Instruction Commentary Template



TASK 2: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions. These pages do not count toward your page total.

1. Which learning experience(s) are shown in the video clips? Identify the learning experience(s) by plan/day number.

[The two learning experiences that are shown in the video clips provided are Learning Segment 1 and 2. Learning Segment 1, video clip two, shows an introduction to the Skippy Frog reading strategy to my third highest guided reading group, book club C in which most students are reading at a Fountas & Pinnell level F. Guided small groups were introduced to the reading strategy on Day 1 of the learning experience, Tuesday, October 14, 2014. The first video clip shows the first whole group learning segment, which emphasizes reading unfamiliar words and skipping them and later recalling the unknown word by drawing upon context clues. This whole group learning segment video was recorded on Day 2 of the learning experience, Wednesday, October 15, 2014. ]

2. Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning environment.

a. How did you demonstrate mutual respect for, rapport with, and responsiveness to children with varied needs and backgrounds, and challenge children to engage in learning?

[Because providing a positive learning environment is so critical with learners, I wanted to ensure that each child felt confident as readers. I created a positive learning environment in clip one when I asked for mutual respect from each child when in a whole group setting. I would call upon those students whom were models in the classroom; those that were sitting quietly and attentively, raising their hands as I had asked, and remaining focused to the questions or comments stated. I wanted to praise the good behavior of those students in order for other students to see that I had recognized them for their expected behavior. I did not respond to those whom were misbehaving, I rather demonstrated to those learners which types of behavior I liked to see. I provided rapport for each student, especially in learning segment one, clip two, when I maintained attention to each individual child; whether or not they needed extra guidance in following along with their finger, paying attention to the words, listening to other readers, and if they were able to use the strategy at all on their own, or if they needed guidance. I was responsive to each individual child’s needs because I have a connection with each students; I know their strengths, and I know their needs. Also, for this reason, I chose books for them that they would be able to read at their instructional level, while also providing them with passages of unknown words to make use of the new reading strategy while I was there to support them and guide them. In learning segment 2, video clip one, I had purposely seated one child in particular in front of the chart board. I also had to redirect a few students, which is common. Once I say their name, their behaviors are likely to change and they are better able to refocus their attention on the expectations that they know are asked of them. There are two female students in video clip one, whom I had taken a longer pause for them to respond because I know that they often need more time when thinking and responding, and being able to process their thoughts orally. When choosing parts of the play (book) in video clip 2, I use purposeful planning in choosing which students would receive which part because I know which students need extra scaffolding while I am around them to aid them in their literacy development. ]

3. Engaging Children in Learning

Refer to examples from the video clips in your responses to the prompts.

a. Explain how your instruction engaged children in

0. language and literacy development AND

0. the active, multimodal nature of young children’s learning

[I had engaged children in language and literacy development in multiple ways throughout my learning experience. As shown in video clip two, I enhanced learners’ development by not only allowing them to perform a picture walk but a book walk. A picture walk looks at pictures only; rather, a book walk allows the reader to get a feel for the pictures and text in a book that they are above to dive into. This allows them to enhance their language development by recognizing unknown words prior to reading the book. I also ensured that students in this group received parts of the play in which I found fit for them. This is called “purposeful grouping,” or in this case, purposeful planning for my specific group of learners. Due to restrictions in video time allowance, I was not able to show purposeful partner grouping in Learning Segment 3, the writing lesson. I ensured that students had been paired with students that would not only aid their strengths but also challenge each other’s needs. In video clip one, I was also able to provide students with hands on materials that would allow them to use their interactive senses within their learning. I used materials and resources such as the following: Skippit popsicle sticks which allow students to physically place the “Skipper” on the word when skipping the word that they are reading, beanie babies which aid in comprehension and support for reading strategies, and individual books which are appropriately selected for each guided reading level.

