Context for Learning

First Name: Cassidy Age: 10 Gender: M Grade Level: 4th Primary Language: English List any type o augmentative or alternative !ommuni!ation used "y learner# $$$$$$$N%A$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Provide in ormation a"out the !onte&t in 'hi!h you tea!h so that another edu!ator !an understand your tea!hing de!isions or the instru!tion in the learning segment# Address the ollo'ing: (ype o setting )e#g#* irst grade !lassroom in an elementary s!hool* sel +!ontained !lassroom* a home* et!#, o Pull out* -ne+ on+ -ne intervention in .(/ Classroom in a Miamis"urg Elementary 0!hool# 1our role in the o!used learner2s instru!tional program o / am the .(/ (utor + 3+4* 4+5 .eading and Math at Cassidy2s s!hool and meet 'ith him t'i!e a 'ee6 one+ on+ one or 70 minutes# 8e has re!ently "een identi ied or an /EP in reading and math "ut "e!ause / already have a relationship 'ith him and he is sho'ing a lot o progress 'ith me / !ontinue to 'or6 'ith him* "ut only in reading# (he s!hedule or instru!tional time 'ith the o!us learner or the learning segment o!us )e#g# (uesdays or 15 minutes* Monday* 9ednesday and Friday or 40 minutes a day* et!#, o ::15+::45 Monday and 9ednesdays

(he primary language o instru!tion i other than English o English Describe any district, school or cooperating teacher requirements that might affect your planning or instructional delivery. (e.g., prescribed reading curriculum). My distri!t provides me 'ith a great deal o materials and resour!es to run interventions 'ith "ut in general / have !all in 'hat !urri!ulum / use# (his is great and terri"le "e!ause / get to use 'hat / li6e "ut e;ually it is a lot o 'or6 !reating my o'n unit lesson# / !reate the pre+test the instru!tion and posttest# / "ase my units o o !urri!ulum "ased tea!hing and ormal assessments# Identify any textboo or instructional program you primarily use for instruction for the learning targets. If a textboo , please provide the title, publisher, and date of publication. 0pe!i i! to Cassidy:
! ill Fluen!y As o 7+14+14 General Comprehension Level .eading Level P )last level o 7rd, 100< A!!ura!y >eginning 4th grade )9ith tea!her help, Curriculum .eading A+= 0uper (ea!her 9or6sheets

As o Mar!h Compare and Contrast

0truggling 4th grade Lo!ating%/denti ying ho' things are ali6e and di erent Last 4 'ee6s o Mar!h A 0ee Atta!hed 9or6 /n eren!e Pretest B + 7rd grade level Post test C%10 A 4th grade level 4+4D+14 A 7+10+14 Conte&t Clues

0uper (ea!her 9or6sheets % ?enn @iagrams 0uper (ea!her 314 .eader

4th grade: 0tudy /sland Pretest D%10 A 7%44 0tudy /sland Posttest D%10 A 4%10 Cassidy missed di erent ;uestion on the posttest and the pre test# 8e understand ho' to ind the meaning o a 'ord "etter in a senten!e than in a story# Main /deal 7rd grade level 0uper tea!her 100< Passages 'ere read out loud to Cassidy and he identity the main idea 100< 8and 9riting 0ee Atta!hed ?enn @iagram -"servation Attention Cassidy is a"le to o!us and pay -"servation attention )0tay on tas6, 'hen 'or6ing 'ith me one on one or 70 min# 0ometimes there 'ill "e distra!tion rom a tea!her running !opies )'e meet in the 'or6room, "ut he stays o!used on the tas6#

If group instruction, describe the si"e and composition of the group (e.g., # special education learners$ % learners &ith I'(s and )% general education learners). / meet 'ith Cassidy one+on+one#

