Evidence of Student Learning

Bryan OKeeffe
Towson University
SPED 428

School and Classroom Description

Perry Hall Middle School is located in the Northeast sector of Baltimore County. The
school has 1 Principal and 3 Assistant Principals, one for each grade. There are 1800 students at
this school; of the 1800 students 153 of those students are in Special Education. The Functional
and Learning Supports class (FALS) currently contains 17 students and two class rooms. Mrs.
Messiers class has eight students; six boys and two girls. Of those eight students five students
have an Intellectual Disability, two students have Autism and one student has multiple
disabilities, Intellectual Disability and a hearing impairment. One boy who has an Intellectual
Disability is an English Language Learner his native language is Ukrainian.
Common Core State Standards

CCSS.ELA-LITERACY.RL.2.1-Ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2-Identify the main topic of a multiparagraph text as

well as the focus of specific paragraphs within the text.

CCSS.ELA-LITERACY.RI.2.4-Determine the meaning of words and phrases in a

text relevant to a grade 2 topic or subject area.

CCSS.ELA-LITERACY.RI.2.5-Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to

locate key facts or information in a text efficiently.

CCSS.ELA-LITERACY.RI.2.6-Identify the main purpose of a text, including

what the author wants to answer, explain, or describe.

CCSS.ELA-LITERACY.RH.6-8.4-Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific to domains related to
history/social studies.

Maryland College and Career Readiness Standards

CCSS.ELA-LITERACY.CCRA.R.10-Read and comprehend complex literary and

informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.R.1-Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence

when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.4-Interpret words and phrases as they are used
in a text, including determining technical, connotative, and figurative meanings,

and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5-Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions of the text (e.g., a section,

chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.L.4-Determine or clarify the meaning of
unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized

reference materials, as appropriate.

CCSS.ELA-LITERACY.CCRA.L.6-Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an unknown
term important to comprehension or expression.

Student Learning Objectives

Students will be able to:

Read from a non-fiction text in order to learn about the Western Region of the United
States

In order to demonstrate successful comprehension of the chapter, students will answer

wh questions about the chapter

Students will reread the text in order to assist in answering wh questions
Match a definition to a vocabulary word from the chapter
Reread the text in order to fill in the blank on sentences about the text
Demonstrate mastery of the information from the Regions Unit on an end of unit
summative assessment

How students will demonstrate knowledge

Students will demonstrate their knowledge through three assignments. The first
assignment students will demonstrate their knowledge on requires students to match a definition
to a list of vocabulary words obtained from the chapter. The vocabulary words are discovered
during reading of the chapter when students have difficulty pronouncing a word or do not know
the meaning of a word. We will aim to find ten vocabulary words in the chapter, as that has been
the previous amount used in the chapters read prior to this unit plan. Students are asked during
the reading of the chapter if they know the definition of words they are having difficulty with. If
students do not know what a definition is then the teacher will tell them the definition. After
students have read the chapter and match definitions with the list of vocabulary words, the next
assignment I will use to demonstrate student knowledge requires students to fill in the blank on
sentences that relate to the Western Region chapter. I will have students reread the chapter and
then answer fill in the blank questions. The last assignment given to students will require
students to answer wh questions pertaining to the Western Region chapter. In order to answer
the questions students will reread the chapter as necessary.
Pre-Assessment/Post-assessment
In order to assess my students prior knowledge I will use a pre-assessment. The preassessment will consist of 6 multiple-choice questions. The multiple choice questions will ask