In video clip one, Learning Segment 2, I used a variety modalities to enrich students’ understanding of the reading strategy. I used a big book because students are rarely exposed to such a book. The big book allows all students to see the words for active participation. They were able to develop language and literacy skills because each child was able to see the letters and words. In the video clip, you are able to see that phonemic awareness with sound/letter correspondences were widely drawn upon, especially for the two females whom are struggling in letter/sound correspondence. We also used Skippy Frog to aid us in figuring out the words. I think that using the beanie baby, students were more aware of using the strategy and were actively engaged. I also modeled a fluent reader, which is very important for emergent readers. I ensured that when an unfamiliar term was brought up I expanded upon it. For example the phrase, “wrings out the paper” had been in the story. I know that some children may not know what that meant, so I wanted to discuss the term in order for students to understand the terminology used. In the video of this learning segment, I used arm signals that children had been familiar with prior to the learning experience: does it look right (cross arm), does it sound right (cross arm), does it make sense (unfold arms). They are able to move about in order to aid children in recall and comprehension. Not shown in the videos was the Skippy Frog PowerPoint which also allowed students to get actively involved in their learning by popping the Skippy Frog balloon on the SMART board by using content clues in the sentences and pictures to figure out the covered up word. ]

b. Describe how your instruction linked children’s development, prior learning, and personal, cultural, and community assets with new learning.

[ My instruction linked children’s development with new learning because I was able to teach children the strategy in guided reading groups prior to whole group. I chose to do this because I know that each group of students learn differently. I was able to adjust what I taught to the students, the techniques used for each specific group, and the pace at which I taught it. I was able to decide whether I needed to slow down and go over what was discussed for my lowest group, or if all I needed to do was guided practice with my highest group of students. In small group, although not on video, I was able to work one-on-one within my group with a student whom is on watch for a learning disability. She has yet to learn some of the letters and sounds in her name, so it was a priority of mine to sit her close to me during all small group interactions. Some students have gained knowledge of this reading strategy in kindergarten, others have not. I was able to look back at the district wide STARS test for each individual child to gain further insight as to which children had any knowledge of this reading strategy. This guided me in my instruction because I was better able to understand how and why students were struggling or those whom had grasped the concept more easily than others. In Learning Segment 4, also not recorded due to time restrictions, I was able to give my struggling learners the first letter of the word in order to guide their development in the reading strategy and content clue skills needed in decoding unfamiliar words. My student whom is on an IEP for an immune deficient disorder was in both my small group and whole group video clips, and he had no difficulty in active listening or speech recall throughout the learning experiences. Through knowing my students I was able to chunk up the learning segments because I know that my student need stimuli. This is how I was able to plan because I knew that I needed learning segments that could keep their attention. Furthermore I chose books that would appeal to each student, both in learning experiences video recoded and those that had not been recorded. If learning objectives and standards meet students’ interests and motivational needs, then students learning will undeniably take place.]

4. Deepening Children’s Learning during Instruction

Refer to examples from the video clips in your explanations.

a. Explain how you elicited and built on children’s responses to promote children’s language and literacy development and take into consideration the active AND multimodal nature of young children’s learning.

[I highly provoked and supported student’s responses in Learning Segment 2, video clip 1, when children would say a word that they predicted was covered up by the sticky note. I would take their consideration and replace the word in with the given sentence in the book. As a whole group, I would be able to provide feedback with that particular student and as a whole class by signaling, does it look right, does it sound right, does it make sense? This allowed the student whom answers and all students to think about how the given word would fit into the sentence. I think that this Daily 5 CAFÉ menu addition worked well in unison with the Skip the Word then Come Back strategy also provided by the Daily 5 CAFÉ interactive menu. A notable example of this technique was used in video clip one when a child thought the undercover word “large” was lamp. She used the context clue of using the first letter, so I read the sentence replacing the sticky note with the word lamp. After reading it students used arm signals to see if the word looked right in the spot provided, if it sounded right, and if the word made sense within the sentence. Students decided that it did not make sense. I think that this routine pattern provided rapport for all students. This allowed students to build on language and literacy development, while also contributing to their active nature because they were able to orally say a word, listen to it in the sentence, use fluency, and decide if the word fit acutely within the entire sentence. It reflected upon their youthful modality because students were able to use movement within comprehension of the strategy used. In Learning Segment 1, video clip 2, I was able to build upon students’ responses to previous reading strategy beanie babies with a new one. They were able to respond to my questions about the reading strategies and I was able to relate this new reading strategy to the others; we must use the previous learning strategies in relation to the new one in order to figure out context clues. ]

b. Explain how you made interdisciplinary connections through the learning experience(s) to promote children’s development of language and literacy.

