Many factors can affect teaching and learning; these could include the community, the school district,

and/or individual school/classroom/student factors. The information you gather about your teaching and learning context and about your individual students will help provide perspective to the reader who will be scoring your submissions. This part of your submission will not be scored, but the information you include should have implications regarding your instructional choices. Your response must be limited to 1,500 characters (approximately one-half typed page). No artifacts can be attached to the Contextual Information textbox. a. Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. Special needs classroom with up to 9 students. Classes: ELA, Math, and Transition Workshop. All students have an IEP: 3 students ADD, 2 students AD/HD, 4 students with reading/math disability. b. Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. I have one student that uses assistance when walking. She needs to leave 5 minutes early in order to make it to her next class on time. She has a shadow that helps her keep up with her school work. She is very intelligent and works extremely hard to keep up with her classes. Besides leaving a few minutes early, she is a wonderful student. I have 2 boys with AD/HD and one student with ADD that tends to disrupt the class regularly. I have found that they enjoy basketball and I have made that their incentive to work toward for doing well during the week. I also give immediate rewards, such as a piece of candy or a high five for staying on task. They tend to get into trouble daily in their gen ed. classes. I have another student with ADD that tends to be spaced out most of the day. I have him working with the paraprofessional during ElA and Math. She works with him and another student that struggles with nd rd reading and math. They are both on a reading level of 2 grade and a math level of 3 grade. The para has to redirect him several times to get him back on task. He seems to want reassurance for each step of a problem. c. Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. Our classroom is located within the library. It is a great location, due to the fact that we can use the library with ease and have access to the libraries printers/computers.etc. Ware Shoals is a very poor county, but it is a close knit community that knows everyone. There is one main grocery store in town and only a few churches, so everyone knows everyone.

This step allows you to demonstrate your knowledge of appropriate assessment tools that will meet student needs and the learning goal(s). This step should focus exclusively on planning for the assessment. Activity: Developing an Assessment Select/design an assessment from a lesson that you have developed and will teach to your class. Your assessment should: assess state and/or national content standards, assess the learning goal(s) for the lesson, and include a rubric/scoring guide. Your assessment should also be able to produce quantitative or qualitative data to be used for analysis. Once the assessment is selected/designed, respond to the guiding prompts below. Guiding Prompts a. Identify the state and/or national content standards and the specific learning goal(s) to which the assessment is aligned. CCSS.ELA-Literacy.RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Standard 7-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 7-1.2 Explain the effect of point of view on a given narrative text. Standard 8-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. 8-1.2 Explain the effect of point of view on a given literary text. b. Provide an in-depth description of the assessment. Provide a rationale for choosing/designing the assessment based on its alignment with the standards and learning goal(s) that meet the students' needs. I like to pre asses my students to get an idea of their current understanding of the topic before I teach a new concept. My pre-assessment is 10 questions with multiple choice (a-d). I will use the data from the pre-assessment to help me determine the current level of each student and how to best plan my instruction to meet their needs. For this lesson, I am reintroducing point of view. Students should have been previously exposed to point of view in past grades. The pre-assessment will help determine where I can begin the instruction. I am st nd rd assessing to see if my students recall 1 , 2 , and 3 point of view. I will be introducing 3 person limited and 3 person omniscient as well. For the majority of my students, this will be the first time they have been introduced to these concepts.
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After introducing the new lesson with my students, I will have them practice using the concept for the next few days (based on how quick they are able to understand and grasp the concept). I will then have them take a post assessment. My post assessment for this lesson: students will read three passages. They will highlight evidence of point of view. After reading the passage, they will write in the clues they found that helped them to identify which point of view is being used within the text. They then have to explain how they came to answer. Example: I chose first person because the passage used words like I, you, my, and the story was being told by the character.

c. Describe the rubric/scoring guide you have selected/designed. How will you communicate its use to your students?

Pre Assessment scoring:

Each multiple choice question is worth 2 points: for a total of 20 points.

Post Assessment scoring:

Correctly identifying the point of view: 5 points for each passage. For a total of 15 possible points. Correctly explaining your answer: 5 possible points for each passage. For a total of 15 possible points. Highlight each context clue in the passage: 1 point is given for each clue word you correctly identify. There will be at least 6 clue words per passage for a total of 18 possible points. Extra Credit Question: 2 points Total points possible: 50 points Grade: 45-50 A, 40-44 B, 35-39 C, 30-34 D, 25-29 F d. What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. I plan to gather understanding of their previous knowledge of 1 , 2 , and 3 point of view based on the pre assessment. I will use the data from the pre-assessment to help me determine the current level of each students understanding and how to best plan my instruction to meet their needs (also based on their IEPs). I plan to gather their comprehension of 1 , 3 person limited, and 3 person omniscient based on their post assessment. I will use the data to identify how well the students grasped the material. If the majority of the class didnt grasp the material, then I will readdress the lesson using a different instructional method.
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Guiding Prompts a. What instructional strategies will you use as part of the assessment? Provide a rationale for your choices. Direct instruction- The teacher will use a power point to go over the various point of views and authors purpose. Small Group- The class will break into 3 groups to complete an anchor chart for a given point of view. The class learns best when they can do hands on learning activities. The anchor charts will be displayed on the class bulletin board. Guided instruction- As a class, we will read a passage of text. The students will take turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. I enjoy giving the students as many opportunities to do hands on activities as possible. Even middle school aged students enjoy coming to the board and getting a high five Guided instruction- The class will take turns reading The Three Little Pigs. The class will then watch a read aloud of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) online. The class will make a compare and contrast circle graph of the two stories. We will discuss whose point of view each book was about. We will reread the True Story of the Three Little Pigs to identify key words that will back up our decision of the authors purpose and point of view. Comparing the well-known Three Little Pigs book with a wolfs version of the story is a fun way for the students to learn about authors purpose and point of view. Direct instruction- The class will be given a set of worksheets with various passages: short stories and poems to highlight key words within the passage that identifies the authors purpose and point of view. Students can complete the packet at their own pace. Mrs. Evans will be able to assist with three students that need the reading passages read to them and those that complete the passages early can work on catching up in their general ed. classes: homework, studying for quiz/test, working on projectsetc.

b. What learning activities and student groupings will you use to prepare your students for the assessment? Provide a rationale for your choices. Compare and Contrast graphic organizer- Identify authors purpose and identify key words with in the text. Anchor Charts- Student made charts of the point of views. Charts designed by them in their definitions of the point of views. Smart board guided reading lesson- Hands on learning. Keeps students attention and gives students motivation to learn. Worksheets with different types of reading passages- Expose students to several types of reading passages (poetry, biography, and non-fiction) instead of just fiction or only fairy tale. Power Point To introduce the various point of views.

c. What materials and resources, including technology, will you use to administer the assessment? Provide a rationale for your choices. To administer the pre and post assessment, teacher made worksheets will be used. I will read the passages out loud to the class. The majority of my class is given oral testing as stated on their IEPs. Those that are capable of reading independently just read on without me. For those students in my class that need additional time to test, they will work with the paraprofessional. She will read the test out loud to them again. For one student who has difficulty writing, less questions will be on each page so that she has more space to write her answers, lines will be put in so that it is easier for her to write neater, and the print will be larger.

Guiding Prompts a. Identify two Focus Students with different learning needs and for whom you will need to modify the assessment. Provide a rationale for selecting each of the students. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. Focus Student 1 and 2 have difficulty on a regular basis taking test using the standard format. By addressing their needs individually, they can both feel included and receive the same educational standards has the rest of the students as well as meeting the IEP requirements. b. Based on their specific learning needs, how will you modify the assessment for each of the two Focus Students? Provide a rationale for each decision. Focus Student 1- has difficulty writing average size and works better with larger print. I will modify the format of her test to include larger print and bigger spaces for answer input. I will also add lines to help guide her writing. Focus Student 2- has difficulty with reading at grade level, they are on a 3 grade level. To address this, his test will be administer orally by the paraprofessional. Additional time will be given to him to complete the test. This step allows you to demonstrate your ability to administer an assessment and collect, record, and analyze the data.
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Activity: Administering and Analyzing the Assessment You will administer the selected assessment and then collect, record (in a graphic representation), and analyze the resulting data. Then respond to the guiding prompts below.

Point of View Pre and Post-Assessment Scores by Percentage

100 90 80 70 60 50 40 30 20 10 0 Pre-asses. F.stud. 1 Post-asses. F.stud.2 stud.4 stud.5 stud.6 stud.7

Guiding Prompts a.How did your rubric/scoring guide align with your learning goal(s) for the lesson? Provide a rationale. The scoring guide I administered will identify the students comprehension of the authors purpose and the point of view with which the text was written. Students highlight key words within the passage that help them to classify which point of view the author is using. Students are also scored on their ability to explain their answer. b.Describe the graphic representation of your collected data. Based on your graphic representation, analyze the assessment data to determine your students' progress toward the learning goal(s). The students displayed very little initial knowledge of the point of view concept, as reflected in their preassessment scores. After the lesson and instruction, the students scored much higher on the postassessment, indicating that they were able to grasp the concept at an acceptable level.