about different states, attractions and vocabulary words from the chapter. After having my
students take this assessment I will know what topics I need to focus more attention on. I will
also use this assessment as the post-assessment in order to determine what students learned. The
questions on the pre-assessment are as follows:
1. Which of these states are in the West?
a. California
b. Oklahoma
c. Maryland
d. Michigan
2. Which attraction is in the West?
a. Niagara Falls
b. Daytona Speedway
c. The Alamo
d. Yellowstone National Park
3. What is the capital of Oregon?
a. Seattle
b. Salem
c. Sacramento
d. Carson City
4. What does suspension mean?
a. To let go
b. To throw
c. To hold up
d. To run
5. What is a gondola?
a. Airplane
b. Ski lift
c. Train
d. Subway
6. What is a geyser?
a. A hot spring that shoots hot water in the air
b. A bath
c. A car
d. A spaceship
Formative Assessments
During the unit plan I will administer three different formative assessments. While
instructing my students I will rely heavily on observation. The observations during my lesson
will give myself instant feedback on which students need more assistance than others. I am able

to then tailor and tweak my instruction to make sure the students who are learning easier are able
to work independently while helping the students who are struggling learn the material.
In addition to using observations during instruction I will also use cold-calling questions.
While students read and then reread the chapter I will ask them questions to ensure
comprehension and grasp of the new material.
Depending upon these assessments being used during instruction and the information I
am able to gather during instruction will give me the information I need to determine if the text is
too difficult to read for some of the students than others. If the text is too hard I have the ability
to use a simplified version of the text with picture supports.
At the end of each lesson I will use a formative assessment in order to gather data about
how much on the chapter students have comprehended and learned. The first formative
assessment is a vocabulary definition-matching sheet. During the chapter ten vocabulary words
will be found. These words will be chosen because students are having a tough time pronouncing
the words or if the students do not know what the word means. The words will be highlighted
throughout the chapter and a list will be created for students. As words are found students are
asked if they know what the words mean, if not the teacher will tell them what the definition is.
Students are required to match the list of ten vocabulary words with a list of their definitions
randomly listed. Students are required to draw a line from the word to the definition. This
assessment is designed to collect data on how well students have learned new vocabulary and
their definitions.
The second formative assessment has students filling in the blank on a worksheet.
Students will read a sentence with a blank and will be required to use the chapter to determine
what word belongs in the blank. Students will use context clues in order to find the word that

belongs in the blank. Students who are struggling will have the ability to use a word bank; if
students are struggling even further students will have the option to use a word bank with picture
supports. This assessment will allow me to gather data on my students reading comprehension
skills and their ability to use context clues to find answers.
The last formative assessment will have students answering multiple-choice questions
about the chapter. This assessment will also allow me to gather data on my students reading
comprehension. Students who are struggling will have the assessment chunked into two sets of
five questions.
All of the data from the formative assessments given will be collected and will be
assessed in order to determine if re-teaching needs to occur or if a new lesson will be taught the
next day. From the data gathered from the formative assessments I will know which students
need the next assignments differentiated to fit their learning needs.

Instruction
Lesson 1 Chapter 6 The West Region Vocab match lesson
DESCRIPTION
Students will read Chapter 6 The West Region in the Unique Learning System curriculum.
Students will match definitions to vocabulary words from the chapter.

PREREQUISITES
Students will need to know how to:
-read fluently on a second or third grade level
-answer guided questions during a reading
-use context clues to determine the meaning of unknown words
ESTIMATED TIME
45 minutes
PURPOSE: * GRADES: CONTENT AREAS:
2-3 English/Language Arts
COMMON CORE:
College and Career Readiness: Anchor Standards
Reading
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently.
English Language Arts
Reading: Foundational Skills

Phonics and Word Recognition CCSS.ELA-Literacy.RF.2.3 (grade 2): Know and

apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3 (grade 3): Know and apply grade-level phonics and word analysis
skills in decoding words.
Fluency
CCSS.ELA-Literacy.RF.2.4 (grade 2): Read with
sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.3.4 (grade 3): Read with sufficient accuracy and fluency to support
comprehension.
Reading: Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.RI.2.1 (grade 2): Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.3.1 (grade 3): Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.2.2 (grade 2): Identify the main topic of a multi-paragraph text as well as
the focus of specific paragraphs within the text. CCSS.ELA-Literacy.RI.3.2 (grade 3): Determine
the main idea of a text; recount the key details and explain how they support the main idea.
Craft and Structure
CCSS.ELA-Literacy.RI.2.4 (grade 2): Determine
the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.3.4 (grade 3): Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. CCSS.ELA-

