Task 4 Amberjordan

PPAT TASK 4: Implementing and Analyzing Instruction to Promote Student Learning Amber Jordan ECED 461: PIN/Kindergarten/Davis
Task 4 Implementing and Analyzing Instruction to Promote Student Learning

Contextual Information
-4.0: Contextual Information
a) Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. My classroom is a well maintained classroom full of exciting five and six year olds. My environment in the classroom is spaced out so that each student feels comfortable. I provide an environment that is safe, clean, and comforting for the students. I am in a kindergarten classroom. I teach all subject areas such as English Language Arts, Mathematics, Science, Social Studies, and Fine Arts. All content that is taught is either from Common Core Standards or South Carolina Standards. I strive to cover all content areas and standards. When my clinical experience started I had twenty four students. Over the past month, I have lost two students so we are down to twenty two students and one is homebound. In the classroom, I only have twenty one students. I have two students now in speech and one of those two has been diagnosed with some special needs of autism. b) Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom.
In the classroom, we have no physical needs with any of the students. Social and behavioral factors do impact instruction in the classroom. My students are very social and love to talk to each other as well as the teachers. Throughout the day we usually have issues with some students not getting along with each other. They have issues with someone looking at
them, aggravating each other, and sharing. Common behavioral problems with have in the classroom is not paying attention, not following directions, talking, making noises, and hitting or touching others. There is a developmental factor that impacts instruction each day. The child that has been diagnosed with some special needs of autism performs on a three year old level. The actions and the way the student talks is that of a three year old. The student constantly needs assistance. Another barrier in the classroom that impacts teaching and learning is the language barrier. There is a large number of students who do not speak English as their first language and have trouble understanding exactly what we are saying. I also have some students who struggle with the basics of knowing their letters so this impacts instruction because I have to make sure I meet their needs and help them understand how to write them and recognize them.
c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom.
The socioeconomic status in the community impacts the teaching and learning in the classroom. The poverty level is 30% below poverty. In the community, the average median household income between 2008 and 2012 was $27,694. Most of my students do not have a lot at home. Through my time of working with the students, I have learned that they have not been exposed to a lot in their five to six years. Most of their first experiences with education has been in kindergarten in our classroom because of the lack of money in their homes.
Step 1: Planning
-4.1.1: Goals and Student Background
Guiding Prompts a) Explain how the selected content standards and learning goal(s) are appropriate for the lesson and your students learning needs. The selected content standards and learning goals are appropriate for the lesson and the students needs because they involve students in asking answering questions and engage in group reading activities with purpose and understanding. Through these standards and learning goals, students are using prior knowledge and new knowledge to understand books and sight words. The standards and learning goals are beneficial in the students development and preparing them for future grades. Students are learning new sight words that will be used in the future years of their lives. Students also read for meaning and understand what is happening in the book. b) How did your students prior knowledge and background information influence your planning process? Prior knowledge and background information influenced the planning process by allowing me to assess sight words and other words that the students know and do not know. Prior knowledge is assessed each week to influence and prepare for the upcoming weeks. Based on the students prior knowledge of sight words, reading fluency, and the ability to write, spell, and say the sight words, I can choose different Developmental Reading Assessment (DRA) leveled books for each group depending on their levels for the next week. Based on their knowledge, sight words are chosen to focus on in the guided reading lessons. Prior knowledge and background information influences future instruction and lessons in guided reading groups as well as in other subjects.
