Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages) Day 1: Lesson 1 is an introduction to basic shapes.

It began with a class discussion over the circle, triangle, square, and rectangle. To get an idea of their prior nowledge, I showed the students the shapes to see how man! of them the! could identif!. "e tal ed about real world ob#ects that the! could connect with the shapes. $ocabular! was introduced. (attributes, vertices, sides) The students loo ed at the shapes, and when prompted, discussed attributes with their partner. (Thin %pair, share) The boo &ouse 'hapes, b! (llen 'toll "alsh was read, and questions were as ed to chec for understanding and to encourage deeper level thin ing s ills. )fter reading, the students watched a video about *+ shapes. (,arr!-s .indergarten 'hapes) The students practiced composing the shapes b! tracing them. The lesson went well and the students were engaged. The! en#o!ed the song and were able to get up and move around. Focus Student A did well and sta!ed focused on the stor!. ,e did need prompting to tal with his partner, and to answer questions during the class discussion. ,e struggles with motor s ills and was given additional assistance in tracing his shapes. Focus Student B participated in the discussion with his partner, and as a class. ,e is incredibl! social and has no issues in this area. ,e was able to draw his shapes without tracing. The lesson went well and the students were engaged through out. Day : The lesson began with a quic review over the shapes and attributes that were introduced !esterda!. )fter instructing the students over the various shape labs, the students were given the opportunit! to practice the s ills the! have learned in the previous lesson. Lab 1 consisted of a shape tracing sheet, Lab * was a game called shape /)0. The games gives students needed practice in matching the shape names with the shapes, and identif!ing the number of sides and vertices. In Lab 1 students were given various shapes in which the! were to construct an animal and list the number of each shaped used. In Lab 4 the students used pattern bloc s and templates to compose pictures. In lab 2 the students created shapes using shape mats and pla! dough. The lesson emphasi3ed the shapes that were introduced in the previous lesson and gave the students opportunities to practice with the shapes in an engaging wa!. Focus student A was placed in a mi4ed abilit! group. ,e was frequentl! redirected to sta! focused. ,is shapes were highlighted which ma es it easier for him to follow the lines. Focus student B needed no assistance. ,e was used as a peer tutor for focus student A. ,e en#o!s being given the opportunit! to assist other students. I wanted to the students to wor in all labs5 therefore the students were given appro4imatel! 16 minutes in each lab. 7ather than moving the labs, the students moved from table to table. It helped that we were able to combine math time and &T'' bloc . This gave more time for review and shape labs. The lesson concluded with the students completing a shape matching wor sheet that will be used as a formative assessment. The lesson was fun and the students en#o!ed it, however I didn-t ta e into account that students would get done in labs at different times. This created a problem because while some students were still wor ing, others were waiting to change labs. 8e4t time I will set a timer and move students when time is up. This will still allow me to collect data from the students. Day 3: The lesson began with a quic review over previous learned shapes. The students named the shapes and their attributes when the shapes were held up. The! were then given a color the shape wor sheet to complete. This gives me an idea of how well the! remember the shapes that have been introduced. )fter finishing the shape sheet, I wor ed with the students to create a T%chart

