehension Strategies1.2 – What is the length of the course [unit]?2 Months 1.3 – What is the class schedule?This lesson is taught in the morning hours.1.4 – Total number of students 16Male9Female71.5 – Number of students with limited English proficiency71.6 – Number of students identified as gifted and talented01.7 – Number of students with Individualized Education Plans (IEPs)1 in reading, speech, and math1.8 – Number of students with 504 plans01.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart. 1.10 – Describe the range of abilities in the classroom.The students in the classroom are mostly average performing but with explicit instruction most students are meeting bench mark. About half of the students are ELL and are taken out during the morning hours. Students are working toward number reasoning and problem solving strategies.1.11 – Describe the range of socio-economic backgrounds of the students.Most of the students are middle to lower class.1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.Most all of the students are of color, 2 Filipino, 1 Island Pacifier, 2 African Americans, 1 Alaskan Native, 1 Thai, 1 Guamanian, 1 Mexican American, 3 Hispanics, 2 Koreans, 1 Ukrainian, 1 Caucasian. 1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)Students will need to know the reading strategies which were taught throughout the year. Students will need to have a start on learning to read and know how to understand words through built vocabulary which students have been working on throughout the year. 1.14 – What do you know about the students’ conversational and academic English? How do you know?About half of the students are ELL and are taken out during the morning hours every day. There are only 17 students in the classroom. Students are working on their writing skills and are still developing their fine motor skills of writing.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.Students are being tracked on student’s learning with formative and summative assessments. My mentor teacher differentiates homework for all students on what they need to work on and works with their specific needs. Students are grouped with common struggles and are unaware they all struggle. This allows the mentor teacher to be able to teach them what they struggle with and also by allowing students to get their learning needs met. 1.16 – What additional needs might students have?Students may have undiagnosed learning disabilities and educators need to track students learning to see if students are struggling and need additional help.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.The Federal Way school district has their own set of curriculum and assessments based on the common core state standards. The DRA is used for reading assessment and there is a district made mathematics assessment that is used to take summative testing of students learning. Formative assessment is encouraged and my mentor teacher does mathematic stations with whole group math instruction daily. 1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?Respect the teacher and your friendsNo talking when the teacher is talkingWe walk in the classroomWe sit nicely when coming to carpetTeam leaders will get supplies out when asked by teacherWe will listen to our friends when they share their ideas.Raise quiet hands to be called on.1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.The resources used for this program are influenced from the reading strategies they learned in the beginning of the year. They were created based off of comprehension books from the district. 2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?We are in transition from EALRs and GLEs to Common Core State Standards. The school’s philosophy is that the standards are the curriculum and the lessons supplement the curriculum. The kindergartners are working toward reading fluency and need to build reading and comprehension strategies to achieve fluency. 2.2 – What requisite skills do students need in order to access the lesson and participate fully?Students need to have mastered reading strategies which are as following: chunk it, sound it out, get your mouth, see if it makes sense, go back and read it again, look at the picture, skip it and read on, and ask for help.2.3 – How does the content build on what the students already know and are able to do?The content builds on what students already know and are able to do is through the connection between reading strategies and comprehension strategies. Students have learned and mastered the reading strategies and are developing deeper thinking skills through the comprehension strategies. Students will already know the basics on starting to read and will know develop deeper thinking set of skills to remember details of a story better. 2.4 – How does this lesson fit in the curriculum?This lesson fits into the curriculum because it is working on the five big ideas of literacy. My goal is to give my students a great foundation for developing their reading skills and we are now particularly focusing on comprehension. This year in the classroom I have continually worked with phonemic awareness, the alphabetic principle, vocabulary, and now developing comprehension skills to work towards fluency. 2.5 – How does this lesson build on previous lessons or previous learning?Students have now learned 4 comprehension strategies: prediction, retell, metacognition and sequence. This lesson is a review of those three comprehension strategies and the learning target is to make sure student understanding of these comprehension skills are solid and students can define, understand, and use these comprehension strategies. Students will need to use the reading strategies when reading to be able to use the comprehension strategies. This is a higher level set of skills students are developing. 2.6 – How will the learning in this lesson be further developed in subsequent lessons?In the following weeks, students will develop one more comprehension skill: infer. Infer is harder strategy of comprehension. It requires more complex thinking and breaking down for students to understand the meaning and how to apply infer when reading. This will required to be modeled, discussed, and practiced for two weeks for the each new comprehension strategy. This is why this week as a class we are reviewing what we have already learned. 