Literacy.RI.2.6 (grade 2): Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Student learning Objectives
Students will read a chapter on The West Region of the United States Students will match
definitions to vocabulary words
VARIABILITY
Class description: There are 8 students in this class, seven boys and one girl. Four students have
an intellectual disability, one student with intellectual disability and hearing impairment; one
student is a selective mute with Autism and another student with Autism. All students in this
class have an IEP, student ability ranges from reading and writing on a third grade level to a first
grade level. The students who have lower reading and writing abilities require extra supports
when reading and writing in class.
Assessments

FORMATIVE ASSESSMENTS
During the lesson I will be using observation as my main form of assessment. Since this is a new
chapter there will be some challenges faced by some of the students; the text or parts of the text
for some of the students maybe to difficult for students to read. Students may have to be place in
the other FALS class if the text is too difficult where a picture supports version of the chapter is
read.

Since this is the start of a new chapter I will be using a pre-assessment. I want to know what the
students already know about the Western Region. The pre-assessment will also be used as a post
assessment at the end of the chapter to see what students have learned about the Western Region.
The other formative assessment used at the end of the lesson will be the vocabulary definition
match. The vocabulary will be a list of ten words that students have had difficulty pronouncing
or do not know the meaning of. In previous chapters ten vocabulary words has been the
precedent for the number chosen.
Instructional Methods
OPENING
Today we are going to be starting a new chapter. This chapter will be on the West Region of the
United States. By the end of the lesson today you will have read a chapter of the Western Region
of the United States and will be able to match the definitions of the vocabulary words we find
during reading this chapter. Just like the other chapters we will aim for ten vocabulary words
from this chapter. Before we start reading this chapter I want to know what the class knows about
this region. I will pass out this pre-assessment when you receive the assessment you may begin.
When you have finished, put your pencil. It is okay if you don't know every answer, I do not
expect everyone to know every answer.
DURING
Now that we have finished the pre-assessment for this chapter I am going to pass out chapter 6.
We will each take turns reading a page. As we read any words that are hard to pronounce or the
class does not know the meaning of will become our vocabulary words for this unit. Students
will then highlight the vocabulary words in the chapter in order to refer back to them as needed.
Can I have a volunteer to read the cover and the first page of our chapter?

Students will take turns in a round robin shared reading of the chapter.
During the reading I will ask questions about the states and attractions that the students will read
about. In order to show students what they are reading about I will also pull up pictures of the
states and attractions that the text mentions.
The questions will be as followed:
Does anyone know what the name of the TV/movie capital of the world is, located in California?
Does anyone know the name of the famous geyser in Yellowstone National Park?
What is the name of the football team located in Colorado that just recently won the super bowl?
Does anyone know the name of a famous/large city in Oregon?
Has anyone been to the zoo in Baltimore or Washington D.C.? If so, imagine how big those zoos
are, and then imagine the San Diego Zoo being twice the size of the zoo in Washington D.C.
Now that we have read the chapter, found, discussed and highlighted our vocabulary words we
are going to do a definitions match. I am going to pass out this worksheet to everyone. We will
do the first vocabulary word together and then you will do the rest on your own. Once everyone
is finished we will review the answers together as a class.
When students are finished I will collect all worksheets and use a digital version of the
worksheet on the Promethean board. Students will be chosen randomly to come up to the board
and draw the correct definition to the vocabulary word. If students have the incorrect answer
other classmates will be allowed to assist in finding the correct answer.
CLOSING
Before we get ready to switch the specials I would like to review what we have accomplished
today in reading class. Can I have a volunteer name one of the states we read about today? Can I
have a volunteer name one of the attractions we read about today and the state the attraction is