.ansas 0erformance Teaching 0ortfolio for the shapes that we have learned. The chart included the name of the shape on one side, and its attributes on the other. "e will continue to add to the chart as more shapes are introduced. There were a few students in m! subgroup that had to be prompted to participate in the activit!. )fter finishing the T%chart, the students pla!ed a game on the smart board. (ver!one en#o!ed the game and I feel it was a fun wa! to give the students continued e4posure to the shapes that have been introduced. 9or the last 12 minutes of the lesson, the students were given pla! dough and mats and were given time to compose shapes. Focus student A was having a difficult time sta!ing focused as the T%chart was being done. ) paraprofessional sat between him and another student to eep them on trac . ,e did en#o! the game that was pla!ed on the smart board although getting the shapes to move with his finger was problematic. ,e did much better when he was given a pointer to use. Focus student B did well on the wor sheet. ,e en#o!ed the smart board game and ma ing pla! dough shapes. The students are doing reall! well recogni3ing the shapes we have covered, and remembering the vocabular! that was introduced. The! are able to name the number of sides as well as the number of vertices of a given shape Day !: Toda!s lesson involved a quic review of *%dimensional shapes, and an introduction to 1%+ shapes. :rown 7abbit 'hape :oo b! )lan :a er was read to the students. The students watched a video about 1%+ shapes on www. now,watch,learn.com (4ample of 1%+ shapes are shown to the students and the! are given time to come up with their own e4amples with their partner through thin %pair%share. The lesson concludes with the students writing in their math #ournal. ;) cone loo s li e<<<.., ) sphere loo s li e<<<<<.= The! will use their writing strategies (lines, pictures, sounds, word wall etc.) in completing their #ournal. Focus student A required frequent prompting to #oin in the class discussion. ,e did not want to tal with his partner during thin %pair%share and had to have constant direction. ) 0ara was present to assist. +uring #ournal writing he dictated to a 0ara what he wanted to sa! and then it was written with a highlighter so that he could trace the words. ,e was able to draw his picture, although he had to e4plain his picture. Focus student B needed no assistance during the lesson. Day ": Toda!s lesson began with a recap of the previous da!-s lesson. 'tudents watched ,arr!-s 1+ .indergarten 'hapes. (song> video) "e added the 1%+ shapes (sphere, and c!linder ) to our T%chart and discussed the vertices, and faces of the shapes. 'tudents were shown real world ob#ects. The class recited the three%dimensional poem using ;I sa!, !ou sa!.= ) retell over :rown 7abbits 'hape :oo was done and the shapes in the boo were discussed. The students were given the opportunit! to hold and loo at the newl! introduced shapes. 9or this lesson, focus student A, the onl! assistance needed was encouragement and prompting to participate. Focus student B needed no differentiation. Day #: ) review is done over the previousl! learned shapes of sphere and c!linder. "ith the teacher leading, the class recited the 1% + poem using ;I sa!, !ou sa!.= ) pre%assessment discussion is done through observation and discussion to gauge the student-s prior nowledge about the cone that will be added toda!. The new 1%+ shape is added to the T%chart. 7eal world ob#ects are shown for the cone. The students practice naming all shapes that have been learned thus far, as well as attributes. (ach student is given a toilet paper roll. (shape of c!linder) ?sing the paper roll, the wing template, and pipe cleaners for antennae, the students create a c!linder butterfl!. The! decorate the wings before attaching them, and are given tissue paper to cover the c!linder. This is a ver! creative group of students and the! have fun with this activit!. Focus student A is given assistance in cutting out the wings for his butterfl!. There was no modification for focus student B. The lesson went ver! well. Day $: 7eview over previousl! introduced shapes. The class recites the 1%+ shape poem using ;I sa!, !ou sa!.= The students wor in shape labs for this math lesson. Lab instructions are given before students move to labs. In lab 1 the students complete a match the 0age * .ansas 'tate +epartment of (ducation Template%@an*611

.ansas 0erformance Teaching 0ortfolio shape wor sheet. This will be used as a formative assessment. In lab * the students will trace the shapes, and then draw them on their own. The! will write down the number of faces and vertices. Lab 1 % 'hape /)0. This is a game in which students will practice ma ing connections with the names of the shape to the shape itself, as well as its attributes. In lab 4 the students will create shapes using pla! dough. Lab A% the students will create pictures with pattern bloc s. In lab B the students will pla! concentration using 1%+ shape cards. The students are allowed to choose what lab the go to, however, there can be no more than 4 people in a lab at an! given time. "or ing in, and choosing their own labs, allows students the opportunit! to self%differentiate. )s the students wor in labs, I wal around to ensure the! are wor ing together and completing the labs as instructed. Day %: 7eview over previousl! learned shapes. The rectangular prism is added and the attributes are discussed. 7eal world ob#ects are shown. 'tudents tal to their partner about other real world ob#ects the! have seen and are given opportunities to share with the class. ) matching sheet is done in which the students will cut out the shape name and match them to the appropriate shape. The students pla! a game on the smart board where the! match shapes to real world ob#ects. This is an engaging activit! because the students en#o! wor ing with the smart board. The lesson is completed as the students write in their math #ournals. ;) rectangular prism loo s li e<<<<<..= The students who finish their #ournals pla! a game of ;'hape /ap= as the! wait for the other students to finish. Focus student A was given assistance with remembering the writing strategies and completing his math #ournal. The following da! the students are given the same assessment that was used at the beginning of the lesson as a post unit summative assessment. This will show what the students have learned during the course of the unit, and will provide me with data of what, if an! concepts need retaught. Table 3. .1 Narrative Reflection of &ideo Recorded and 'bserved (essons 1 ) *nstructional Strategies +uestions Cverall, how did the instructional strategies for the lesson positivel! impact learning for all studentsD ,ow do !ou now students met or did not meet the ob#ective(s)D Justify response with specific examples/evidence from the video. (esson 1 )ll of the students activel! participated and were engaged in the lesson with the strategies that were used. The video shows that the students were engaged and participating in all discussions and activities. Cverall the students did well in meeting the ob#ectives for the lesson and as shown in the video were able to Identif! shapes and their attributes and provide real world connections to the shapes and ob#ects in their environment. (limited to * pages) (esson I feel that the instructional strategies for this lesson positivel! impacted learning for all students. )fter instruction, the students were placed in groups and wor ed together in labs. +uring the video the! were all engaged and activel! participating. This t!pe of instruction allows for students to naturall! self%differentiate. In the video, the students can clearl! be seen tal ing with one another, and wor ing together on completing activities. The students wor will be used to anal!3e their abilities thus far.