3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?Comprehension strategies3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”What strategies can we use to remember details of a story?3.3/3.4 – Cite the PE’s/standards using the numbers and text. Include one or more mathematics/literacy content PE and one or more mathematics/literacy process SSL: K.RL.10 Actively engage in group reading activities with purpose and understanding.EARL 2: The student understands the meaning of what is read. 2.1. Demonstrate evidence of reading comprehension.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. They need to be aligned with the PE’s/standards. Use action verbs based on Bloom’s. State whether students will be working at the concrete, pictorial, and/or symbolic-abstract levels. Students will identify four comprehension strategies during read aloud.Students will define four comprehension strategies.3.6 – Rephrase your learning targets using student-friendly language.Today we are going to review the four comprehension strategies and what they mean and how they can help us when reading a story.3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to PE’s/Standards). Students will demonstrate their learning through verbally identifying and defining the 4 comprehension strategies, and by creating a written record.3.8 – What do you as the teacher know about this particular concept/topic etc.?As a teacher I know how to use comprehension strategies to build understanding of the text. I know there are different strategies of comprehension and how they connect to reading strategies. Developing these strategies also develops critical thinking skills.3.9 – Where did you find this information? (List specific resources, using APA style.)EDRD 2000EDRD 3200EDRD 4200Lyon, G. R. (March 01, 1998). Why Reading Is Not a Natural Process. Educational Leadership, 55, 6, 14-18.Mathes, P. G., Torgesen, J. K., & Allor, J. H. (January 01, 2001). The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness. American Educational Research Journal, 38, 2, 371-410.Washburn, Erin. (June 2011). Are Pre-service Teachers Prepared to Teach Struggling Readers? Annals of Dyslexia, v61 n1 p21-433.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)Students are using higher level vocabulary with the different comprehension strategies. By defining these terms and identifying the different comprehension strategies in text, students are developing their academic language and are demonstrating their learning targets.– Academic Language – What key vocabulary (content-specific terms) do you need to teach?Today we are reviewing the following vocabulary and students are expected to define each term in their own prehensionStrategyPredictionRetellMetacognitionSequence3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Use of sentence frames: I predict... The sequence is... My retell is.... My metacognition is….Use of oral chant for each comprehension strategyThis lesson has a lot of language in which students are expressing their developing understanding of comprehension strategies. Particularly when students make the connection between reading strategies and comprehension strategies. By making these connections students are starting to understanding the scaffolding of comprehending the text while critically analyzing their understanding.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?Students will need to know the vocabulary and have understanding of what the words mean to be able to express their thinking. Students will also need to know how to apply the comprehension strategies.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Students will have many opportunities to verbalize the new language develop fluency with the new vocabulary. I have my lesson structured where students will discuss the comprehension strategies, as well as pretest and chants. 4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?I will know students are working towards the learning targets on how well they are defining and communicating the comprehension strategies. I will also observe students who are actively participating. Students who are not will be called on to check for understanding. Another activity I am doing is to show the hand gestures that go with each comprehension strategy they have learned and have students name the comprehension strategy. 4.2 – How will students demonstrate their understanding?Students will demonstrate their understanding verbally for now. The goal is to have students write down the comprehension strategies with visual clues to have as a reference page in their poetry notebooks.1.Students will write (identify) 3 comprehension strategies2.Students will recite (define) the 3 comprehension strategies4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.These ways of formative assessment allows me to check on whole group understanding and independent understanding. Students may perform well with the whole group and know the meanings but when asked independently they may not know concretely their learning targets. This will allow for me to reteach to either the whole group or in a small group. Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?The students will have to write out the comprehension strategies and draw a symbol to help them remember what that comprehension strategy means.4.5 – How might you modify your assessment(s) for the students with whom you are working?I can modify this activity for students who are ELL and my one student who has an IEP by having them trace the comprehension strategies I write up and then with small group guidance help them think about what the strategies mean and how they can draw a symbol.4.6 – How will students be able to reflect upon and self-assess their learning?This will reflect their learning by writing what the comprehension strategies are with guidance and demonstrate their thinking with writing and drawings.4.7 – To what extent are your assessments aligned with your objectives?The assessments are formative assessments to check for understanding. They align directly with the objective if students understand comprehension strategies. 