*eacher (erformance +ssessment (ed*(+) !tudent Consent ,orm @ear Parent%Guardian: As a student tea!her in your !hild2s !lassroom* / 'ill "e evaluated using the (ea!her Per orman!e Assessment )ed(PA,* an instrument that is !urrently "eing developed or use in -hio and other states# (he primary purpose o this assessment is to develop a valid and relia"le assessment that !an measure the per orman!e o uture tea!hers and lead to improvement o the programs that prepare them#

Although the purpose o the assessment is to evaluate my tea!hing* the proEe!t 'ill in!lude short video re!ordings o lessons taught to your !hild* as 'ell as samples o student 'or6# (he video re!ordings 'ill "e used solely or purposes o evaluating my instru!tion and or improving tea!her preparation programs# (he only people 'ho see them 'ill "e tea!hers at the s!hool and university a!ulty and supervisors# (he re!ordings 'ill not appear on the /nternet or in other pu"li! settings# Any samples o student 'or6 that / !olle!t or this assessment 'ill not !ontain the student2s last name# 0in!erely* $$$$Fane @oe$$$$$$$$$$$$$$$$$ (*eacher Candidate !ignature)

-y Learning *argets
.. Context Clue ). Loo ing bac in the story for the ans&er /aseline !tudent 0no&ledge
! ill Fluen!y As o 7+14+14 General Comprehension As o Mar!h Compare and Contrast Level .eading Level P )last level o 7rd, 100< A!!ura!y >eginning 4rd grade )9ith tea!her help, Curriculum .eading A+= 0uper (ea!her 9or6sheets 0uper (ea!her 9or6sheets % ?enn @iagrams 0uper (ea!her 314 .eader

0truggling 4th grade Lo!ating%/denti ying ho' things are ali6e and di erent Last 4 'ee6s o Mar!h A 0ee Atta!hed 9or6 /n eren!e Pretest B + 7rd grade level Post test C%10 A 4th grade level 4+4D+14 A 7+10+14 Conte&t Clues

4th grade: 0tudy /sland Pretest D%10 A 7%44 0tudy /sland Posttest D%10 A 4%10 Cassidy missed di erent ;uestion on the posttest and the pre test# 8e understand ho' to ind the meaning o a 'ord "etter in a senten!e than in a story# Main /deal 7rd grade level 0uper tea!her 100< Passages 'ere read out loud to Cassidy and he identity the main idea 100< 8and 9riting 0ee Atta!hed ?enn @iagram -"servation Attention Cassidy is a"le to o!us and pay -"servation attention )0tay on tas6, 'hen 'or6ing 'ith me one on one or 70 min# 0ometimes there 'ill "e distra!tion rom a tea!her running !opies )'e meet in the 'or6room, "ut he stays o!used on the tas6#

Learning segment 1. (.2 minutes) !tandard CC00#ELA+L/(E.AC1#.L#4#4 @etermine the meaning o 'ords and phrases as they are used in a te&t* in!luding those that allude to signi i!ant !hara!ters ound in mythology )e#g#* 8er!ulean,# 3b4ectives5 1# A ter reading 10 ourth grade level senten!es 'ith a un6no'n 'ord the student 'ill "e

