Whole Component C

Day 1
Component C:
2/1/16
EC student: ( Diversity in the United States)
What does this work tell me about the student?

He really struggles with keeping up with the group. He is not able to
comprehend at the same rate as his classmates. HE also has trouble
spelling out what he wants to say.
What could I have said differently that would have helped this student?
I could have highlighted information before hand in the text that would
have directed him to the right choice.
What could I change about tomorrows lesson that will make a

difference to this student?
For tomorrow I will make sure that information is highlighted
throughout our group work so he can follow along.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
o Trouble reading
o Trouble with spelling
o Trouble comprehending what he is reading at his classmates
pace
I am going to make sure that he is in groups that will help guide him to
the right information. That way he does not have to reread the entire
text when trying to find an answer.
What can my clinical educator tell me about this student?
Component C:
Student B: 2/1/16 (ELA group work)

This work shows me that student b does not have a problem
completing work in a group. She gets the assignment fnished correctly
and on time. She unlocks every question and uses text evidence which
shows me she follows directions and understands how to find answers
in a nonfiction text.
I could have gone over more on why we use graphs before letting them
work in groups. This type of modeling would have helped them on a
few questions.

For tomorrows lesson I will go over a few questions with the class
before letting them work in groups. This way the students have a
model to go by.
She wants to answer the question before really thinking about it. I can
help by
telling everyone to think for five seconds first before answering.
Day 2
Component C:
2/1/16 (ELA the amazing 1800s)
EC student:

o This shows me that he struggles with writing what he wants to
put down on his paper. It also shows me that he is struggling with
these EOG like practice tests.
o Even though I helped him find information in the text I should
have had him tell me what he wants written down so that I could
write it for him.

o I could modify his questions to where he does not have to answer
the ones where he has to write down the answer. I think that
this part of the test frustrates him so I need to make sure he
does not have to many in one sitting.
o Trouble reading
o Trouble with spelling
o Trouble comprehending what he is reading at his classmates
pace
I am going to make sure that he verbally tells me what he wants in his
answers if he has a question that requires him to write down the
answer.
Component C:
Student B: 2/2/16 (ELA group work)

o This work shows me that student B benefited greatly from the
extra modeling. She was able to complete all of her work
without any problems. However one thing that she did not do in
this passage was unlock every question like she did the day
before.
o Remind the students that we need to be unlocking the questions
because this will help us figure out exactly what the question is
asking.

o Remind the students that we need to be unlocking the questions
because this will help us figure out exactly what the question is
asking.
o From this work it does not show any learning barriers that I
should be concerned about. It shows me that she is
understanding how to read a nonfiction text.
Day 3
Component C:
2/2/16 (Mid- chapter checkpoint)
EC student:

This work was read aloud to the student. He was able use his notes
and look at the anchor charts around the room. Overall he did very
well, which tells me he is able to look back in his notes and understand
the material. He also does better when he has his questions read
aloud to him. Unfortunately this accommodation is only available for
math during tests.
I could have highlighted key words in order for him to understand
where to look within the book. I also could have wrote page numbers
by each question showing where the notes were located.

For tomorrow I will make sure that information is read aloud and I refer
to any anchor charts previously made or on the walls. This way the
student has a visual to refer back to throughout the lesson. If I did not
do this I could have visuals already within his math book for him to
look at.
Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his learning to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.
Component C:
Student B: (ELA test) 2/3/16

This work tells me that the student does fine when she finds the
answers within the passage. However when it comes to terms that she
may not know the meaning for she struggles. She only missed two
both having to do with terms that she previously did not know the
meanings for.
For question 7 I could have gone over what some of the terms meant.
At the fourth grade level the only way that they would know the
meanings for some of these words would have been from outside
sources other than school.