4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:Formative AssessmentIn what ways will you monitor student learning during the lesson and how might this guide your instruction?What specific actions do you expect to observe? How will you record what you see and hear?What feedback will you provide? How will your feedback support students in meeting the learning targets?Summative AssessmentWhat evidence of student learning will you collect?What criteria will you use to judge whether or not your students are meeting the learning targets?What are your evaluative criteria (or rubric) and how do they measure student proficiency for your learning targets?Description of formative assessment activityEvaluative criteriaWhat the assessment is designed to assessFeedback to studentsStudents volunteered answers during group discussionThumbs up thumbs down formative checkEvaluates student’s understanding of the concept while informing me what I need to do next.It is important before moving on to the next activity that students have understanding of the vocabulary and by checking for understanding I can then evaluate student’s understanding.This formative assessment is designed to check students’ understanding while allowing me to reteach or redirect the lesson.It is designed to assess student’s understanding of the concept or vocabulary.Students will be acknowledge with talk moves and allow student discussion with agreeing, disagreeing, explaining their thinking, and so on.Student’s will be able to reflect their understanding or misunderstanding by the thumbs up, thumbs down, in the middle and will allow me to reteach, re-explain the concept or vocabulary and provide examples.Description of summative assessment activityEvaluative criteriaWhat the assessment is designed to assessFeedback to studentsComprehension strategies written assignmentStudents will need to have all of the comprehension strategies taughtIt designed to assess student understanding while deepening student understanding of the strategies.Students work will be shared during whole group and students will have to explain their symbol. At this time students will receive feedback about their symbol and understanding.4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified. I will explain in further language what comprehension strategies mean and check and see if students understand with thumbs up or thumbs down activity as well as having students repeat definitions.4.9 – Academic Language – How is the understanding of academic language being assessed?The academic language is being assessed throughout the lesson by students using the language of comprehension strategies and explaining the meanings. Students will also be assessed for being able to identify the comprehension strategies during the read aloud.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead)XOne Teach, One Drift (lead)Station Teaching One Teach, One Observe (observe)One Teach, One Drift (drift) Supplemental Teaching Parallel TeachingTeam Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? YesXNo5.2 – What learning activities do you have planned for the students? (This describes what the students do.)Worksheet to instill the comprehension strategies to memory Pair share discussion of focus questionWhole group discussion of focus questionReview of comprehension strategies.Review the new comprehension strategyPractice comprehension strategies during read aloudPractice sequence/retell after read aloudIndependent practice with comprehension strategies at table groups.Whole group discussion of what they learned.5.3 – What instructional strategies will you use? (This describes what the teacher does.)I will use talk moves.I will allows students to move during learningI will use chants to review vocabulary.I will repeat academic language.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?Students will be verbalizing their learningStudents will be using motor skills in writingStudents will use manipulatives to help achieve the learning target.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding Guided Practice Independent Practice For example, an ITIP lesson sequence would include the following sequence:Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding Guided Practice Independent Practice For a constructivist lesson:Objective & Purpose Explore/Experiment Hypothesize/Explain Report/AssessSufficient detail is needed to see intention of the learning experiences. Consider the following questions:How will you communicate the learning targets to the students?How will you communicate your expectations to the students?How will you connect to your students’ previous experiences?How will you link the lesson to their lives as students?What are the key teacher questions or prompts?What are the procedural directions for students to follow?How will you explicitly teach/model or demonstrate the skill/strategy/concept?How will you adapt the instructional procedures to meet the needs of the students whom you are teaching?What learning activities make up the lesson?What kind of examples/samples will you provide for your students?How will students know where the work is going and what is expected of them?What opportunities will you provide for students to practice this new skill/strategy?What questions might you pose to push student thinking and check for understanding?What feedback do you plan to provide?How might you correct student misunderstandings?What kind of opportunities will you provide students to apply this new learning and demonstrate mastery?How might students evaluate their work and its implications?It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps should reflect:Multiple approaches to learning that are responsive to the description of students provided in the Context for Learning. Research and principles of effective practice.A transformative multicultural perspective.Attempts to stimulate problem solving and critical plete the following table:Provide an estimate of time.List the sequence of the various learning experiences in the lesson. Articulate a purpose for your selection of each significant learning activity. Focus on the choice of instructional strategies and on why significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in your teaching.TimeLearning experiencesPurpose10:00am10:2010:2210:2510:2610:28-10:4010:40-10:45Students are reading at the tables and practicing sight words.During independent practice have students come to u-table one at a time to be assessed.Learning target: What strategies can we use to remember details of story?Have students pair share to discuss focus questionWhole group discussion (use talk moves, why? Can you repeat? Etc.)Discuss what they already know and their goal of mastering sequencing. Review of learned comprehension strategies. Read aloud- I’m SorryMake a prediction based off the picture on the cover page.During read aloud practice the comprehension strategies with students.Prediction “what’s going to happen next so we can understand”Retell “retell the story so we can understand”Metacognition- “thinking about my thinking”Sequence- “sequence the story so we can understand”Have students during whole group sequence/retell the