c.How efficient was the data-collection process that you selected? Cite examples to support your analysis. Using the pre and post assessment tests, I was able to quickly and accurately identify the students comprehension of the concepts. Both tests were given in a simple written format, using both multiple choice and highlighting key terms within the text. Grading was straight forward, and I was able to use the percentages to easily project the data onto a graph. d.How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples to support your analysis. The class works well in groups of 3. They enjoy creating anchor charts. The students get a sense of pride to see their anchor charts displayed on the class bulletin board and each student has different strengths to contribute to the project. The white board guided instruction lessons are some of my favorite lessons to implement. The students had fun taking turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. The compare and contrast lesson went well. One thing that I would have changed with the lesson is to have the students work in pairs to design the graphic chart online. I think that that would have been beneficial for the students that have difficulty writing and it would improve all the students spelling due to the availability of a spell checker. The reading. The read aloud of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) was a big hit. The class was well entertained and they were able to identify the authors purpose and point of view easily. The worksheets were good practice for the students to be exposed to a variety of different text: Students enjoy being able to complete the packet at their own pace. Mrs. Evans assisted with three students that need the reading passages read to them and those that complete the passages early were able to work on catching up in their general ed. classes: homework, studying for quiz/test, working on projectsetc. e.Describe how you engaged students in analyzing their own assessment results to help them understand their progress toward the learning goal(s). Enter your response in the textbox below. Link a representative page of the rubric/scoring guide (onepage maximum) from your Library of Artifacts to the first sentence of your response to Guiding Prompt A. Link the graphic representation (two-page maximum) from your Library of Artifacts to the first sentence of your response to Guiding Prompt B. Guiding Prompts a.What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples from each of the two Focus Students and other assessment data to support your analysis. Both students succeeded in learning the concepts, and passing their test. Focus student 1 was able to answer the questions in the spaces provided without any trouble. Focus student 2 was able to understand the questions and the writing prompt, and was able to complete their test as well. b.Based on the assessment data and/or your observations, what impact did your modification(s) of the assessment have on the learning of each of the two Focus Students? Cite examples to support your analysis. The modifications made to the assessment made it much easier for student 1 to get their answer on paper, and for student 2 to process the information being asked. Student 1 was able to answer each

question in the space provided; student 2 was able to answer all questions on the test after being verbally prompted. c.How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples for each of the two Focus Students to support your analysis. The small group size helped both students 1 and 2 in being able to absorb the material being taught. The direct instruction I used was engaging, and the information was presented clearly. The final test scores support this analysis. d.Describe how you engaged each of the two Focus Students in analyzing his or her own assessment results to help understand progress toward the learning goal(s). I walked through the assessment results with each student. With student 1 I pointed out how they had stayed within the answer area for each question given. This was a major improvement in their writing response. For student 2 we noted how they were able to complete the full assessment, not missing any of the answers. Enter your response in the textbox below. Link a work sample from Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a work sample from Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response.

This step allows you to reflect on the assessment by providing evidence of student learning that resulted from the administered assessment plan and to reflect on the data-based decisions that occurred through data analysis. Activity: Reflecting on Your Assessment You will reflect on your assessment and the data you obtained and explain how it might inform your future instructional decisions for the whole class and for each of the two Focus Students. Then respond to the guiding prompts below. Guiding Prompts a. How does your data analysis inform or guide future instruction for the whole class? I will continue to utilize small groups for giving direct instruction. This format seems to have helped not only my focus students, but the entire class be able to absorb the information being presented. b. What modifications to the assessment would you make for future use? Provide a rationale. For student 1 I would administer the assessments on a computer, thus eliminating the issue of their writing. For student 2 the modifications to the assessment that Ive implemented have met the IEP requirements. These modifications are working, as such I would not make further changes. c. What modifications for future use would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology? Provide a rationale.

I would implement more computer based instruction for the entire class. For student 1, using the keyboard instead of writing would be easier to accomplish. For student 2, we could use a program to read the text on screen out loud, thus meeting the need for audio interaction.

d. In what ways would an assessment that is different from the type used in this task allow students to further demonstrate their achievement of the learning goal(s)? Students could design a comic strip demonstrating a given point of view. This would allow the students to use their imagination and artistic abilities to convey the learned concepts.

2.3.2: Reflecting on the Assessment for Each of the Two Focus Students The hard scores that Ive collected on the students test results point to the fact that the instruction given is being done in a way that is conducive to both students learning styles. Guiding Prompts a.How does your data analysis inform or guide future instruction for each of the two Focus Students? The hard scores that Ive collected on the students test results point to the fact that the instruction given is being done in a way that is conducive to both students learning styles. b.What modifications would you make to the assessment for future use for each of the two Focus Students? Provide a rationale. For student 1 I would administer the assessments on a computer, thus eliminating the issue of their writing. For student 2 the modifications to the assessment that Ive implemented have met the IEP requirements. These modifications are working, as such I would not make further changes. c.What modifications would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology, for future use for each of the two Focus Students? Provide a rationale I would implement more computer based instruction for the entire class. For student 1, using the keyboard instead of writing would be easier to accomplish. For student 2, we could use a program to read the text on screen out loud, thus meeting the need for audio interaction.

Step 1: Planning the Lesson This step allows you to demonstrate your knowledge of an effective lesson plan that facilitates student learning.