Tomorrow we will be working with compare and contrasting but still
there are vocab terms throughout the text that I can pause to check for
understanding. This way the students broaden their vocabulary
knowledge while learning the concept of the lesson.
From this work it shows that her vocabulary background is low. In
order to improve this I will pause throughout readings to have students
comprehend what that word means.
Day 4
Component C:
2/4/16 (Homework)
EC student:

What I can tell form this work is that the student does very well when
lightly assisted. He was able to look at an example to get an idea
about what he is suppose to be doing. He got a 100 on this homework
with the help of his parents as well.
Overall he seemed to understand the lesson very well from the looks of
this work. What I could have done however was send home fraction
strips or circles so that he could have a visual

For tomorrow I will make sure that information is read aloud and I refer
to any anchor charts previously made or on the walls. This way the
student has a visual to refer back to throughout the lesson. We will be
working again on what we learned today so they will be in partners a
lot of the time which means I need to make sure I pair him with
someone that will challenge him but not give away the answer or make
it too hard for him. I can tell that he works well with a little assistance.
Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his progress to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.
Component C:
Student B: (Math Homework) 2/3/16

This work tells me that the student does very well when she is able to
use assistance. Now I am unaware on if her parents helped her or not
on this but I am assuming she would ask them questions if she had
them. If she did not need assistance then this work would tell me that
she understood the material.
What I could have done is had them write out the simple multiplication
facts below their answer just to work on their facts. This way they are
working on not only the task at hand but they are visualizing their
background knowledge.

We will be working again on what we learned today so they will be in
partners a lot of the time which means I should put her with someone
that may not understand the material as well. This way she is able to
learn more by teaching as well as helping her classmates.
From this work it shows she does well when assisted, if she was
assisted by her parents on the homework. I need to keep her on this
track so that she is able to succeed as we move on.
Day 5
Component C:
2/5/16 (spelling test, 11s fact quiz)
EC student:

What this work tells me is that this student does not have a hard time
remembering and memorizing facts or spelling words. The only reason
that he received a 99 on his facts quiz seems to be because he made a
silly mistake and forgot to put another 4 when asking what 11x4
equals. From previous work I know for a fact if the words on his
spelling test were anywhere else but the test he would not be able to
reproduce them or understand what that word means. He lacks
comprehension skills when he is asked to do a task by himself.
To challenge the student a little more I could verybally said the word
and had a few sentences with the word within the sentence. The
student would then have to highlight that word in the context of the
text.

I will highlight any spelling word that is in the text we are going over.
This way the student can see what this word looks like in context.
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems.

He does not do well when he is rushed so when he can take his time he
tends to do better. This explains why he answers the 11s fact quiz
correctly for the most part but is not able to finish it within 5 minutes
that is why we make accomidations to his grading. Instead of counting
off for everyone he didnt do we just stop at the last one he did and
only mark off any of the ones that he got wrong.
Component C:
Student B: (spelling test and 11s fact quiz) 2/5/16

This work tells me that the student understands the spelling words for
the most part. However when it comes to the bonus words (16-20).
She is unable to use her phonetic skills to figure out the words she has
not memorized. For example she spelled generous as jenerous and
circumstances as sircomstances. She is off by only one or a few
letters in each word. Her facts quiz tells me that she understands her
11s facts because she is able to finish 100 facts within 5 minutes. She
also finished early which tells me she did not struggle at all through
this.
For the spelling list there is not much that I could have done for her
today but what I could have done the day before is played a game of
sparkle just so that she would have the idea in her head on how to
spell these words.

For the next spelling list I will point out an of our spelling words within
any text we use. This way she has a visual on what the words look like
in the context of the story or information we are reading.
The one major thing that I noticed was her mistake of substituting
letters that have the same phoneme. A way that I can help her with
this like stated in the last question is to make sure she sees more
visuals of that word throughout each lesson. This can extend on from
not only ELA but math, social studies and science.
Day 6
Component C:
2/8/16 (ELA compare and contrast test)
EC student:

What this work tells me is that this student does not do well with
passages where he has to read the material to himself. I tried to give
this student a modified version where he had less questions, which
meant more time on each question since I noticed he does not do well
when he is rushed but it did not seem to work. This work showed me
that he did not comprehend any of the information. This is very
alarming because I know he is smarter than what this grade would be.
I tried to reiterate to slow down and take your time. I told him that if
there were any words that he did not understand that he could ask me
but he did not ask me any questions throughout the test. I even gave
him a small checklist at his desk where he could check off what he is
suppose to do for each passage and question section.

