Context for Learning

First Name: Jacob Age: 10 Gender: Male Grade Level: 4th Primary Language: English List any type of augmentative or alternative communication used by learner. ______NA_____________________________________________________________ Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following: Type of setting (e.g., first grade classroom in an elementary school, selfcontained classroom, a home, etc.) 4th Grade classroom, resource room setting, small group Your role in the focused learners instructional program I am currently working with this student one on one on reading comprehension and fluency. The schedule for instructional time with the focus learner for the learning segment focus (e.g. Tuesdays for 15 minutes, Monday, Wednesday and Friday for 20 minutes a day, etc.) Monday, Tuesday, Wednesday, Thursday and Friday 10:15 The primary language of instruction if other than English NA

Describe any district, school or cooperating teacher requirements that might affect your planning or instructional delivery. (e.g., prescribed reading curriculum). They are currently using the McGraw-Hill reading series. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication. I will not be using the students textbook for instruction; instead, I will be using reading passages from ReadingA-Z.com If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners). I will be working in a small group of 2 students. All of which are classified as students with IEPs.

Teacher Performance Assessment (edTPA)

Student Consent Form

Dear Parent/Guardian: As a student teacher in your childs classroom, I will be evaluated using the Teacher Performance Assessment (edTPA), an instrument that is currently being developed for use in Ohio and other states. The primary purpose of this assessment is to develop a valid and reliable assessment that can measure the performance of future teachers and lead to improvement of the programs that prepare them. Although the purpose of the assessment is to evaluate my teaching, the project will include short video recordings of lessons taught to your child, as well as samples of student work. The video recordings will be used solely for purposes of evaluating my instruction and for improving teacher preparation programs. The only people who see them will be teachers at the school and university faculty and supervisors. The recordings will not appear on the Internet or in other public settings. Any samples of student work that I collect for this assessment will not contain the students last name. Sincerely,

Lauren Tindall
(Teacher Candidate Signature)

My Learning Targets 1. Reading Fluency 2. Reading Comprehension

Baseline Student Knowledge Jacob is currently a fourth grade student reading orally at a 2th grade level. His comprehension is at a level of 2.2. He is diagnosed with ADHD and has been placed on the medication Adderall. Jacob is a nice young man and his face lights up when positive reinforcement is used. At times he struggles to focus in the class, but always works hard to get his work done. He is able to more successfully complete multistep tasks when a scaffold is in place or a teacher provides him with guided practice. He needs explicit instruction to work on his skill deficits in a small group setting. Learning segment #1 (15 minutes) Standard CCSS.ELA-Literacy.RL.4.3: By the end of the year, Jacob will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area Objectives: 1. After reading a 2nd grade reading passage, Jacob will increase his score to 24 words in 4 out of 5 attempts starting at the baseline of 16 words correct at a 2nd grade level. 2. After reading a 2nd grade information reading passage, the student will be able to answer 4 out of 5 simple recall comprehension questions about the text correctly. Body of Lesson Show the student the cover of a football book. Ask the student to tell you some things they know about football. Tell the student we will be reading some more information about football. Give the student a 2nd grade reading passage about football. This will come from Readinga-z.com. First, have the student look through the book since the book has pictures in it. Then read the book to him, have him listen along and model good fluency as you read. Set the timer for one minute, and have the student read as far as he can go. Then chart his time on a graph. Have the student read the passage again, bu t dont prompt him to stop after one minute. Have the read through the whole story. After the student has finished the whole reading passage, the student will work on a comprehension sequencing game online. The student will have to fill out what

happened first, second, third and so on to get see that they grasped comprehension from the text.

Learning segment #2 (15 minutes) CCSS.ELA-Literacy.RL.4.3: By the end of the year, Jacob will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area Objectives: 3. After reading a 2nd grade reading passage, Jacob will increase his score to 24 words in 4 out of 5 attempts starting at the baseline of 16 words correct at a 4 th grade level. 4. After reading a 2nd grade information reading passage, the student will be able to answer 4 out of 5 simple recall comprehension questions about the text correctly. Body of Lesson Bring in a football and other football gear that football players wear and show a short video about the game of football. This video can be found on youtube.com Give the student a 2nd grade reading passage about football. First, read the passage aloud to the student. Model good oral fluency as you read. Set the timer for one minute and have the student read as far as he can go in that one minute. Then chart his time on a graph. Have the student read the passage a second time, but he will then read the whole passage. After the passage is read, the student will use the computer to play a comprehension game. Using what he learned from the reading passage, he will have to drag the correct answers in the football field before the time is up. Learning Segment #3 CCSS.ELA-Literacy.RL.4.3: By the end of the year, Jacob will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area Objectives: 7. After reading a 2nd grade reading passage, Jacob will increase his score to 24 words in 4 out of 5 attempts starting at the baseline of 16 words correct at a 4 th grade level.