story: “First, Second, Then, Next, Last” using pictures from the book to help assist students.Whole group-What did we learn today?Literacy stationsIndependent learning is good to assess and to see how students do after Small groups with struggling students allows for differentiation and for better concrete learning for ELL and IEP students.The worksheet allows for summative assessment to check for independent student learning. The focus question allows the lesson to be centered on the learning targets. This allows for differentiating of teaching, students who struggle will have a friend to help them learn while verbalizing the learning deepens understanding.Whole group discussion is done to allow students an opportunity to speak more on the learning targets and allows me to make formative assessments. Getting students to repeat one another also deepens learning.Review is crucial to keep building understanding.Read aloud will allow practice of the comprehension strategies while modeling how to use the comprehension strategies during reading.Making a prediction based on front cover connects to reading strategy: picture clues.Modeling comprehension strategies is crucial to student understanding.Having a chant with hand gestures deepens understanding while gets students to use the academic language and involves them with movement.Having a chant with hand gestures deepens understanding while gets students to use the academic language and involves them with movement.Having a chant with hand gestures deepens understanding while gets students to use the academic language and involves them with movement.Having a chant with hand gestures deepens understanding while gets students to use the academic language and involves them with movement.It is a good activity to get student involvement and checking formative assessment.Affirming what they learned will deepen learning while help set the learning in their brains.Literacy stations gets students moving and practicing many different learning targets set by the State Standards 5.6 – Closure – How will the key points of the lesson be articulated? What did you learn? Will allow students to reflect on the comprehension strategies and will allow for the new material to set in.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?It is important to have student articulate what they learned and that is why I always have a closure lesson that reflects back on the focus question.5.8 – Closure – How will students rethink and revise their understanding and work?Students will discuss what they first thought during whole group discussion (focus question) and then elaborate what they learned and the connections they made.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson? ComputerRead aloud bookEaselPen5.10 – Materials – What materials will students need for this lesson? WorksheetPictures from book for sequence activityLiteracy manipulatives and worksheetsPencilsBooks 5.11 – Grouping of students for learning – How will student learning groups be formed? Whole groupPartner talkWhole groupTable groupsWhole group5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?I need to be sensitive to student’s feelings about sharing. Also, knowing kindergartners they need to move. Student learning will be better if movement is involved and a part of the learning.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the planNotes are taken on student’s progress and their work is filed in their reading folder. During parent conferences this worksheet is pulled out to demonstrate their child’s learning. If they struggled with this lesson’s activity, a homework assignment is sent home to be worked on with parents. Parents are actively involved in their child’s learning.6. Analysis of Student Work – What was the positive impact of your teaching?Choose three samples of student work representing the full range of student performance. To the extent possible, at least one of these must be from an English language learner and one from a student who represents a particular teaching challenge related to your expectations for this lesson. The third is a sample of your choice.6.1 – What kind(s) of feedback did you give the students?The feedback I gave to students was through some of the talk moves during whole group discussion and getting students to repeat one another, rephrase, and to explain their thinking. Through this I gave affirmation that they were on the right track of thinking. I also gave students one on one time to discuss what they knew about the comprehension strategies. I helped students spell the comprehension strategies they knew while getting assessment of their knowledge. 6.2 – How did your feedback encourage students to monitor their own progress and identify support needed to achieve the learning targets?The feedback I gave encouraged my students and helped them know if they were on the right track and helped them to verbalize their thinking/learning. Students needed to be able to identify and define three comprehension strategies. Students were able to do this verbally and also through the pre and post assessment which allowed them to assess their own learning with time of reflection.6.3 – For each work sample, discuss what it illustrates about the students’ developing skills and understandings of the academic content as well as growth in academic language. Consider the following questions:To what extent did each student learn what you had intended them to learn?Did he/she meet the learning targets? How? Why? Cite specific evidence from the sample collected.What do these samples tell you about each of the students in relationship to the PE/Standard of focus for this lesson?In what areas did each of the students have difficultly? Why?Were the adaptations/accommodations to the lesson appropriate for each of the students? How? Why?Was the assessment appropriate for these students? How? Why?Are there aspects of the student’s learning that you observed that are not well represented in the samples? Explain.English Language Learner: This student performed high on the pre and post assessment. I differentiated the assessment by allowing this student to write the first letter of the comprehension strategy. This student did their best on trying to spell the academic language and was also able to draw a symbol to represent each comprehension strategy. I believe what helped this student was that she is a kinesthetic learner and had the hand motions memorized which helped her remember the comprehension strategies. Struggling student: This particular student’s pre-assessment