[Reading strategies in general aid all other interdisciplinary connections. As young learners, reading is a way in which we learn about other topics. Making predictions is something that my first grade class does often. I have enforced the word much of the time that I spend learning because I find it validly important for students to be able to predict and then explore to find out the answer. I also used “trial and error” approaches in Learning Segment 2, video clip 1, to teach children that it is okay to make mistakes, and as learners we will make mistakes. That is why learning reading strategies is so helpful to literacy learners. Trial and error allows us to see, again, “does it look right, does it sound right, and does it make sense?” This methodology can be used within a realm of different studies. This reading strategy that emphasizes using context clues in order to figure out an unknown word will and should be used by all learners in all content areas across the board.]

5. Analyzing Teaching

Refer to examples from the video clips in your responses to the prompts.

a. What changes would you make to your instruction—for the class and/or for children who need greater support or challenge—to better support developmentally appropriate practices that promote language and literacy development and take into consideration the active and multimodal nature of young children’s learning (e.g., missed opportunities)?

Consider the variety of learners in your class who may require different strategies/supports (such as children with IEPs or 504 plans, English language learners, children at different points in the developmental continuum, and/or gifted children).

[I think the greatest change that I would have made is to preselect partners during my whole group instruction, learning segment two, video clip one. I would of preselected students as partners for the students to discuss and predict what the covered word would be prior to asking the whole group for their answers. I think this would benefit my struggling learners and also allow for advanced students to become experts and use their knowledge to teach other students in their own words. I have always faithfully believed that students learn from one another just as equally as they learn from their teacher. Also for this reason, I think I would have emphasized less on control of my students’ low volume because I do understand that students need time to talk with one another. Prior to reading the big book, and after reading the big book, a whole group discussion was conducted about the focused reading strategy, our CAFÉ menu, predictions on the cover of the book, and comprehension questions; however, after viewing my clips, I would have liked to of used more discussion throughout the remainder of the book, rather than the only beginning and the end. In small group, video clip two, Learning Segment 1, I would have engaged the students’ a little more prior to reading the story. I noticed that some students just did not work well when it came to the book walk. Maybe I needed to have students look for key words, as in having them go on a “scavenger hunt” throughout the book to look for key words, words that mean the same as, enforcing vocabulary, etc. Not pictured in the video clips, but in Learning Segment 3, I would have given students a word bank of words that they could choose from or add to the word bank with words that they would want to write. I would do this because I noticed that when I had paired children up, my struggling learners could not form some letter/sound correspondences, which did not aid students whom are slightly more advanced. As an educator, it is my responsibility to reflect back on my instruction and learn from what was planned, what was taught, and what could be done if I were to teach it again.]

b. Why do you think these changes would improve children’s learning? Support your explanation with evidence of children’s learning AND principles from developmental theory and/or research.

[In reference to the provided video clips and Lev Vygotsky’s Sociocultural Theory, I was able to scaffold my students to their individual and highest potentials and keep them exploring the concept in the Zone of Proximal Development, or ZPD. Because each child’s ZPD is different, I was better able to apply the concept to each individual student of mine. The second aspect of Vygotsky’s theory is something I had mentioned that I would change in my second learning segment (video clip one); I would provide more social interaction throughout the book within the whole group of students. He believes that children learn first on the social level, and secondly on the individual level. If I were to take apart the lesson, and piece it back together to improve students’ learning I would certainly pertain to Lev Vygotsky’s theory of social interaction more so than teacher-directed teaching. These changes in reference to this educational theorist would improve my students’ learning because they would be able to have multiple conversions amongst one another, further allowing them to expand upon their own vocabularies with one another on grade level and age-appropriate topics, such as this reading strategy. Having children listen to, orally communicate with, and reflect upon one another supports their learning in order for students to better comprehend the concept. ]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download