8. After reading a 2nd grade information reading passage, the student will be able to answer 4 out of 5 simple recall comprehension questions about the text correctly. Body of Lesson Give the student the book, Football Fugitive. The students will do a word wall of words that he knows and words that he doesnt know about football. Next give the student a 2nd grade reading passage about football. First, read the book to the student and model good oral fluency as you read. Set the timer for one minute, and have the student read as far as he can go. Then chart his time on a graph. Then have the student read the passage a second time, but have him read the whole passage. The student will then use the iPad to play a comprehension game. Using what he learned from the passage, he will have to drag the correct answers onto the football field before the time is up. Communication Demands The student needs to be familiar with football vocabulary words such as civic, dynasty, festivities, interception, merge, root, spectacle, trounced, and underdog. No augmentative devices are being used for this student. Assessments: The reading graph will show the students rate of reading by the end of the third lesson. You will also record the score on the comprehension game he is playing on the iPad. Instructional Strategies Multisensory- I will be bringing in real objects, videos and pictures of football games. Chunked up activities- the activities are chunked up into small parts of only a few minutes at a time to keep his attention Interest- The subject is one that interests the student. Generalization: If I were able to work with this child in the future, I would continue to work on fluency drills but with different types of reading materials, such as books he would want to read on his own time. I would also continue to work on comprehension skills with different activities. Resources and Materials: Graph paper for fluency graphs Video about football Football gear Football comprehension book and worksheet Book, Football Fugitive

Focus Learners Information

Identify the two learning targets selected for the learning segment. 1. Reading Fluency 2. Reading Comprehension Describe the focus learners exceptionality (strengths and challenges) and its potential impact on instruction for the learning targets. Jacob is currently a fourth grade student reading orally at a 2th grade level. His comprehension is at a level of 2.2. He is diagnosed with ADHD and has been placed on the medication Adderall. Jacob is a nice young man and his face lights up when positive reinforcement is used. At times he struggles to focus in the class, but always works hard to get his work done. He is able to more successfully complete multistep tasks when a scaffold is in place or a teacher provides him with guided practice. He needs explicit instruction to work on his skill deficits in a small group setting. List the goals and benchmarks in each focus learners individual education plan relevant to achieving the learning targets. CCSS.ELA-Literacy.RL.4.3: By the end of the year, Jacob will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area For each focus learner, list any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning targets. Jacob benefits from preferential seating and chunking activities due to focus. Describe any behavior management plans. Jacob often has trouble staying on task. We will battle this by using small bits of instruction on a subject of high interest to him and have preferential seating.

Knowledge of Focus Learner to Inform Teaching of the Lesson Segment For each of the categories listed below (3ad), describe what you know about each focus learner as related to the lesson objectives of the learning segment in relation to BOTH of their learning targets. What does each learner know? Jacob is currently a fourth grade student who knows how to read orally at a 2nd grade level. His can comprehend text at an early 2nd grade level. What can each learner do? He can read at a rate of 71 words per minute when given a 2nd grade text. He is able to answer 7 out of 14 simple recall comprehension questions about the text. And, what is s/he learning to do? He is learning to increase his reading fluency and comprehension accuracy. a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives. When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. Jacob loves to learn about football. He is often talking to the other students about the subject, and looking for books that show pictures of football. He has sufficient background knowledge to complete the lesson without any introduction of concepts of vocabulary. b. Social and emotional development (e.g., impulse control, ability to interact and express themselves and their feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness). When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. He is diagnosed with ADHD and often has trouble staying on task during an assignment for more than a few minutes at a time. He is easily distracted and often has to be verbally prompted to stay on task. Jacob also has preferential seating due to his not staying on task. c. Personal, family, community, and cultural assets (e.g., each focus learners interests and strengths, relevant lived experiences, and selfmanagement skills; family supports or resources; cultural expectations; community supports or resources) Jacob has a strong family support. Jacobs parents feel that the IEP helps, but are concerned about the services that are being provided and want to make sure that Jacob is supported so he may be successful. He is a big helper at home and seems to remember things at more than his other siblings. He has taken on more ownership on his learning this year. d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in

areas such as motor skills or language/communication). When relevant to lesson objectives, refer to baseline data obtained prior to the learning segment. NA

Supporting Learning
Respond to prompts 4ae below. As needed, refer to the instructional materials you have included to support your explanations. Your explanation should address both learning targets for your focus learner. Use principles from research and theory to support your explanations, that is, explain why your plans will support learning for each focus learner and describe how they provide challenge that is appropriate for each learner. a. Explain how the following guided your choice of the lesson objectives, learning tasks, materials, and supports, including any adaptations, modifications, or accommodations. o The focus learner(s) prior learning and experiences Jacob has an intense interest in football. His intense interest helps him stay on task better during activities about football and sports. He has gone to many of the high school football games that his siblings play in and he wants to play when he is older. o The focus learner(s) interests and personal/family/cultural/community assets John has an intense interest in football. He plays football with his siblings and neighbors at home. He also will be playing football this summer in a flag football league. o The focus learner(s) individual education goals and benchmarks. 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) CCSS.ELA-Literacy.RL.4.3: By the end of the year, Jacob will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area b. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner(s), given the learning needs. NA c. Explain how your choices provide your focus learner with the appropriate level of support and challenge needed to access and engage with the curriculum and instruction.