a"le to !orre!tly "e a"le to identi y the meaning o the un6no'n 'ord : out o 10 times "y sele!ting the proper synonym 'hen given the option o 4 !hoi!es : out o 10 times# 4# A ter reading 10 ourth grade level senten!e 'ith a un6no'n 'ord the student 'ill "e a"le to determine the meaning o the un6no'n 'ord though use o !onte&t !lue : out o 10 times# /ody of Lesson 0tart "y giving !onte&t !lues pre+test @is!uss 'hat are !onte&t !lues and 'hy they are important to learn a"out# @is!uss some 'ay to ind the meaning o an un6no'n 'ord# Ne&t apply the s6ills to the senten!e 'arm up# 8ave the student read the senten!es 'ith the un6no'n 'ord# As6 the student i they have ever heard o that 'ord "e ore# 0tudent 'ill pro"a"ly say no to 'hi!h respond Gho' do you thin6 'e !an igure out the meaning o this 'ordHI (oday 'e are going to "e pra!ti!ing using the repla!e the 'ord strategy# 9hen the student use this strategy the student lips the un6no'n 'ord 'ith one o the possi"le synonyms to see i the senten!e still ma6es sense# / it doesn2t then the student !rosses that 'ord out* i does ma6e sense in the senten!e then that is pro"a"ly the !orre!t ans'ers# Jse this strategy to ans'er the irst D senten!e together* then allo' the student to !ompete the last 4 one their o'n to assess understanding* Learning segment 1) (.2 minutes) !tandard CC00#ELA+L/(E.AC1#.L#4#4 @etermine the meaning o 'ords and phrases as they are used in a te&t* in!luding those that allude to signi i!ant !hara!ters ound in mythology )e#g#* 8er!ulean,# 3b4ectives5 1# A ter reading 10 ourth grad level senten!es 'ith a un6no'n 'ord the student 'ill "e a"le to !orre!tly "e a"le to identi y the meaning o the un6no'n 'ord : out o 10 times "y sele!ting the proper synonym 'hen given the option o 4 !hoi!es : out o 10 times# 4# A ter reading 10 ourth grade level senten!e 'ith a un6no'n 'ord the student 'ill "e a"le to determine the meaning o the un6no'n 'ord though use o !onte&t !lue : out o 10 times# /ody of Lesson .ead G Paulo de MalI# 8ave the student read the story out loud* every 10 'ords the student 'ill !ome a!ross a 'ord in 0panish# (he student 'ill not 6no' the 0panish 'ord "ut !an use !onte&t !lues to determine 'hat the 'ord means# 8ave student ma6e a predi!tion o 'hat the 'ord !ould "e# (hen have the student loo6 up the 0panish 'ord in the 0panish to English di!tionary and !he!6 ho' !lose they are# / the student is !lose 6eep reading on and repeat the pro!ess 'hen

student !omes a!ross an un6no'n 'ord# / student is not !lose dis!uss 'hy they thought 'hat they did and dis!uss the !orre!t ans'er# At end o lesson have Cassidy tea!h the tea!her ho' to ind the meaning o a 'ord using !onte&t !lues# Learning !egment 1% !tandards CC00#ELA+L/(E.AC1#.L#4#10 >y the end o the year* read and !omprehend literature* in!luding stories* dramas* and poetry* in the grades 4+5 te&t !omple&ity "and pro i!iently* 'ith s!a olding as needed at the high end o the range -"Ee!tives: 1# A ter reading a 4th grade reading passage and iguring out un6no'n 'ord though using !onte&t !lues the student 'ill ans'erer general !omprehension ;uestion a"out the passage and 'ill ans'er the ;uestion 'ith :0< a!!ura!y# 4# A ter reading a 4th grade in ormation reading passage* the student 'ill "e a"le to go "a!6 in the story to lo!ate the details to support ans'erers# /ody of Lesson A ter reading GPaulo de MalI have student ans'erer !omprehension ;uestions# .ead the story one more time# (hen read the !omprehension ;uestions# Ne&t have the student go "a!6 in the te&t to ind the ans'ers and highlight the ans'ers in the story# Ma6e sure that the student is using !omplete senten!e to ans'er ;uestions# 9hen done reading and ans'ering ;uestions rom GPaulo de MalI "egin 'or6ing on G(arantulaI# (his time 'e 'ill "e introdu!ing and pra!ti!ing a di erent strategy or using the te&t to support your ans'erer# (his time "e ore reading the story have the student read the ;uestions# A ter reading the ;uestion "egin to read G(arantulaI# As student !omes along parts o the story that remind them o a ;uestion have them star that se!tion o the te&t# A ter student is done reading the te&t have them go "a!6 and loo6 at 'here they stared to see i that leads them to any ans'ers more ;ui!6ly# End lesson "y giving post test# Communication Demands (he student needs to "e reading at a luen!y level that is instru!tional or him so he !an understand the passage enough to loo6 !omprehend 'hat he is loo6ing or in the passage# +ssessments5 / 'ill ormally assess Cassidy through a pre and post test# / 'ill "e in ormally assess Cassidy during our time together and 'ill do!ument on 'hat ;uestions he struggled# Instructional !trategies Color+ Jsing the !olored highlighters to highlight un6no'n 'ords 'ill help Cassidy retain the