Activity: Planning for Instruction

Develop a lesson plan that you will use with your students in this task. (You may use the template provided.) As you plan, keep in mind such things as fostering student interactions, the use of technology, and the feedback you receive from students. Explain your planning process as you respond to the guiding prompts below.

Textbox 3.1.1: Standards and Learning Goals Guiding Prompts A a) What learning theory will guide your planning process? Provide a brief description of the theory. How will you make use of it? All students have various learning styles, I will strive to present the lesson in such a way as to meet all the styles represented, i.e kinesthetic, visual, auditory. b) What learning goal(s) and content standards, both state and national standards, did you identify for the lesson? How will they guide the planned learning activities? CCSS.ELA-Literacy.RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. ADD STATE STANDARD I will tailor my lesson to meet both Common Core and State standards, this will be accomplished by presenting specific information that is designed to meet the standards specified.

c) What is the content focus of the lesson? What related content that the students have previously encountered will support the learning in this lesson? The main content focus is that students will learn how to determine the point of view in a given piece of literature. d) What are some difficulties students might encounter with the content, and how will you address the difficulties? Some of the content may include vocabulary words that are unfamiliar. To address this, I will make a point to stop and discuss such words in context, so that the students can keep up with the narrative.

Enter your response in the textbox below. Link representative pages of your lesson plan for the whole class (two-page maximum) from your Library of Artifacts to the first sentence of your response. Make sure your artifact demonstrates the use of technology in the lesson plan.

Textbox 3.1.2: Instructional Strategies Guiding Prompts a) Select a maximum of three different instructional strategies that you plan to use to engage students in the lesson and to enhance their learning. Provide a rationale for your choice of each strategy. Small Group- The class will break into 3 groups to complete an anchor chart for a given point of view. The class learns best when they can do hands on learning activities. The anchor charts will be displayed on the class bulletin board. Guided instruction- As a class, we will read a passage of text. The students will take turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. I enjoy giving the students as many opportunities to do hands on activities as possible. Even middle school aged students enjoy coming to the board and getting a high five . Direct instruction- The class will be given a set of worksheets with various passages: short stories and poems to highlight key words within the passage that identifies the authors purpose and point of view. Students can complete the packet at their own pace. Mrs. Evans will be able to assist with three students that need the reading passages read to them and those that complete the passages early can work on catching up in their general ed. classes: homework, studying for quiz/test, working on projectsetc.

b) How do the instructional strategies connect to the learning goal(s) to facilitate student learning? I specifically chose the instructional strategies with the learning goals in mind. Each strategy is designed to meet the various styles of learning, while ensuring that the learning goals are met. c) What informed your decisions to use individual, small group, and/or whole group instruction to facilitate student learning? I used my past experience with the class. This knowledge of my students, and how they react to the various teaching strategies was invaluable when developing my teaching strategy.

Textbox 3.1.3: Learning Activities Guiding Prompts a) What learning activities do you plan to implement in the lesson? Provide a rationale for your choices.

The students will design anchor charts, this allows them to put the information in their own words. These charts can also be used as references throughout the lesson. The compare and contrast lesson using the Three Little Pigs was an excellent activity that allowed the students to see the difference in the same story given from multiple points of view. b) How do the chosen activities address student strengths and needs? The anchor charts allowed the students to work in small groups. These groups allowed the student whos strength was writing to write, those whose is speaking to speak, presenting to present, etc. c) How do your class demographics inform the design of the learning activities you chose? I have various reading comprehension levels represented in my class. Because of this, I implemented a lot of guided reading and read-aloud.

Textbox 3.1.4: Materials, Resources, and Technology Guiding Prompts a) What materials and resources will you use to support your instruction and student learning? Provide a rationale to support your choices. I will use the smart board for students to take turns coming up to the front and identifying the authors point of view. b) What types of technology do you plan to use in your instruction? I will utilize a program on the computer to have the text read aloud to the students who have reading comprehension difficulties. This will also allow the students with writing difficulties to input the information into the computer. c) How will your chosen technology enhance your instruction and student learning in the lesson? Since the students will more easily comprehend the lesson, their absorbance of the material will be greatly enhanced. This will result in more knowledge retained, and higher test scores.

Step 2: The Focus Students This step allows you to demonstrate your ability to differentiate instruction for individual students.

Activity: Differentiating Instruction

Select two students from the whole class with different learning needs. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below.

Textbox 3.2.1: Understanding Each of the Two Focus Students and Differentiating Instruction Guiding Prompts

Focus Student 1: a) Identify Focus Student 1s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 1 has difficulty on a regular basis taking test using the standard format. The difficulty is rooted in the fact that they have difficulty writing average size, and works better with larger print. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 1 meet the learning goal(s) of the lesson. Provide a rationale. I will modify the format of her test to include larger print and bigger spaces for answer input. I will also add lines to help guide her writing. By addressing her needs individually, she can feel included and receive the same educational standards has the rest of the students as well as meeting the IEP requirements. c) What evidence will you collect to show the progress Focus Student 1 makes toward the learning goal(s)? I will collect test scores from before and after having implemented the modification. I will then analyze these scores on a chart to determine the effect of the assessment modification.