-4.1.2: Instructional Strategies Guiding Prompts a) What research-based instructional strategies do you plan to use with students to engage them in the following? content area language Reading for meaning will be used during our lesson. Reading for meaning will be used with our books. The books are predictable books and students can use them to help read fluently and to be able to understand the book. critical thinking Critical thinking will be addressed by asking higher order thinking questions throughout the book. This instructional strategy is through using direct instruction and questioning. Students will be asked questions beginning with, what, where, when, how, why, or what if. The questioning will draw students into the lesson and participate to determine prior learning experiences and to provide practice. inquiry Reflective discussion will be used as an instructional strategy for inquiry. Students will be able to think and talk about what they have observed, heard, read, reflect upon, summarize, and form conclusions. This may be a simple book talk or conferencing with the teacher. reading integrated within the content area Think, Pair, and Share is an interactive instruction approach that will be used to address reading integrated within the content area. This is discussing and sharing among participants in our small groups. This will allow students to think about the book and use their own knowledge
to integrate social studies, math, and science into discussing the book. They may share a story or something interesting that they may know that relates to what we have read in the book. b) How will each of these instructional strategies enhance your teaching skills and improve your students learning? Each of these instructional strategies will engage students in the lesson and to allow students to learn. During the lesson I will use the strategies to incorporate Vygotskys Theory of scaffolding. By using scaffolding, I can scaffold the students to the next level of learning, meet them where they are (level of learning), and providing challenging, yet supportive learning opportunities. -4.1.3: Lesson Activities Guiding Prompts a) Describe one activity that is the main focus of the lesson plan. Explain how that activity is designed to anticipate and address student learning needs. One activity that is the main focus of the lesson plan is writing the sight words. Usually students write on white boards to practice writing sight words. In this lesson, we wrote on paper so that I would have student work examples. This activity is very important in the lesson because it allows students to spell, say, and write the sight words they need to know for the future. Some days students only write the words once and other days students practice writing the words several times. While students are writing, they are practicing learning how to spell it, say it, and write it. By writing words on the white boards or paper allows student learning needs to be addressed by giving them a fun way to learn words. Students love writing on the white boards and that excites them. They also like to receive awards such as compliments,
candy, and getting their clips pulled up. The students know if they do a very good job or first grade work they will be rewarded if the teacher feels they have earned it. This boost their confidence levels and allows students to be able to learn, feel comfortable, and excited about learning. b) Describe how you will monitor student learning during the course of the lesson. During the lesson, students learning will be monitored by observing when they are reading. While they are reading, I will be looking to see if they have their eyes on their books, reading out loud, and listening to what they are reading. I will also be monitoring to make sure students are using pointers, if they are allowed to use them. If students are past the level C, they should not be pointing. If students are below that level they are allowed to use them. These students should point to each word as we say them. Students will also be monitored while actually writing the words. I will look to see if students are writing their letters the correct way and in the correct order for the word. When using magnetic letters, students will be evaluated by whether or not they have spelled the word correctly and the letters are turned the correct way. c) What work samples will you require the students to submit as part of your assessment of student learning resulting from the lesson? (The work can be created either during or after the lesson.) How will these responses be integrated into the lesson plan? Provide a rationale for your choice of student work. Students will turn in work samples of them writing different sight words depending on their group level. Students sight words are chosen prior to the lesson based on previous assessment from the week before. The student work will show how students are progressing
toward spelling the correct word and writing the letters correct. Each day in guided reading, students practice writing words on white boards. By writing the sight words on the paper I will have evidence and data to help plan for upcoming lessons. I chose to allow students to write on paper instead of white boards for their student work because, sometimes the students get so used to doing the same thing every day, they get bored. I have found that in my groups I need to change our routines every so often. The students worked hard to follow directions and finish writing their words as they were told. Writing the words is usually the last part of our guided reading time and students look forward to writing.
Step 2: Implementing the Plan