'ords and de initions "etter# Chun6ed up a!tivitiesKthe a!tivities are !hun6ed up into small parts o only a e' minutes at a time to 6eep his attention /nterestK(he passages that he 'ill "e reading are non i!tion and high interest# Cassidy also loves spider so he 'ill enEoy reading a"out tarantulas# 6enerali"ation5 9hen / 'or6 'ith Cassidy in the uture over this s6ill / 'ill "e sure to 'or6 more on the appli!ation o the s6ill# / "elieve / did a good Eo" o tea!hing the lesson and the s6ill "ut not a good Eo" tea!hing ho' to re!ogniLe 'hen to use this s6ill 'hen as6ed to ind the meaning o a 'ord in general !omprehension ;uestions# 7esources and -aterials5 .eading passages: GPaulo de MalI and G(arantulaI 8ighlighters 9or6ing spa!e Pen!ils Guilder to help tra!6 'hen reading#

,ocus Learner8s Information

Identify the t&o learning targets selected for the learning segment. /n this lesson 'e 'ill "e reading a "iographi!al non i!tion passages a"out A"raham Lin!oln# (he learning targets o this lesson are to 'or6 on determining the meaning o un6no'n 'ords using !onte&t !lues and going "a!6 into the story to ind the ans'er to a ;uestion# 1# Conte&t Clue 4# Loo6ing "a!6 in the story or the ans'er Describe the focus learner8s exceptionality (strengths and challenges) and it8s potential impact on instruction for the learning targets# Cassidy2s Challenges: >ased o o my data and o"servations* Cassidy !an read luently at a 4th grade level# 8is "iggest struggles !ome rom !omprehension and a"stra!t thin6ing# Cassidy2s hand 'riting is also a !hallenge or him "e!ause he !annot re+read his o'n 'riting# / a!!ept Cassidy2s !omprehension !hallenges to ma6e this lesson harder "e!ause it 'ill ta6e him longer to ind the ans'ered or hints in the passage# Cassidy2s 0trengths: Cassidy listens to dire!tion very 'ell and pays attention to 'hat the tea!her is saying# 8e has a true !uriosity or edu!ation and is eager to learn# 9hen given optional Ghome'or6I assignments Cassidy has al'ays !ompleted them and done them !orre!tly# 9hen he turns them in there is al'ays a sense o pride on his a!e# 8e !an also read very luently and use phoni!s s6ill to de!ode un6no'n 'ord# 9hen doing repeated reading Cassidy sho's gro'th in his reading speed and a!!ura!y 'ith every read# 9hen re+reading the passage to ind the ans'er / e&pe!t Cassidy to ind the ans'ers aster 'ith ever ;uestion "e!ause he 'ill have already read the passage "e ore# / also e&pe!t Cassidy2s positive out loo6 on edu!ation to help the lesson as 'ell "e!ause Cassidy 'ill "e 'ill to 'or6 hard and o!us on the lesson#

List the goals and benchmar s in each focus learner8s individual education plan relevant to achieving the learning targets# 9hen reading grade appropriate materials* the Cassidy 'ill apply 6no'ledge o 'ord stru!ture and !onte&t !lues to determine the meanings o un amiliar 'ords 'ith C0< a!!ura!y "y the end o the s!hool year# ,or each focus learner, list any special accommodations or modifications in the learning environment, instruction, or assessment required by the I'( and relevant to the learning targets. Cassidy re!eives 1 hour o one+on+one instru!tion every 'ee6 to 'or6 on reading s6ills 'ith Miss .uppert# Cassidy attends reading and math !lass in the resour!e room 'ith M other ourth grade students 5 days a 'ee6# Cassidy is given e&tended time on test and !an ta6e his test in a separate private !lassroom i he ele!ts to do so )Cassidy must tell his tea!her prior to "eginning the test i he 'ould li6e to test in a private room,# Cassidy also re!eives pre erential seating to the ront o the !lassroom# Describe any behavior management plans. Cassidy does not have a "ehavior management plan# 8e listens to dire!tion very 'ell and pays attention to 'hat the tea!her is saying# 8e has a true !uriosity or edu!ation and is eager to learn#