Focus Student 2: a) Identify Focus Student 2s learning strengths and challenges related to the learning goal(s) of the lesson. rd Focus Student 2- has difficulty with reading at grade level, they are on a 3 grade level. To b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 2 meet the learning goal(s) of the lesson. Provide a rationale. To address this, I will implement guided reading, as well as small groups. This will ensure that the student is able to keep up with the text as we go through the lesson. c) What evidence will you collect to show the progress Focus Student 2 makes toward the learning goal(s)? I will collect test scores from before and after having implemented the modification. I will then analyze these scores on a chart to determine the effect of the assessment modification.

Enter your response in the textbox below. Link a differentiated lesson plan for Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a differentiated lesson plan for Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response.

Textbox 3.3.1: Analyzing the Lesson for the Whole Class Guiding Prompts a) To what extent did the lesson facilitate student learning? What evidence did you gather to support your conclusion? Using the various teaching methods, the students were able to follow along with the lesson using their own strengths. I verified the lesson was successful based on the passing test scores. b) How did the students use the content presented to demonstrate meaningful learning? Provide specific examples from the lesson and from the students work to support your analysis. I used class discussion implementing the critical thinking questions as part of the learning process, this allows the students to display their understanding of the lesson content. c) What modifications/adaptations to the lesson did you implement during instruction for the whole class to better support student engagement and learning? Provide examples to support your decisions. I implemented small group reading instead of the standard individual reading of the text. By forming small groups, it allowed each student to take turns both reading, and listening to the literature. I specifically pared students who were stronger readers, with those students who have difficulty reading. d) What steps did you take to foster teacher-to-student and student-to-student interactions? How did they impact student engagement and learning? The small group reading supported student-to-student interaction, the direct instruction and guided reading fostered teacher-to-student interaction. e) What feedback did you provide during the lesson to facilitate student learning? What impact did the feedback have on student learning? While having the students come up to the board to highlight key terms, we are able to discuss as a class their thinking, and provide instantaneous feedback. During the critical thinking questions, I am available for students to stop and discuss their answers as they are forming them. Provide specific examples.

Enter your response in the textbox below. Link a student work sample from any member of the class (one-page maximum) from your Library of Artifacts to the first sentence of your response.

Textbox 3.3.2: Analyzing the Differentiated Instruction for Each of the Two Focus Students Guiding Prompts a) To what extent did each of the two Focus Students achieve the learning goal(s) of the lesson? Cite examples to support your analysis. The student who had difficulty writing was able to input their answers to the questions on the exam in the given answer boxes. The student with reading difficulties was able to successfully complete the exam using the paraprofessional to administer the questions. b) How did your differentiation of specific parts of the lesson plan help each of the two Focus Students meet the learning goal(s)? Cite examples to support your analysis.

By catering to their various learning needs, we were able to convey all of the necessary information, and ensure that the students were able to grasp the concepts in the lesson. This was accomplished using the teaching techniques of direct instruction, group reading, and individual attention. Enter your response in the textbox below. Link a student work sample from Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a student work sample from Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response.

Step 4: Reflecting

This step allows you to reflect on the strengths of your lesson as well as on components of your lesson in need of improvement.

Textbox 3.4.1: Reflecting on the Lesson for the Whole Class Guiding Prompts a) What specific instructional strategies, resources, and technology will you use to help students who did not achieve the learning goal(s)? Describe how these lesson components will help the students achieve the learning goal(s). b) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons?

Enter your response in the textbox below.

Textbox 3.4.2: Reflecting on the Lesson for Each of the Two Focus Students Guiding Prompts a) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons for each of the two Focus Students?

b) What differentiation will you apply to future lessons for each of the two Focus Students? Provide a rationale for your choices.

Enter your response in the textbox below.

PPAT 2 Many factors can affect teaching and learning; these could include the community, the school district, and/or individual school/classroom/student factors. The information you gather about your teaching and learning context and about your individual students will help provide perspective to the reader who will be scoring your submissions. This part of your submission will not be scored, but the information you include should have implications regarding your instructional choices. Your response must be limited to 1,500 characters (approximately one-half typed page). No artifacts can be attached to the Contextual Information textbox. d. Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. Special needs classroom with up to 9 students. Classes: ELA, Math, and Transition Workshop. All students have an IEP: 3 students ADD, 2 students AD/HD, 4 students with reading/math disability. e. Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. I have one student that uses assistance when walking. She needs to leave 5 minutes early in order to make it to her next class on time. She has a shadow that helps her keep up with her school work. She is very intelligent and works extremely hard to keep up with her classes. Besides leaving a few minutes early, she is a wonderful student. I have 2 boys with AD/HD and one student with ADD that tends to disrupt the class regularly. I have found that they enjoy basketball and I have made that their incentive to work toward for doing well during the week. I also give immediate rewards, such as a piece of candy or a high five for staying on task. They tend to get into trouble daily in their gen ed. classes. I have another student with ADD that tends to be spaced out most of the day. I have him working with the paraprofessional during ElA and Math. She works with him and another student that struggles with nd rd reading and math. They are both on a reading level of 2 grade and a math level of 3 grade. The para has to redirect him several times to get him back on task. He seems to want reassurance for each step of a problem. f. Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom.