showed that they did not meet the learning target of being able to identify and define three comprehension strategies. The student made question marks on the lines to show he did not know. When verbally asked what they comprehension strategies were he shrugged and said “I don’t know”. When shown the hand motions that go with the words the student still struggled to identify the three comprehension strategies. This student is an English Language Learner and I believe struggles with language; specifically vocabulary. After the lesson and receiving the post assessment, this student was able to identify one of the three comprehension strategies. I had even pulled this student to a small group to assist him as well to allow differentiation. This tells me I need to reteach this topic to a small group or one on one tutoring. Strong student: This students work and verbal assessment demonstrated their knowledge and understanding of the comprehension strategies. They were able to spell out the comprehension by sounding them out and were able to draw accurate symbols that represented each comprehension strategy. This student was able to identify and define each strategy during whole group and independent work. This student was able to complete the pre and post assessment with ease.7. Retrospective Reflection – What did you learn about your teaching and student learning during this lesson?7.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?The lesson was taught not exactly as planned. This was the first day after spring break and the students and my-self included felt a little disoriented. The students were a little more wiggly than normal because of not being use to sitting down on the carpet for an extended period of time and I had to make adjustments by making more movement activities involved with their learning to reengage the students. I also think the changes I made had to be adjusted for my students for better understanding. 7.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.Looking through my data I collected through the pre and post assessment about ? of my students understood the concept and met their learning target while a quarter of them did not. However, during verbal formative assessments most all of students knew the comprehension strategies. I think for some of the students writing down the comprehensions strategies and remembering the academic language is difficult for them. They can say the chant part however; I need to ask students to define the academic language without the chant.7.3 – What did you learn about your students as learners?What I learned about my students as learners is that they are very capable of using high vocabulary and use critical thinking skills. I asked my students to perform a high level thinking assignment and most students were able to complete the task. I have learned that my students are progressively working harder and are developing higher thinking skills. My students are able to practice high thinking skills with the comprehension strategies. 7.4 – What other forms of feedback could you have used? Why?I could have shared students who completed the learning target by completing both pre and post assessments. This would also allow for better student reflection on their progress on meeting the learning target. I also could have checked in with students for more feedback by having students raise their fingers out of three how many they completed. This would have been another way to provide feedback to students while collecting formative assessment. 7.5 – What will be your next steps instructionally? Why?My plans are to continue to review the comprehension strategies to make sure all students have met the learning target of identifying and defining the three comprehension strategies. I also will take out the objective of having students applying the comprehension strategies. That can be a whole different lesson. After students have mastered the three comprehension strategies I intend on adding an additional comprehension strategy: metacognition “thinking about my thinking”7.6 – Do you have data to supports these next steps? Explain.This week I will continue to review the comprehension strategies to have the quarter of the students who did not achieve the learning target. The data I have shown that most of the students are reading for the next comprehension strategy after a week of review.7.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?The changes I would make to make this lesson go a little smoother is to stick with one assessment. I intend of having students perform a pre assessment. On the back have the students circle either a sad, in between, or smiley face on how they feel over remembering the content. Then have them keep it at their desks and allow whole group time to review, practice, and discuss the comprehension strategies. And the end having students go back to their assessments and be able to finish the assessment to have all the students achieve the learning target while still tracking student voice and reflection on how they are doing. I would also have some of engaging pieces with movement to keep students interest. There was a lot of sitting time I believe students need more movement activities.7.8 – How would the changes improve the learning of students with different needs and characteristics?I believe the changes would improve the learning of students because it would allow more time for student reflection and get students to achieve the learning target by the end of the lesson. It also allows for a little more differentiation by allowing students more time to finish the assessment and will create less stress for the students to feel the need for completion and closure. 7.9 – What have you learned about yourself as a teacher?What I learned about myself as a teacher is that my teaching abilities are strong and that I can differentiate instruction for allow all students to feel successful. I also learned I can handle students during melt downs, disruptive behavior, and use good classroom management to continue to learning. 7.10 – What goals do you have for yourself as you plan future lessons?My goals for myself as I plan for future lessons are to make sure students are verbalizing their learning target while having time of reflection of their learning. I also want students to have a firm understanding of what the comprehension strategies are so they will eventually be able to apply the comprehension strategies during independent reading. ................
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