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In what wa!s was the use of instructional strategies to address the diverse cognitive, emotional and social needs of all students successfulD Provide specific examples.

+escribe how students were meaningfull! engaged in active inquir! and higher level thin ing.

,ow were instructional strategies effective in providing equitable learning opportunities for all studentsD Provide specific examples.

"as integration within and across content fields successfulD Provide specific examples. ,lassroo- (earning .nviron-ent +uestions

.ansas 0erformance Teaching 0ortfolio The instructional strategies were successful 'tudents were encouraged to participate in class in addressing the diverse cognitive, discussion as well as ;thin %pair%share= activities emotional, and social needs of all students. with partners. This is a great wa! to encourage )ll students were encouraged to participate social interaction in the classroom. in whole class discussions, as well as thin % There were man! hands on activities such as pair%share activities. These activities composing shapes with pla! dough, building with involved wor ing in groups and encouraged bloc s, ma ing pictures with pattern bloc s, and social interaction amongst peers. The creating animals with various shapes. The lesson wor ed well for learners with a strategies used cater to students with different variet! of different learning st!les learning st!les. In the lesson students were instructed to The students wor ed in labs for this lesson. The thin about shapes in their environment and labs were constructed with various learners in were encouraged to ma e connections with mind. 'tudents constructed pictures using pattern real world ob#ects and situations. The bloc s, created shape animals, traced shapes, students were given opportunities to and identified shapes through coloring. )fter the e4plore shapes in the classroom with their students created shape animals, the! e4plained hands. what shapes the! used, and how man! of each. The instructional strategies were designed The labs were first e4plained in detail to the to meet the needs of all students. There students. (ach lab was demonstrated so that the were man! opportunities for students to students new e4actl! what the! would be doing. wor with partners and in groups. This The! were then given an opportunit! to as encourages social s ills that can enhance questions. The students wor ed in mi4ed abilit! communication amongst peers. "hen groups and communication was frequentl! needed, more in depth instruction was encouraged. 'tudent ) was placed in a group with given and reluctant students were prompted three other children, and a paraprofessional. to participate in discussions. 7eading was integrated successfull! within Literac! was integrated into lesson *. The this unit and lesson. 7eading students wrote and drew pictures in their math comprehension strategies included #ournals. The! also participated in whole group assisting students with ma ing meaningful discussion b! ta ing turns, listening to others, and connections, question and answer sessions as ing and answering questions. after read aloud, stor! retelling, and the activation of bac ground nowledge. (esson 1 0age 4 (esson

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+escribe how a variet! of verbal and nonverbal communication techniques were used to foster active inquir!, collaboration, and supportive interaction in the classroom. Provide specific examples.

,ow conducive was the overall classroom learning environment in supporting positive social interaction, equitable engagement, and self% motivationD Provide specific examples.

.ansas 0erformance Teaching 0ortfolio $erbal cues including prompts such as, ;I $erbal cues includedE ;0lease place !our hands love the wa! 'tudent ) and his partner are on !our head when !ou are finished.= This allows wor ing together to thin about shapes in me to see who is still wor ing. their environment.= Cr ;I reall! li e the wa! )s the students are wor ing in labs, I sit with each students :-s group is focusing on what I am group and discuss what the! are wor ing on, what teaching.= )nother nonverbal cue would be shapes the! are using, and what other shapes ;Thumbs up if !ou agree.= would wor . 8onverbal cues that were used includeE "hen it is time for the students to move to a new "hen I become silent, the students loo at lab, the song ;Flean up, Flean up= is sung. This me and also become quiet. I also clap in tells the students it is time to clean up the lab the! patterns and the students follow m! lead. are in, and gets them read! to transition. This gets them to quiet down, and prepares them for transition. The tables are situated in the classroom in The tables are situated in the classroom in such a such a wa! that all students are facing the wa! that all students are facing the front of the front of the class. There are four students at class. There are four students at each table and each table and this allows for ;team this allows for ;team activities= when directed. The activities= when directed. The groups are students in the subgroup are split up into various set up with students of mi4ed abilities. The groups. This ensures mi4ed abilit! grouping. lowest level student (both in the class, and The groups earn tic ets for loo ing at the spea er, subgroup) is in a group with the highest being respectful of each other, and sta!ing level student (both in class, and in focused. subgroup). The table groups can earn tic ets when the! are seated and focused. The tic ets can then be used to purchase items out of the treasure bo4.

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