For tomorrow I will make sure that I am reading (or he is in a group that
will read to him) and I will see if this makes a difference in his
comprehension skills.
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems. For the next
test I am going to have my CE take him to the back of the room and
have him read aloud to himself.

One of his accommodations for the EOG is that he his aloud to read the
material aloud to himself. I think part of his problem is that he cannot
retain the information in his head the same time he is trying to read
silently in his head.
Component C:
Student B: (ELA compare and contrast test) 2/8/16

This work tells me that student B did not go back in the text to find the
answers. It looks like she rushed through the test because some of the
mistakes could have been prevented if she went back and reread the
information.
Before the test I could have reviewed the signal words a little bit more
and reiterated that they need to take their time and not just circle the
first answer that they come to.

For tomorrow we will be moving on to primary and secondary sources
so I will make sure that the students understand any key words that
are important when understanding these types of nonfiction sources.
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. This grade that she received does
not reflect the type of student that she is. She normally does not
receive these types of grades. One factor that could have been apart
of it was that the super bowl was last night and she may have stayed
up and been tired from that. Before the test began however I got them
up and moving around to get their brains and bodies working.
Day 7
Component C:
2/9/16 (ELA classwork and exit ticket)
EC student:

What this work tells me is that this student does well when he is
guided and is in a group where they are reading aloud together. I also
had him tell me what his answer was for his exit ticket instead of
writing it down. This told me that he understood what I wanted him to
for the lesson.
What I should of done is read the story aloud as a class instead of in
their groups. Then I could have had them do the questions in their
groups. This would of given him a better understanding of what he
was reading

For tomorrow we will be going through a primary source and then
taking an EOG like test. What I will have done is make sure that he
reads the questions out loud.
along as long if I am reading aloud to him or if he has classmates read
aloud but otherwise he is not able to keep up with the class. If he is in
a group or partner work he is with a strong reader that can help him
through the problems.

Component C:
Student B: (ELA classwork and exit ticket) 2/9/16

This work tells me that student B did follows along well and is able to
comprehend the material. The exit ticket told me that she understood
how to decide if a source is a primary source.
What I should of done is read the story aloud as a class instead of in
their groups. Then I could have had them do the questions in their
groups. This would of given her a better understanding of what she
was reading.

For tomorrow we will going thorugh a primary source and taking an eog
like test so I will make sure ot tell the student to slow down and read
the material and questions very carefully.
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.
Day 8
Component C:
2/10/16 (ELA EOG prep test)
EC student:

The EOG prep test is the first document that I am analyzing. I realized
that this student was really struggling in ELA and according to the
questions he was not comprehending the text. Before we read aloud
some passages to help him but on the EOG he will not have this
accomidation however he can read it aloud himself. So what I had him
do was go with my CE and read aloud the test to her while he was
taking the test. Now this did take a lot longer than normal. As the
data shows he only has 2 questions done throughout that time. Even
though it is taking him longer the questions he has answered are both
correct. So as of right now it shows me that the reading aloud benefits
him greatly.
One thing that I did not see him do is unravel his passage. We have
been doing this all year and I think it would of helped him if I reminded
him to do so before I gave him the test.

For tomorrow I am going to make sure he has an unravel tip sheet at
his desk so he remembers to go back through and do that. I think this
will help him a lot with finding answers and comprehending the
material.
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material..