-4.2.1: Instructional Strategies Guiding Prompts a) How effectively did you use content area language in this lesson? Cite examples from the video to support your analysis. Using content area language in the lesson was very effective. Using reading for meaning helped the students to read fluently, understand the book, and predict what would happen next in the book. Students were able to read the words in the book and were able to recall what had happened. The students also were able to write the sight words taught through the book. b) How effectively did you use instructional strategies, including questioning skills, to engage students in critical thinking? Cite examples from the video to support your analysis.
Using questioning skills to engage students in critical thinking was very effective. Students were able to answer questions by reading the book. One of the questions, I asked was, What did Bobbie not want the baby to do? This question engaged the students in recalling key details that were in the book. c) How did engagement in critical thinking promote student learning? Cite examples from the video to support your analysis. Throughout the book, students were asked questions about the book and about different sight words. One of the main questions that was asked in the video was, What did Bobbie let the baby do at the end of the book? By using the strategy of questioning students are more likely to understand the book. d) How effectively did you integrate reading in your lesson? Cite examples from your lesson to support your analysis. Reading was the main focus of our lesson. Reading was integrated throughout the whole lesson. We read the book as a group twice, spelled words and then read them out loud, wrote words and read them out loud. You can hear in the video all the different times we integrated reading into the lesson and focused on reading the correct way and the correct words. -4.2.2: Interacting with the Students Guiding Prompts a) How did you monitor student learning during the lesson? In what ways did evidence of learning guide your instructional decision making during the lesson? Cite examples from the video to support your analysis.
During the lesson, I monitored student learning by observing and interacting with the students. In the lesson, I observed them by looking to make sure they were looking at the words, following along, staying on the correct page, reading aloud, and writing correct words and letters. By allowing students to read as a group, I could see what words the whole group struggled with. I also guided my instructional decisions on whether or not the students knew how to spell the word, play. I knew the students were not comfortable with spelling it on their own, so I helped them spell and write it. I remind students to finger space between words so that we may read what they have written. Evidence of learning guided my entire lesson so that I could meet all my students needs. Based on the evidence of learning, the lesson can change by adjusting words and how I produce the lesson. b) How did your feedback to individuals, small groups, and/or the whole class advance student learning? Cite examples from the video to support your analysis. Giving feedback to the students in our small group setting, gives students confidence and a reason to learn. When my students have did something in the correct way, I always tell them good job or some encouragement. If a student is struggling and needs help, I encourage them and help them along the way to show them that they can succeed and learn. By giving feedback to students they can learn and have something to look forward to whether it is right or wrong. My students should always feel comfortable and know that even if they do get something wrong, that it can be fixed and I will help them through it. For example, one of the students in the video had turned his letter, a the wrong way. Instead of fussing at him, I told him politely to turn his a around so that it would be the correct way. Students learn from
their mistakes and can remember things by being able to fix it. Feedback is really important whether it be individual feedback or getting feedback as a group. c) How did your use of verbal and nonverbal communication techniques foster student learning? Cite examples from the lesson to support your analysis. The use of verbal and nonverbal communication techniques fosters student learning through the entire lesson. The use of verbal communication is more evident in the lesson. I constantly talk to my students through the entire lesson so that they know exactly what to do. My students are very good listeners and followed along very well during the lesson. Verbal communication with my students is very important, because they like to talk to me, and show everyone that they are learning. I also encourage verbal communication, so that our students can learn new words, hear the sounds of the letters, and hear how different words are pronounced. Most of our students do not hear a lot of good verbal communications at home, so communicating with them all the time at school is so beneficial to the students. -4.2.3: Classroom Management Guiding Prompts a) What classroom-management strategies did you use during the lesson? Cite examples of the strategies from the video. During the lesson, classroom management was obvious. I reminded students of their expectations during our guided reading time and gave directions. I also ensured that students stayed on task by observing where they were in their books and made sure we were all on the right page. During the lesson, I had to say one of the students names and he knew exactly what he had done and what he should do. This was when he was handing out the pencils and the girl
was trying to get one, but instead he wanted to give her a pencil she did not want. This was turning into an argument, so I stopped it before it happened and the student sat right down and put the pencils on the table. Usually all I have to do is say students names and they know that they should stop whatever they may be doing. Classroom management in smaller groups is much easier than in a whole group setting. Classroom management is always evident throughout the classroom, no matter what we may be learning. b) In what ways did the strategies engage students and promote a positive learning environment? Cite examples from the video to support your analysis. By using classroom management strategies, students are put back on task. I did not have to fuss at any of my students during our lesson, but I did have to call their names. This strategy got the students back on task and ready to learn. After being called out, the students sat down and started writing as he and she were supposed to. Another example would be verbally telling them to stay on the right page so that we would all be together. In kindergarten, it is a constant reminding process for the students, because they are new and have to learn the new ways of being in a school setting.
Step 3: Student Work