0no&ledge of ,ocus Learner to Inform *eaching of the Lesson !egment

,or each of the categories listed belo& (%a9d), describe &hat you no& about each focus learner as related to the lesson ob4ectives of the learning segment in relation to /3*: of their learning targets. ;hat does each learner no&< Cassidy has e&!ellent reading luen!y# 9here he is struggling is 'hen he tries to apply the in ormation# 8e 'ill "e a"le to read a passage 'ith little to 6no' issue "ut struggles 'hen he is re;uired to go "a!6 in the story and !omprehend 'hat he Eust read or !om"ine prior 6no'ledge to de!ide the meaning o an un6no'n 'ord or ma6e a in eren!e# ;hat can each learner do< (he ta"le "elo' illustrate 'hat Cassidy !an do and to 'hat level#
! ill Fluen!y As o 7+14+14 General Comprehension As o Mar!h Compare and Contrast Level .eading Level P )last level o 7rd, 100< A!!ura!y >eginning 4rd grade )9ith tea!her help, Curriculum .eading A+= 0uper (ea!her 9or6sheets 0uper (ea!her 9or6sheets % ?enn @iagrams 0uper (ea!her 314 .eader

0truggling 4th grade Lo!ating%/denti ying ho' things are ali6e and di erent Last 4 'ee6s o Mar!h A 0ee Atta!hed 9or6 /n eren!e Pretest B + 7rd grade level Post test C%10 A 4th grade level 4+4D+14 A 7+10+14 Conte&t Clues

4th grade: 0tudy /sland Pretest D%10 A 7%44 0tudy /sland Posttest D%10 A 4%10 Cassidy missed di erent ;uestion on the posttest and the pre test# 8e understands ho' to ind the meaning o a 'ord "etter in a senten!e than in a story# Main /deal 7rd grade level 0uper tea!her 100< Passages 'ere read out loud to Cassidy and he identity the main idea 100< 8and 9riting 0ee Atta!hed ?enn @iagram -"servation Attention Cassidy is a"le to o!us and pay -"servation attention )0tay on tas6, 'hen 'or6ing 'ith me one on one or 70 min# 0ometimes there 'ill "e distra!tion rom a tea!her running !opies )'e meet in the 'or6room, "ut he stays o!used on the tas6#

+nd, &hat is s=he learning to do< Conte&t Clues and loo6ing "a!6 in the story or the ans'er# a. (rior learning and experiences, including prerequisite no&ledge and s ills related to the lesson ob4ectives. ;hen relevant to lesson ob4ectives, refer to baseline data