located in? Can I have a final volunteer tell me a name of one of the states that as a class we did
not read about? Tonight for homework I will send home a worksheet where you will be required
to use the vocabulary words in a well-written sentence. Can someone name the rules we have
when we are writing sentences? Pack up your chapters in your reading folders and line up for
specials.
MATERIALS AND SUPPLIES
Chapter 6 The West Region text
Chapter 6 The West Region Vocabulary Match Worksheet
Analysis/Reflection
This lesson was slightly different from what I had been teaching up to until this point.
Starting this chapter was the first time I was fully in charge of all of the instruction and planning
for the class. There are normally eight students in the class. However due to illness, absence or
being in an inclusion class at the time of instruction I only had four students to teach. I was able
to give more attention to my students during the first day of instruction. This was the last chapter
of six chapters in the Unique Learning System Curriculum unit on the regions of the United
States. The format of this lesson was very similar to what my mentor teacher used at the
beginning of each new chapter. The students all enjoyed reading the chapter despite having
trouble with some of the words. These words became our vocabulary.
I felt that reading the chapter went relatively well. All students were participating, when I
would ask questions during the ready students were willing to participate and volunteer an
answer. If students were struggling during the reading they received help from other staff
members in the classroom; one student needed such help. Out of the four students who
completed the matching worksheet one student achieved a 100%, two students did not get any

matching correct and anther student did not complete the sheet but out of the four he completed
he got two correct. Two of the students who performed low on the worksheet have the capability
of achieving a 100% with no assistance. I believe these students rushed through their work in
order to get the worksheet done. Due to the low performance of my students, I decided to give
the same worksheet for homework to the three students who did not receive at least an 80%. The
next day three students had a 100% and the other student had a 70%. After seeing the students
were able to perform better when given the worksheet for homework I felt better about my
instruction.
Lesson 2 Chapter 6 The West Region Fill in the blank
DESCRIPTION
Students will re-read the Unique Learning System Curriculum chapter on the Western Region of
the United States and then answer fill in the blank sentences.
PREREQUISITES
Students will already know how to:
-read fluently on a second or third grade level
-answer guided questions during a reading
-use context clues to determine the meaning of unknown words in a sentence -go back and use
the chapter to help find answers
ESTIMATED TIME
45 minutes
GRADES: CONTENT AREAS: COMMON CORE:
2-3
English/Language Arts

College and Career Readiness: Anchor Standards

Reading
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and
phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts
independently and proficiently.
English Language Arts
Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.3.1 (grade 3): Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.2.7 (grade 2): Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its characters, setting, or plot.
STUDENT LEARNING OBJECTIVES
Students will re-read a chapter on The West Region of the United States Students will answer fill
in the blank sentences
Students will use context clues in order to solve fill in the blank
VARIABILITY

Class description: There are 8 students in this class, seven boys and one girl. Four students have
an intellectual disability, one student with intellectual disability and hearing impairment, one
student is a selective mute with Autism and another student with Autism. All students in this
class have an IEP, student ability ranges from reading and writing on a third grade level to a first
grade level. The students who have lower reading and writing abilities require extra supports
when reading and writing in class.
Assessments
FORMATIVE ASSESSMENTS
During the lesson I will be using observation as my main form of assessment. This will be the
second time the chapter is read and there still could be several challenges faced by some of the
students; the text or parts of the text for some of the students maybe to difficult for students to
read. Students may have to be place in the other FALS class if the text is too difficult where a
picture supports version of the chapter is read.
The other assessment that will be used is a maze style fill in the blank worksheet with sentences.
The sentences do not have a word bank to use from and are able to use the chapter to help find
the answers.