He is currently reading independently at a second grade level, and that is where we are starting the reading passages. Any higher reading level and he would be at a level of frustration. d. Explain how the plans for instruction are sequenced in the learning segment to build connections between each focus learners prior learning and experiences and new learning. Each lesson segment begins by doing an activity that reminds him of this prior learning and background knowledge. He is also given the chance to discuss what he already knows about this topic. e. Explain how, throughout the learning segment, you will help the focus learner(s) to generalize, maintain, or self-manage the knowledge, skills, and supports, as appropriate. Each time he read the fluency passage, he is reading will become faster and more fluent, that will transfer over to other passages he may read. The comprehension will also help him with having to find the main ideas of the topic.

Monitoring Learning
Explain how the assessments and the daily assessment record for each focus learner will provide evidence of Progress toward the lesson objectives From the graph, you will be able to see if he has reached his fluency goal. You also can look at the record on the iPad game to see if he has reached his comprehension goal. Generalization and maintenance, or self-directed use of learned skills I will see if he can generalize what he has learned by checking his reading in other types of texts, such as fiction or magazines. The conditions under which each focus learner was or was not successful If the student does not reach 24 words per minute on the first trial and does not get 4 out of 5 comprehension questions correct, he is not successful in the task.

Instruction Commentary
Write the Instruction Commentary after watching your video clip by providing your response to each of the prompts below. 1. Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson plan number. For the clip I used lesson number 1. 2. If applicable, provide any additional information needed to understand the learning environment or interactions seen in each clip. This was taken in the morning at 10:15 during his small group intervention time. . 3. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provided a positive learning environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to enhance self-determination and support engagement in learning for each focus learner, individually and/or as part of the group? By talking with Jacob, and asking him questions about topics he liked, which was football, I developed rapport with the student. I was able to support and enhance self-determination skills by showing him how much he had improved each time he filled out the fluency graph. 4. Engaging and Motivating the Focus Learner(s) Refer to examples from the clip(s) in your explanations. a. Explain how your strategies engaged and motivated each focus learner to develop and apply the targeted knowledge and skills. Chunking up my instruction helped keep Jacob on task. Since each activity only lasted a few minutes, he did not get easily bored. Every time he filled out his fluency and comprehension graph, he was determined to beat his last score, which made him more motivated and engaged. b. Describe how your instruction linked each focus learners prior learning and personal, family, cultural, and/or community assets with new learning. Because Jacob showed such and interest in football, and had already researched and studied the topic at home with his family, he was easily able to link it to the new learning we were doing in the classroom. 5. Deepening Learning during Instruction Refer to examples from the clip(s) in your explanations. a. Explain how you elicited and responded to each focus learners performance to promote application of learning.

I used prompts as Lets see if you can beat your old score! and when he was doing the comprehension questions, You did an awesome job at answering that question, lets see if we can do the same on the rest and beat the game. You can do it! b. Describe opportunities provided to each focus learner to apply feedback to improve performance. Jacob you are doing an awesome job reading, keep going, you can do it! You got 25 words per minute that time, you passed your goal! 6. Supporting Teaching and Learning Refer to examples from the clip(s) in your explanations. a. For each focus learner, explain how your materials, supports, and instructional strategies support his/her learning in relation to the lesson objectives and how they reflect the learners development, age, and needs. The graph I used allowed the students to visually see how he was doing and see his improvement and I let him mark his own chart. Chunking the learning into small bits helped him stay on task during the lesson. Using visuals, videos, models and other objects allowed him to have some hands-on time with the materials, which is extremely important for students with ADHD. For each focus learner, describe how your instructional materials and instructional and support strategies facilitate the development or application of a self-directed learning strategy. As he kept reading the passages and answering the questions on the game, he became really motivated and wanted to beat the game and his score. He also stated that this was a fun way to learn rather than from a textbook. 7. Analyzing Teaching Refer to examples from the clips in your explanations. a. What changes would you make to your instruction to better support learning of each focus learner? Support your explanation with evidence of your focus learners performance and principles from theory and/or research as appropriate. If I could make any changes, I would add more comprehension examples before we jumped into the game. I feel I did not scaffold enough for Jacob to thoroughly understand what we were trying to do with the comprehension game.

Data(Include any charts are anecdotal records you took during the lesson. What were the results of your lesson segments? By the third lesson segment, on the third fluency drill, Jacob was reading at a WPM of 35, which reaches his goal. However, we had an average of only 3 out of 5 on the comprehension questions, which fell short of his goal of 4 out of 5. What are the continuing needs of this learner? This learner would benefit from continued fluency and comprehension drills on a fourth grade level with reading passages that interest him. He also needs further instruction in comprehension strategies. What feedback did you give the student? (Verbal, written, etc.) I shared the students scores on the comprehension game, and also helped him understand his WPM on the fluency graph. How do you know the student understood the academic language of the lesson? We talked about the topic at the beginning of each lesson segment to make sure Jacob understood the words that related to trains that were used in the reading passages.