obtained prior to the beginning of the learning segment. Prior to this lesson on !onte&t !lues and loo6ing "a!6 in the story or the ans'erer Cassidy and / have spent a great deal o time 'or6ing on reading luen!y# 9e have 'or6ed on ho' to sound out 'ords using phoni!s and ho' to identi y the main idea o the passage# 9hen Cassidy too6 his pre+test he read the passage luently# (he 'orld that he did not 6no' he sounded out and !ir!led* Eust as he 'as taught# 9hen it !am time to sele!t 'hat the meaning o the un6no'n 'ord meant Cassidy !ould not !orre!tly mat!h the 'ord its synonym despite "eing a"le to read all the 'ord luently# (his sho's that Cassidy2s 'ea6ness is in his vo!a"ulary not his luen!y# b. !ocial and emotional development (e.g., impulse control, ability to interact and express themselves and their feelings in constructive &ays, ability to engage and persist in individual and collaborative learning, social connectedness). ;hen relevant to lesson ob4ectives, refer to baseline data obtained prior to the beginning of the learning segment. Cassidy does not have a "ehavior management plan# 8e listens to dire!tion very 'ell and pays attention to 'hat the tea!her is saying# 8e has a true !uriosity or edu!ation and is eager to learn# c. (ersonal, family, community, and cultural assets (e.g., each focus learner8s interests and strengths, relevant lived experiences, and self>management s ills$ family supports or resources$ cultural expectations$ community supports or resources) Cassidy has a strong amily unit that supports him in his s!hool# 8is mother is the one 'ho !all or Cassidy to "e tested and is very a!tive in his a!ademi! Eourney# Cassidy has 1 younger sister and 4 older "rothers that are out o the home# d. If relevant, any other information about the focus learner that &ill influence your instructional planning (e.g., other needs and strengths in areas such as motor s ills or language=communication). ;hen relevant to lesson ob4ectives, refer to baseline data obtained prior to the learning segment. N%A

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!upporting Learning 7espond to prompts ?a9e belo&. +s needed, refer to the instructional materials you have included to support your explanations. @our explanation should address both learning targets for your focus learner. Ase principles from research and theory to support your explanations, that is, explain &hy your plans &ill support learning for each focus learner and describe ho& they provide challenge that is appropriate for each learner. a. 'xplain ho& the follo&ing guided your choice of the lesson ob4ectives, learning tas s, materials, and supports, including any adaptations, modifications, or accommodations. a) *he focus learner(s)8 prior learning and experiences Prior to this lesson on !onte&t !lues and loo6ing "a!6 in the story or the ans'erer Cassidy and / have spent a great deal o time 'or6ing on reading luen!y# 9e have 'or6ed on ho' to sound out 'ords using phoni!s and ho' to identi y the main idea o the passage# 9hen Cassidy too6 his pre+test he read the passage luently# (he 'orld that he did not 6no' he sounded out and !ir!led* Eust as he 'as taught# 9hen it !am time to sele!t 'hat the meaning o the un6no'n 'ord meant Cassidy !ould not !orre!tly mat!h the 'ord its synonym despite "eing a"le to read all the 'ord luently# (his sho's that Cassidy2s 'ea6ness is in his vo!a"ulary not his luen!y# Cassidy is very shy and ta6es a long time to open up to a person# +) *he focus learner(s)8 interests and personal=family=cultural=community assets Cassidy is very shy and ta6es a long time to open up to a person# 8e is o ten a ollo'er rather than a leader and 'ill only volunteers to ans'erer a ;uestion i he is 100< !ertain he is !orre!t# /) *he focus learner(s)8 individual education goals and benchmar s. If you selected an objective that addresses a support skill not reflected in the individual education plan, justify why it is appropriate for the focus learner(s) at this time. (If academic, you can use a state standard here) Cassidy2s /EP Goal: 9hen reading grade appropriate materials* the Cassidy 'ill apply 6no'ledge o 'ord stru!ture and !onte&t !lues to determine the meanings o un amiliar 'ords 'ith C0< a!!ura!y "y the end o the s!hool year#

b. If there is not at least one learning target lin ed to the general education or early childhood curriculum, 4ustify &hy that is not appropriate for the focus learner(s), given the learning needs. NA c. 'xplain ho& your choices provide your focus learner &ith the appropriate level of support and challenge needed to access and engage &ith the curriculum and instruction. -ne o Cassidy2s /EP goals is: 9hen reading grade appropriate materials* the Cassidy 'ill apply 6no'ledge o 'ord stru!ture and !onte&t !lues to determine the meanings o un amiliar 'ords 'ith C0< a!!ura!y "y the end o the s!hool year#