Our classroom is located within the library. It is a great location, due to the fact that we can use the library with ease and have access to the libraries printers/computers.etc. Ware Shoals is a very poor county, but it is a close knit community that knows everyone. There is one main grocery store in town and only a few churches, so everyone knows everyone.

This step allows you to demonstrate your knowledge of appropriate assessment tools that will meet student needs and the learning goal(s). This step should focus exclusively on planning for the assessment. Activity: Developing an Assessment Select/design an assessment from a lesson that you have developed and will teach to your class. Your assessment should: assess state and/or national content standards, assess the learning goal(s) for the lesson, and include a rubric/scoring guide. Your assessment should also be able to produce quantitative or qualitative data to be used for analysis. Once the assessment is selected/designed, respond to the guiding prompts below. Guiding Prompts e. Identify the state and/or national content standards and the specific learning goal(s) to which the assessment is aligned. CCSS.ELA-Literacy.RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Standard 7-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 7-1.2 Explain the effect of point of view on a given narrative text. Standard 8-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. 8-1.2 Explain the effect of point of view on a given literary text. f. Provide an in-depth description of the assessment. Provide a rationale for choosing/designing the assessment based on its alignment with the standards and learning goal(s) that meet the students' needs.

I like to pre asses my students to get an idea of their current understanding of the topic before I teach a new concept. My pre-assessment is 10 questions with multiple choice (a-d). I will use the data from the pre-assessment to help me determine the current level of each student and how to best plan my instruction to meet their needs. For this lesson, I am reintroducing point of view. Students should have been previously exposed to point of view in past grades. The pre-assessment will help determine where I can begin the instruction. I am st nd rd assessing to see if my students recall 1 , 2 , and 3 point of view. I will be introducing 3 person limited and 3 person omniscient as well. For the majority of my students, this will be the first time they have been introduced to these concepts. After introducing the new lesson with my students, I will have them practice using the concept for the next few days (based on how quick they are able to understand and grasp the concept). I will then have them take a post assessment. My post assessment for this lesson: students will read three passages. They will highlight evidence of point of view. After reading the passage, they will write in the clues they found that helped them to identify which point of view is being used within the text. They then have to explain how they came to answer. Example: I chose first person because the passage used words like I, you, my, and the story was being told by the character.
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g. Describe the rubric/scoring guide you have selected/designed. How will you communicate its use to your students?

Pre Assessment scoring:

Each multiple choice question is worth 2 points: for a total of 20 points.

Post Assessment scoring:

Correctly identifying the point of view: 5 points for each passage. For a total of 15 possible points. Correctly explaining your answer: 5 possible points for each passage. For a total of 15 possible points. Highlight each context clue in the passage: 1 point is given for each clue word you correctly identify. There will be at least 6 clue words per passage for a total of 18 possible points. Extra Credit Question: 2 points Total points possible: 50 points Grade: 45-50 A, 40-44 B, 35-39 C, 30-34 D, 25-29 F h. What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. I plan to gather understanding of their previous knowledge of 1 , 2 , and 3 point of view based on the pre assessment. I will use the data from the pre-assessment to help me determine the current level of
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each students understanding and how to best plan my instruction to meet their needs (also based on their IEPs). I plan to gather their comprehension of 1 , 3 person limited, and 3 person omniscient based on their post assessment. I will use the data to identify how well the students grasped the material. If the majority of the class didnt grasp the material, then I will readdress the lesson using a different instructional method.
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Guiding Prompts d. What instructional strategies will you use as part of the assessment? Provide a rationale for your choices. Direct instruction- The teacher will use a power point to go over the various point of views and authors purpose. Small Group- The class will break into 3 groups to complete an anchor chart for a given point of view. The class learns best when they can do hands on learning activities. The anchor charts will be displayed on the class bulletin board. Guided instruction- As a class, we will read a passage of text. The students will take turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. I enjoy giving the students as many opportunities to do hands on activities as possible. Even middle school aged students enjoy coming to the board and getting a high five Guided instruction- The class will take turns reading The Three Little Pigs. The class will then watch a read aloud of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) online. The class will make a compare and contrast circle graph of the two stories. We will discuss whose point of view each book was about. We will reread the True Story of the Three Little Pigs to identify key words that will back up our decision of the authors purpose and point of view. Comparing the well -known Three Little Pigs book with a wolfs version of the story is a fun way for the students to learn about authors purpose and point of view. Direct instruction- The class will be given a set of worksheets with various passages: short stories and poems to highlight key words within the passage that identifies the authors purpose and point of view. Students can complete the packet at their own pace. Mrs. Evans will be able to assist with three students that need the reading passages read to them and those that complete the passages early can work on catching up in their general ed. classes: homework, studying for quiz/test, working on projectsetc.