Instructional Methods
OPENING
Today we will be re-reading chapter 6. After we read the chapter we will be filling out a fill in
the blank worksheet. Does anyone remember what states we read about yesterday? Can I have a

volunteer tell me what attractions we read about yesterday? I am going to pass back out the
chapter.
DURING
Now we are going to take turns reading the chapter like we did yesterday. I will stop and ask
questions during the reading to make sure everyone is paying attention and understands what we
are reading. Can I have a volunteer read the first page please?
During the reading I will ask a series of questions to make sure during the re-read that students
understand what is being read. The questions are as followed:
-What is the name of the first national park in the United States?
-Which regions are next to the Western Region?
-What two states are apart of the West but are not connect to the United States? -Does anyone
know the name of the country that is below the Western Region?
Students will then participate in a shared reading where they will each take turns reading at least
one page of the chapter. Students who need extra support reading and pronouncing words will
receive help from the teacher and support staff in the classroom.
Now that we have read the chapter I am going to pass out a worksheet to the class. The
worksheet is very simple, read the sentence and then fill in the blank with the correct word. You
may use the chapter to help you find the answer. Let's do that first one together and then you can
do the rest on your own. If you are having trouble finding the answers ask for help from a
teacher.
Can I have a volunteer read the first sentence for the class?
Once students have finished answering the questions on their own we will review the answers of
the worksheet as a class.

A flipchart will be used to have students write their answers on a Promethean board. Students
will be chosen randomly to come up to the board and draw the correct definition to the
vocabulary word. If students have the incorrect answer other classmates will be allowed to assist
in finding the correct answer.
CLOSING
Now that we have gone over the worksheet, let's talk once more about the chapter that we read.
What is combed for on Cannon Beach? What contest is held every year on Cannon Beach? What
comes out of a geyser? Which states does Yellowstone National Park lie in? What kind of bridge
is the Golden Gate Bridge?
Tomorrow we will be working on answering questions about the chapter.
It is time to pack up your reading folders. Once you have packed up your folder line up for
special.
MATERIALS AND SUPPLIES
Chapter 6 The West Region text
Chapter 6 The West Region Fill in the blank worksheet
Analysis/Reflection
For this lesson I only had four students who were at school for this lesson as well.
However for this lesson I had the only girl in my class replace one of the boys who has an
intellectual disability. As far as ability level the students are roughly the same and did not cause
any difference in my instruction. Students had an easier time reading the chapter through a
second time. I did have to stop less and help out students who struggled to read. Students knew
the vocabulary words definitions quicker, as well as every student volunteered for the guided
reading questions. During independent practice students also needed less help from myself and

the other staff members. This possibly had to do with the simplicity of the worksheet and the
sheet only requiring students to find one word for each question/sentence.
After grading sheets and reflection on the lesson I am confident in saying that three
students were able to achieve a 100% on the fill in the blank assignment and one student got a
60% on the assignment. I would say that based on this data that students were able to
successfully achieve learning objectives and the standards selected for this lesson. The student
who got a 60% was able to achieve a 100% when a teacher pulled him one on one to re-correct
the answers that he got incorrect. This student may receive support on the next assignment if they
show early signs of struggling.
Lesson 3 Chapter 6 Comprehension questions
DESCRIPTION
Students will re-read chapter 6 from the Unique Learning System Curriculum on the Western
Region of the United States and then answer multiple choice comprehension questions on the
chapter.

PREREQUISITES
Students will already know how to:
-read fluently on a second or third grade level
-answer guided questions during a reading
-use context clues to determine the meaning of multiple choice questions -go back and use the
chapter to help find answers
ESTIMATED TIME
45 minutes

PURPOSE: * GRADES: CONTENT AREAS:

2-3 English/Language Arts
COMMON CORE:
College and Career Readiness: Anchor Standards
Reading
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently.
English Language Arts
Reading: Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.RI.2.1 (grade 2): Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.3.1 (grade 3): Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
Craft and Structure
CCSS.ELA-Literacy.RI.2.4 (grade 2): Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.