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d. 'xplain ho& the plans for instruction are sequenced in the learning segment to build connections bet&een each focus learner8s prior learning and experiences and ne& learning. (he t'o !onte&t !lues lesson and the !omprehension lesson all use non i!tion te&t# (his 'ill help !reate !ontinuity "et'een the lessons# (he t'o !onte&t !lues lesson are also ormatted in a similar style# (he routine o the lesson 'ill save time and help the student "uild on prior 6no'ledge# Lastly* 'hen ans'ering the !omprehension ;uestions some o the ;uestion have to do 'ith determining the meaning o a 'ord# (his 'ill !om"ine the !onte&t !lues lesson 'ith the general !omprehension shills# e. 'xplain ho&, throughout the learning segment, you &ill help the focus learner(s) to generali"e, maintain, or self>manage the no&ledge, s ills, and supports, as appropriate. Every time Cassidy reads a passage and !omes a!ross a 'ord that is ne' to him or that he does not 6no' he 'ill repeat the same steps to ind out the !orre!t ans'erer# (he repetition and pattern 'ill help his s6ills and vo!a"ulary gro' and 'ill hope ully trans er to 'henever Cassidy reads something regardless o genre#

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-onitoring Learning 'xplain ho& the assessments and the daily assessment record for each focus learner &ill provide evidence of

+) (rogress to&ard the lesson ob4ectives 1ou 'ill see in the ta"le Cassidy has sho'n no gro'th in his !onte&t !lues s6ills# >ased on this data / 'ill need to reevaluate my tea!hing styles and tea!hing strategy to "etter tea!h this s6ill# /) 6enerali"ation and maintenance, or self>directed use of learned s ills (his 'ill "e assessed 'hen Cassidy ans'ers the !omprehension ;uestions during the !omprehension lesson# -ne o the ;uestions re;uires Cassidy to use !onte&t !lues# C) *he conditions under &hich each focus learner &as or &as not successful / the student does not s!ore :0< or "etter on the post A test and or i he !annot apply the s6ill 'hen ans'ering general !omprehension ;uestions this lesson 'ill "e deemed not a su!!ess# Instruction Commentary Write the Instruction Commentary after watching your video clip by providing your response to each of the prompts below. .. ;hich lesson or lessons are sho&n in the clip(s)< Identify the lesson(s) by lesson plan number. For the !lip / used lesson num"er 1 over !onte&t !lues# ). If applicable, provide any additional information needed to understand the learning environment or interactions seen in each clip. (his !lip 'as ta6en rom ::15+::45 on a Monday morning# (he tea!her and the student are 'or6ing one+on+one* in the tea!her 'or6room# %. (romoting a (ositive Learning 'nvironment 7efer to scenes in the video clip(s) &here you provided a positive learning environment. + :o& did you demonstrate mutual respect for, rapport &ith, and responsiveness to enhance self>determination and support engagement in learning for each focus learner, individually and=or as part of the group<