Component C:
Student B: (ELA EOG test prep) 2/10/16

This work tells me that student B struggled with inferring the material.
The two questions that she got wrong on her test were two questions
that were not straight from the text.
Before the test I could have reminded the students that not every
answer will come straight from the text. They are going to have to use
the reading skills that we have learned to find some of the answers.

Tomorrow we are moving on to sequencing which should be a review
but I will make sure to reiterate that we need to dig deeper than just
the surface level answers. Or surface level thinking. In order to
comprehend the material we have to slow down and dig deeper than
just what is coming straight from the text.
Day 9
Component C:
2/11/16
EC student: (exit ticket)

The student leaves early during math so I had to give this to him when
he got back. This work showed me that he understood how to find the
improper fraction but then the second step confused him. He
misunderstood how to figure out how many times 3 goes into 48.
What I could of done was tell him that we need to see how many times
the 3 goes into the 4 first. Since this number is our number in the tens
place. Then move on to the 8 which is in the ones place.

Tomorrow I can do a quick review on our simple steps on how to do
division with a division box. This will only take a few minutes but I
think it will benefit my EC student and anyone who may have
forgotten.

He can understand material when the steps are drawn out. This is why
he was able to get from step one to step two. The reason why he did
not get to step 3 is because it was not laid out in class. We quickly
reviewed but did not write down the steps for exactly how to use our
division box because this was background knowledge for most
students. She said to review really quick tomorrow on how to do this to
make sure each student understands.
Component C:
Student B: 2/11/16 (Exit ticket)

This work tells me that she understood the exact concept of the lesson
today. She had each step clearly written down and modeled.
I could have had a more difficult problem after this one to see how
much students understood past the basic level. I could of challenged
her by making another question a little more difficult to where she
would need more steps or have a word problem instead of just stating
what 24x 2/3?

Tomorrow for the exit ticket and lesson I will make sure that there are
questions in there that challenge the students that understand the
material fairly easy. This way I can see how much I can push the
students, or what students still need review on the basic questions.
The only barrier that this work showed me is that I put up a learning
barrier for her. She was limited on her ability to show me just how
much she understands. If I would have given her a harder problem I
could have pushed her to work harder and think deeper, not just think
on the surface level.

My clinical educator agreed with my idea of pushing the students a
little bit harder. This way I can see exactly how much they can do and
where to go back and review for future lessons. I need to find
problems that are not completely out of their proximity but just enough
where with a little help they could understand.
Day 10
Component C:
2/12/16
EC student: (fractions of a whole ws)

This work I modified so that the student would have a referral to look
back on. However he still did not get one question right out of the
three I gave him. What he got confused on were the steps on
multiplying fractions.
He did find how many did not have the green jackets but he was
suppose to be looking for how many did have green jackets. I could
have told him to make sure he is finding the write part of the question.

For Monday I will make sure that the student is slowing down and
following directions correctly. I think that if he would have been
assisted with this problem he would have been able to get the correct
response.
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material. The reading trouble that he
has I think is what prevented him from writing down the correct
answer.

One of his accommodations for the EOG is that he is aloud to have his
math read aloud to him. So what we talked about doing is reading
aloud his questions when he does not get them correct. I think part of
his problem is that he cannot retain the information in his head the
same time he is trying to read silently in his head.
Component C:
Student B: (ELA EOG test prep) 2/12/16

This work tells me that student B struggled with inferring the material.
The two questions that she got wrong on her test were two questions
that were not straight from the text.
Before the test I could have reminded the students that not every
answer will come straight from the text. They are going to have to use
the reading skills that we have learned to find some of the answers.

Tomorrow we are moving on to sequencing which should be a review
but I will make sure to reiterate that we need to dig deeper than just
the surface level answers. Or surface level thinking. In order to
comprehend the material we have to slow down and dig deeper than
just what is coming straight from the text.

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Day 1

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

What does this work tell me about the student?

What could I change about tomorrows lesson that will make a

What can my clinical educator tell me about this student?

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