CCSS.ELA-Literacy.RI.3.4 (grade 3): Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.7 (grade 3): Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur).
STUDENT LEARNING OBJECTIVES
Students will re-read a chapter on The West Region of the United States
Students will be able to demonstrate comprehension by answering multiple choice questions
VARIABILITY
Class description: There are 8 students in this class, seven boys and one girl. Four students have
an intellectual disability, one student with intellectual disability and hearing impairment, one
student is a selective mute with Autism and another student with Autism. All students in this
class have an IEP, student ability ranges from reading and writing on a third grade level to a first
grade level. The students who have lower reading and writing abilities require extra supports
when reading and writing in class.
FORMATIVE ASSESSMENTS
During the lesson I will be using observation as an assessment. This will be the third time the
chapter is read and there still could be several challenges faced by some of the students; the text
or parts of the text for some of the students maybe to difficult for students to read. This will let
me know if at the start of the next unit if students will need to be switched to the other FALS
class or if a more adapted version of our next text is needed.

The main form of assessment will be a worksheet of ten multiple-choice questions about the
chapter. Students will demonstrate understanding of the chapter through this assessment. This
assessment will give me data if my instruction needs any further changes due to students' needs.
Instructional Methods
OPENING
Today we are going to read our chapter again. After we read our chapter we will answer some
questions on the chapter. We will answer the questions so I can see that the class has understood
what we have read.
DURING
Just like we have been doing over the past week each student will take turns reading an entire
page from the chapter. Some students may get to read more than one page and that will be okay. I
am going to pass out the chapter to everyone to read. Can I please have a volunteer start reading
the first page of the chapter please?
Since this is the third time that we have read the chapter the questions I will be asking will focus
on the vocabulary in the chapter. The questions I will ask during the chapter will be as follows:
-What is the difference between an exhibit and habitat in nature? In a zoo? -What does it mean to
comb for something? Does it mean to comb your hair? -What is another meaning for botanical?
-What does a gondola do? Where are the usually located?
-What does the word suspension mean? Can someone name a bridge that is a suspension bridge?
-Can someone tell me what a geyser is and what it does?
-What does it mean to use the word plunge?
-What is the name of the huge mountain range in the West?

-When we says something has washed up on shore do we mean it is clean? What do we really
mean?
If students are struggling to answer the questions I will use other broader questions to help steer
the student to the answer without giving the answer away.
Now that we have read the chapter I will pass out a packet. This packet has ten multiple choice
questions about the chapter that we have read. We will answer the first question together and
then everyone will complete the rest of the questions on their own. You may use the chapter to
help you answer the questions if needed.
You may use the chapter to help you find the answer. Let's do that first one together and then you
can do the rest on your own. If you are having trouble finding the answers ask for help from a
teacher. Can I have volunteer read the first question for me please?
CLOSING
Now that we have read the chapter again can I have a volunteer tell me the names of all of the
states we read about? Can I have another volunteer tell me of all of the attractions that we read
about?
Tomorrow we will be reviewing chapter 6 as well as the other chapters we have previously read
about. The review will have some multiple-choice questions, some fill in the blank and we will
review all of the regions, states and attractions that as a class we have read about. We will be
preparing in order to take a test in two days. The review will be very similar to the test. Take
home your packet today and read your story to your parents and have them sign the packet and
bring the packet back to school. Pack up your reading folders and then line up for special.
MATERIALS AND SUPPLIES
Chapter 6 The West Region text

10 multiple choice comprehension questions worksheet

Analysis/reflection
This was the third time reading the chapter and reading the chapter went better than even
the second time around. I was teaching five students for this lesson, which was the most I taught
during this unit so far. Students were absent still for various reasons. Students did not need any
assistance reading any of the vocabulary words or other words in the chapter. This has to do with
the repeated readings of the chapter making reading the same text easier every time the text is reread. The guided reading questions were simple review and all the students who volunteered got
the questions correct.
The scores for this lesson are as follows: 1 at 100%, 1 at 90% and 3 at 80%. Based upon
this data this lesson was successful and students met all learning objectives and all common core
standards. If I were able to do this lesson differently I would give students the option to have the
worksheet chunked into five questions each. This may possibly help the students who received
an 80% achieve a 100% next time.
Analysis and Instructional Decision-Making
Before I analyzed any of my data I knew that I needed to make some changes in my
instruction. There were two students that had trouble reading the chapter and then answering
questions on several of the worksheets. I was able to obtain this data form the observations that I
made during the instruction of all of my lessons. The first lesson gave me the most data because
one student in particular struggled with some of the vocabulary and other words in the chapter.
When the student attempted to complete the vocabulary match worksheet, he did not get any of
the matches correct. I had two other students not perform as well on that assessment as well. I
gave the assessment to students again as homework for another opportunity to show they learned