e. What learning activities and student groupings will you use to prepare your students for the assessment? Provide a rationale for your choices. Compare and Contrast graphic organizer- Identify authors purpose and identify key words with in the text. Anchor Charts- Student made charts of the point of views. Charts designed by them in their definitions of the point of views.

Smart board guided reading lesson- Hands on learning. Keeps students attention and gives students motivation to learn. Worksheets with different types of reading passages- Expose students to several types of reading passages (poetry, biography, and non-fiction) instead of just fiction or only fairy tale. Power Point To introduce the various point of views.

f. What materials and resources, including technology, will you use to administer the assessment? Provide a rationale for your choices. To administer the pre and post assessment, teacher made worksheets will be used. I will read the passages out loud to the class. The majority of my class is given oral testing as stated on their IEPs. Those that are capable of reading independently just read on without me. For those students in my class that need additional time to test, they will work with the paraprofessional. She will read the test out loud to them again. For one student who has difficulty writing, less questions will be on each page so that she has more space to write her answers, lines will be put in so that it is easier for her to write neater, and the print will be larger.

Guiding Prompts c. Identify two Focus Students with different learning needs and for whom you will need to modify the assessment. Provide a rationale for selecting each of the students. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. Focus Student 1 and 2 have difficulty on a regular basis taking test using the standard format. By addressing their needs individually, they can both feel included and receive the same educational standards has the rest of the students as well as meeting the IEP requirements. d. Based on their specific learning needs, how will you modify the assessment for each of the two Focus Students? Provide a rationale for each decision. Focus Student 1- has difficulty writing average size and works better with larger print. I will modify the format of her test to include larger print and bigger spaces for answer input. I will also add lines to help guide her writing. Focus Student 2- his test will be administer orally by the paraprofessional. Additional time will be given to him to complete the test. This step allows you to demonstrate your ability to administer an assessment and collect, record, and analyze the data.

Activity: Administering and Analyzing the Assessment You will administer the selected assessment and then collect, record (in a graphic representation), and analyze the resulting data. Then respond to the guiding prompts below.

Point of View Pre and Post-Assessment Scores by Percentage

100 90 80 70 60 50 40 30 20 10 0 Pre-asses. F.stud. 1 Post-asses. F.stud.2 stud.4 stud.5 stud.6 stud.7

Guiding Prompts a.How did your rubric/scoring guide align with your learning goal(s) for the lesson? Provide a rationale. The scoring guide I administered will identify the students comprehension of the authors purpose and the point of view with which the text was written. Students highlight key words within the passage that help them to classify which point of view the author is using. Students are also scored on their ability to explain their answer.

b.Describe the graphic representation of your collected data. Based on your graphic representation, analyze the assessment data to determine your students' progress toward the learning goal(s). The students displayed very little initial knowledge of the point of view concept, as reflected in their preassessment scores. After the lesson and instruction, the students scored much higher on the postassessment, indicating that they were able to grasp the concept at an acceptable level. c.How efficient was the data-collection process that you selected? Cite examples to support your analysis. Using the pre and post assessment tests, I was able to quickly and accurately identify the students comprehension of the concepts. Both tests were given in a simple written format, using both multiple choice and highlighting key terms within the text. Grading was straight forward, and I was able to use the percentages to easily project the data onto a graph. d.How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples to support your analysis. The class works well in groups of 3. They enjoy creating anchor charts. The students get a sense of pride to see their anchor charts displayed on the class bulletin board and each student has different strengths to contribute to the project. The white board guided instruction lessons are some of my favorite lessons to implement. The students had fun taking turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. The compare and contrast lesson went well. One thing that I would have changed with the lesson is to have the students work in pairs to design the graphic chart online. I think that that would have been beneficial for the students that have difficulty writing and it would improve all the students spelling due to the availability of a spell checker. The reading. The read aloud of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) was a big hit. The class was well entertained and they were able to identify the authors purpose and point of view easily. The worksheets were good practice for the students to be exposed to a variety of different text: Students enjoy being able to complete the packet at their own pace. Mrs. Evans assisted with three students that need the reading passages read to them and those that complete the passages early were able to work on catching up in their general ed. classes: homework, studying for quiz/te st, working on projectsetc. e.Describe how you engaged students in analyzing their own assessment results to help them understand their progress toward the learning goal(s). I walked through the assessment results with each student. With student 1 I pointed out how they had stayed within the answer area for each question given. This was a major improvement in their writing response. For student 2 we noted how they were able to complete the full assessment, not missing any of the answers. Enter your response in the textbox below. Link a representative page of the rubric/scoring guide (onepage maximum) from your Library of Artifacts to the first sentence of your response to Guiding Prompt A. Link the graphic representation (two-page maximum) from your Library of Artifacts to the first sentence of your response to Guiding Prompt B.