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9henever Cassidy ans'ered a ;uestion properly / praised him and motivated him to loo6 at the ne&t ;uestion# Praising him "uilt up his sel +esteem and his 'illingness to learn# /n the !lip a tea!her !omes in and 'ants to run !opies* 'hi!h is loud and !ould "e distra!ting to Cassidy# .ather than me de!iding i it 'as o6 or the tea!her to run the !opies / turned to Cassidy and as6ed him# /n the !lip / say to Cassidy Gthis is your time to read Cassidy* 'ill the !opier distra!t youHI Cassidy said no and the tea!her ran her !opies# >y me as6ing Cassidy and involving him in the !onversation it gave him o'nership o his time and his learning# ?. 'ngaging and -otivating the ,ocus Learner(s) 7efer to examples from the clip(s) in your explanations. a. 'xplain ho& your strategies engaged and motivated each focus learner to develop and apply the targeted no&ledge and s ills. Creating a pattern or the lesson to ollo' !reated sta"ility in the lesson# >y Cassidy "eing a"le to predi!t 'hat 'e 'ere going to do ne&t it allo'ed him to mentally prepare himsel or the lesson# /n the lesson / also taught him a s6ill that has a se;uential pattern# /n the !lip / as6 Cassidy G'hat do 'e do ne&tHI# >y !reating that pattern / 'as a"le to as6 Cassidy ;uestions not only a"out the te&t "ut the pattern he must ollo'# (here is also !om ort in having a routine and pattern to leaning# b. Describe ho& your instruction lin ed each focus learner8s prior learning and personal, family, cultural, and=or community assets &ith ne& learning. >e!ause Cassidy pre ers to read non i!tion stories / 'as a"le to use non i!tion passages in this lesson that 'ere interesting to Cassidy# / 'as also a"le to point out 'ords that he !an use in modern day language and told him he !ould no' use the "etter 'ord and impress his amily# 2. Deepening Learning during Instruction 7efer to examples from the clip(s) in your explanations. a. 'xplain ho& you elicited and responded to each focus learner8s performance to promote application of learning. / used su!h prompts as G9hat do you thin6HI* G9hat do 'e do ne&tHI* G@oes that ans'er ma6e senseHI* and G9hy do you thin6 that is the right ans'erHI# b. Describe opportunities provided to each focus learner to apply feedbac to improve performance. 9hen Cassidy ans'er a ;uestion on his o'n !orre!tly / said* GGood Eo"N (hat is !orre!tN No' !an you e&plain to me ho' you got your right ans'ererHI #. !upporting *eaching and Learning 7efer to examples from the clip(s) in your explanations.

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a. ,or each focus learner, explain ho& your materials, supports, and instructional strategies support his=her learning in relation to the lesson ob4ectives and ho& they reflect the learner8s development, age, and needs. Jsing non i!tion stories help 6eep Cassidy interested# Chun6ing the lesson into small "its helped him stay on tas6 during the lesson# Finding synonyms to the un6no'n 'ord and using them in senten!e helped Cassidy ma6e a te&t to real li e !onne!tion# b. ,or each focus learner, describe ho& your instructional materials and instructional and support strategies facilitate the development or application of a self>directed learning strategy. At the end o the se!ond lesson / as6ed Cassidy to tea!h me ho' to use details in the story to determine the meaning o a un6no'n 'ord# B. +naly"ing *eaching 7efer to examples from the clips in your explanations. a. ;hat changes &ould you ma e to your instruction to better support learning of each focus learner< !upport your explanation &ith evidence of your focus learner8s performance and principles from theory and=or research as appropriate. / / !ould ma6e any !hanges* / 'ould pra!ti!e more ho' to apply the s6ills# / "elieve / did a good Eo" o tea!hing the lesson and the s6ill "ut not a good Eo" tea!hing ho' to re!ogniLe 'hen to use this s6ill 'hen as6ed to ind the meaning o a 'ord in general !omprehension ;uestions#

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DataC(Include any charts are anecdotal records you too during the lesson. ;hat &ere the results of your lesson segments< 4th grade: Pretest D%10 A 7%44 Posttest D%10 A 4%10 Cassidy did not sho' gro'th on his post test# Cassidy missed di erent ;uestions on the posttest and the pre test# 8e understands ho' to ind the meaning o a 'ord "etter in a senten!e than in a story# 8e also struggles applying the in ormation and s6ills that he Eust learned# ;hat are the continuing needs of this learner< 1es* Cassidy needs help applying in ormation# 8e !an learn the s6ill and methods to ind an ans'er "ut he does not 6no' 'hat s6ill to apply and 'hen* 'hen ans'ering general !omprehension ;uestions# ;hat feedbac did you give the student< (Derbal, &ritten, etc.) / graded his pre and posttest and gave him a s!ore out o 10# 0in!e Cassidy did not improve 'e then dis!ussed ho' he got ea!h ans'er and tal6ed a"out 'hy the ;uestion 'as right or 'rong# :o& do you no& the student understood the academic language of the lesson< Prior to "eginning the lesson 'e tal6ed a"out the !onte&t !lues and revie'ed vo!a"ulary su!h as: Conte&t Clues* Passage* 8ints and .e!all# +ttach one &or sample of the student to this page.

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