-4.3.1: Student Work Guiding Prompts a) Describe two student work samples that resulted from the lesson. The two student work samples I have chosen from the lesson is from one higher level student and one from a very low leveled student. I chose these two, because the higher level
students work is very neat, clear, and correct. The student did a marvelous job paying attention and meeting her expectations. The low leveled student did well, but there were a few mistakes. The two work samples show how each student is different and learns at a different pace. I think it is important to learn from both the higher leveled students and the lower leveled students no matter who they are or where they came from. b) Explain how each work sample you selected demonstrates the learning of each student relative to your lessons goal(s). The first student work sample demonstrates learning and understanding of sight words. The student met our goals by writing and spelling all the sight words they were given correctly. Not only did she do that correctly, she finger spaced between words and wrote her letters very clear and in the correct way. By doing an outstanding job, she met the goals of actively engaging in group reading activities with purpose and understanding. The student was able to read the sight words clear without any struggle and write them. The second student work sample demonstrates a need of help for the student. The student did well for the most part. The student struggled with writing letters in the correct way, and writing one word the correct way. The student did finger space well and tried to write the words the correct amount of times. The student does demonstrate learning by being able to recognize the sight word being talked about, but still needs practice with letter recognition and writing the letters. c) What feedback did you provide to the two students concerning their responses? How did the feedback improve the students understanding of the content being taught?
By giving feedback to the students concerning their responses, they can learn from their mistakes and fix them. Both students could use a little help to ensure they write the letters in the correct way. Encouraging and giving feedback gives students a reason to learn and engage in learning. If they do not get feedback, they will not be able to fix their mistakes and learn from them. I always give feedback to students work so that they can try better the next time. By showing the students how letters and words should be wrote improves the students understanding of the content being taught and can learn the correct way to write the words and letters.
Step 4: Reflecting
-4.4.1: Reflection Guiding Prompts a) To what extent did the students reach the learning goal(s)? Cite examples from the lesson plan and/or the video that support your conclusions. In each guided reading group that was taught, I believe that all students achieved their goals. By evaluating the students papers, there were only a few minor mistakes. Most students interacted in the lesson and worked hard to reach their goals of learning to write, spell, and say sight words. For example in the video, students worked hard to write the correct words and letters and were excited about showing their answers to me. b) Reflect on your instructional strategies, interactions with students, and classroommanagement strategies. Discuss what went well and what areas you would revise in the future. Cite examples from the video that support your conclusions.
My lesson went well throughout all five of the groups. I believe that reading with the students went well because I could see and hear them trying to read. Throughout the lesson, I interacted with students and engaged in their learning with them. I love reading with students and listening to them. I thought by just calling their names and the students stopping their poor choices was very impressive for my classroom management skills. Most of the time if I do that in our whole group setting, students want to know why they are in trouble. The students took responsibility of their own behaviors and their learning. In the future, I would change how I produced my lesson. When introducing a new book, I would take the students on a picture walk and have students look at pictures and predict what might be happening. Another thing that I think I could change, would be instead of reading as a group the second time around, have students start on different pages and have them whisper read. As students are doing this, I could listen to them read and help them where they are struggling.
c) Describe revisions that you could make if you were to teach the lesson again. Why would you make each revision? Cite examples from the lesson plan, the video, and/or the students work that would prompt the revisions. The first revision I would make if I were to teach the lesson again would be to have students take a picture walk through the book. I would have students do this, so they can look at the pictures and understand the book a little better. As the students are looking at the pictures we would describe them and talk about what is happening in them. Often students do not get a chance to look at the pictures and make sense of what is happening, so introducing
the book this way would engage the students more. This would also help students recognize words by using the pictures to help them figure out words. The second revision I would make to the lesson would be to have students whisper read on different pages throughout the book so that the students are not, piggy backing off of each other. I would use this strategy so that I can listen to the students individually and plan the next days lesson based on how each student read their pages. The last revision I would make would be to have students start with the new sight word being taught. In the video, we started with already known sight words when writing on the papers. I would change to starting with the new sight word so that they could practice writing the word and it would be fresh on their mind because they had just spelled the word with their magnetic letters. This would mean, we would have started with the word, has instead of, to. This would be more beneficial to the students.
Step 5: Uploading the Video

Task 4 Amberjordan

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PPAT TASK 4: Implementing and Analyzing Instruction to Promote Student Learning Amber Jordan ECED 461: PIN/Kindergarten/Davis

Task 4 Implementing and Analyzing Instruction to Promote Student Learning

Step 2: Implementing the Plan

Step 3: Student Work

Step 5: Uploading the Video

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