Pre Assessment scoring:

Each multiple choice question is worth 2 points: for a total of 20 points.

Post Assessment scoring:

Correctly identifying the point of view: 5 points for each passage. For a total of 15 possible points. Correctly explaining your answer: 5 possible points for each passage. For a total of 15 possible points. Highlight each context clue in the passage: 1 point is given for each clue word you correctly identify. There will be at least 6 clue words per passage for a total of 18 possible points. Extra Credit Question: 2 points Total points possible: 50 points Grade: 45-50 A, 40-44 B, 35-39 C, 30-34 D, 25-29

Guiding Prompts a.What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples from each of the two Focus Students and other assessment data to support your analysis. Both students succeeded in learning the concepts, and passing their test. Focus student 1 was able to answer the questions in the spaces provided without any trouble. Focus student 2 was able to understand the questions and the writing prompt, and was able to complete their test as well. b.Based on the assessment data and/or your observations, what impact did your modification(s) of the assessment have on the learning of each of the two Focus Students? Cite examples to support your analysis. The modifications made to the assessment made it much easier for student 1 to get their answer on paper, and for student 2 to process the information being asked. Student 1 was able to answer each question in the space provided; student 2 was able to answer all questions on the test after being verbally prompted. c.How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples for each of the two Focus Students to support your analysis. The small group size helped both students 1 and 2 in being able to absorb the material being taught. The direct instruction I used was engaging, and the information was presented clearly. The final test scores support this analysis.

d.Describe how you engaged each of the two Focus Students in analyzing his or her own assessment results to help understand progress toward the learning goal(s). I walked through the assessment results with each student. With student 1 I pointed out how they had stayed within the answer area for each question given. This was a major improvement in their writing

response. For student 2 we noted how they were able to complete the full assessment, not missing any of the answers. Enter your response in the textbox below. Link a work sample from Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a work sample from Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response. (I was not able to copy and paste students work sample on here, but I did copy and paste them on the PPAT sight)

This step allows you to reflect on the assessment by providing evidence of student learning that resulted from the administered assessment plan and to reflect on the data-based decisions that occurred through data analysis. Activity: Reflecting on Your Assessment You will reflect on your assessment and the data you obtained and explain how it might inform your future instructional decisions for the whole class and for each of the two Focus Students. Then respond to the guiding prompts below. Guiding Prompts e. How does your data analysis inform or guide future instruction for the whole class? I will continue to utilize small groups for giving direct instruction. This format seems to have helped not only my focus students, but the entire class be able to absorb the information being presented. f. What modifications to the assessment would you make for future use? Provide a rationale. For student 1 I would administer the assessments on a computer, thus eliminating the issue of their writing. For student 2 the modifications to the assessment that Ive implemented have met the IEP requirements. These modifications are working, as such I would not make further changes. g. What modifications for future use would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology? Provide a rationale. I would implement more computer based instruction for the entire class. For student 1, using the keyboard instead of writing would be easier to accomplish. For student 2, we could use a program to read the text on screen out loud, thus meeting the need for audio interaction. h. In what ways would an assessment that is different from the type used in this task allow students to further demonstrate their achievement of the learning goal(s)? Students could design a comic strip demonstrating a given point of view. This would allow the students to use their imagination and artistic abilities to convey the learned concepts.

2.3.2: Reflecting on the Assessment for Each of the Two Focus Students

Guiding Prompts a.How does your data analysis inform or guide future instruction for each of the two Focus Students? The hard scores that Ive collected on the students test results point to the fact that the instruction given is being done in a way that is conducive to both students learning styles.

b.What modifications would you make to the assessment for future use for each of the two Focus Students? Provide a rationale. For student 1 I would administer the assessments on a computer, thus eliminating the issue of their writing. For student 2 the modifications to the assessment that Ive implemented have met the IEP requirements. These modifications are working, as such I would not make further changes. c.What modifications would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology, for future use for each of the two Focus Students? Provide a rationale I would implement more computer based instruction for the entire class. For student 1, using the keyboard instead of writing would be easier to accomplish. For student 2, we could use a program to read the text on screen out loud, thus meeting the need for audio interaction. Step 1: Planning the Lesson This step allows you to demonstrate your knowledge of an effective lesson plan that facilitates student learning. Activity: Planning for Instruction Develop a lesson plan that you will use with your students in this task. (You may use the template provided.) As you plan, keep in mind such things as fostering student interactions, the use of technology, and the feedback you receive from students. Explain your planning process as you respond to the guiding prompts below.