during instruction. Two of the students who scored a zero on the vocabulary match worksheet
normally would perform with at least an 80% on the assessment. The other student would
normally score between 40 and 60% without assistance from a staff member. For the second
lesson the majority of students were able to score a 100% on the worksheet and therefore
demonstrated successful achievement of the learning objectives and Common Core Standards.
The one student who received a 60% has a tendency to be more successful academically when he
is not medicated, however he can tend to have behavior issues when he is not medicated. All of
the students were able to successfully achieve all student learning objectives and Common Core
Standards. All of the students received at least an 80% on the assessment. The difference in
growth between the pre and post assessment was 50%. The initial scores on the pre-assessment
was a 2 and 3 out 6 versus the post-assessment which students scored 5 or 6 out of 6. This proved
that my students were able to successfully achieve all learning objectives and Common Core
Standards.

1.2

0.8

Student Scores

0.6

Student Scores2
Student Scores3
Student Scores4

0.4

Student Scores5
0.2

The students who performed poorly are a mixture of students who normally perform at a
higher level or continuously struggle in class. The first intervention I decided to implement was
simply giving the assignment over again as homework for the first lesson for vocabulary match.
After re-assigning the assessment students were able to achieve passing scores. The other
assessments I made sure the students had necessary support and accommodations in order to
successfully complete the assessment. With the extra support the struggling students were able to
achieve a passing score.
Reflection and Self-Evaluation
The reading group that I am responsible for is considered the high-performing group of
the two FALS classes. Even within this group there is a diverse group of learners. There are

normally 4 higher-performing learners that do not need much support to achieve well on
assignments. There is one student who has focusing issues but can be a higher performing
student when he is redirected and focus. He was sick for all of these lessons and did not
participate at all due to not being in school. There are two other students who recently have not
been performing to their best abilities and have struggled in this group. Those students normally
need the most attention and assistance during a lesson. When instructing the students I did have
to spend a significant amount of time helping these students whether it was during the reading of
the chapter or with assistance to completing an assessment. I did not plan for this when I was
planning my lessons. Due to the amount of time spent helping these students I sometimes was
not able to thoroughly review the assessments with students, as I would have liked to. I also had
to rush through some of the readings due to the lower performing students struggling with the
readings and taking up valuable lesson time. By the last lesson I did set aside enough time and
had the two students with support in the classroom. The first lesson I did not give these students
the necessary supports and they performed poorly on the assessments. However with the 2
consecutive lessons those students had supports and they were able to score marginally higher on
the assessments given.
After completing this activity I learned that I have to work on my time management
skills. Compared to what skills I had when I started student teaching compared to now my skills
are a lot better. However I still need to improve upon them in order to make sure I can cover
everything with the time allotted for classes. The other change that I need to make is being aware
of when to appropriately stop an activity to ask questions rather than stopping in the middle and
asking a bunch of questions. Collaborating with other staff members for future lessons will
greatly help me change the way I deliver instruction and maintain a timely fashion. I can ask

other staff what techniques or queues that they use in order to maintain control over how much
time has passed in my lessons. I can also observe their instruction to determine appropriate
stopping points for when to question students during a lesson.
After reflecting on the past three lessons I was able to determine two professional
learning goals. The first is based off CEC Standard 1, learner development and individual
learning differences. This mainly has to do with individual learning differences. This goal then
merges with CEC Standard 5, instructional planning and strategies. When planning all of my
lessons I need to take into account within the group of learners that I have the many differences
within my group; regardless of whether the group as a whole is high or low performers. I need to
plan for these differences and allot time for these differences and other strategies to help my
students learn to their best abilities.
Student Work Examples