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1. In the instruction seen in the clip(s), describe strategies you used to engage students in learning tasks to develop skills and strategies to comprehend or compose text. a. Cite examples of strategies aimed at engaging all your students and examples aimed at engaging specific individuals or subgroups. If you described any of these fully in the lesson plans or the planning commentary, just reference the relevant description. In the first clip you will see the students participating in Michael Heggerty word work. The students are actively engaging in the lesson as they are participating in call and response. They are told different prompts and asked to add and delete phonemes. I follow along with the sequence of the book and we are currently working on the 12th week of the progam. The pace of the lesson is fast in order to keep the students engaged. This is done as a whole group instruction but students at lower levels benefit from the repetition and the answers that higher performing students provide. In the second clip students are participating in a math game. Students were practicing their skip counting and asked to recall the pattern used to do so. It was important for students to actively listen to their peers as the ball was being passed around so that when it was their turn they know what number to say. We reminded students of the 2, 4, 6, 8, 10 pattern that they see as we progress through skip counting. b. How did these strategies reflect students academic or language development, social/emotional development, or cultural and lived experiences? Michael Heggerty is designed to develop students academic language and phonemic awareness. I have seen improvement among the students when it comes to breaking up words and spelling words during writing and when they are sounding out unfamiliar words when reading. We recall the breaking up of phonemes in order to draw out a word to help us spell and/or read it. Even students who are usually shy and hesitant to answer aloud in large group enjoy participating in Michael Heggerty. I like to keep the pace quick so that the students have to stay on their toes. 2. Cite examples of language supports seen in the clip(s) to help your students understand that content and/or participate in literacy discourse central to the lesson.

a. How did these strategies reflect students varying language proficiencies and promote their language development? You will notice in the first clip that I use the academic language phonemes and the student centered language of sounds. Each day we remind the students that phonemes means sounds in order to reinforce the academic language. Some students still only understand sounds not phonemes which is why we continue to reinforce the use of phoneme. In the second clip, I use different scaffolding techniques to help students with skip counting by 2s. We used the class number chart and when students had difficulty I would say skip x, say___ (and point to the numbers on the chart).

3. Describe strategies for eliciting student thinking and how your ongoing responses further their learning. Cite examples from the clip(s). You will see in the second clip the students playing the skip counting game. The game was played after 2 days of practicing skip counting. The game allowed the students to recall our practice time and I allowed the students to use the class number grid to recall numbers. In the first clip, Michael Heggerty is something that the students use in almost every subject. I feel that it is one of our most important subjects and that the students use the repetition from the quick lesson over and over again even if they arent explicitly recalling the lessons. It is a skill that students recall without being prompted and becomes ingrained in them. 4. Reflection a. Reflect on students learning of concepts and academic language as featured in the video clip(s). Identify both successes and missed opportunities for monitoring all students learning and for building their own understanding of skills and strategies for comprehending and/or composing text. In the first clip, I feel that some students would benefit from Michael Heggerty work in small groups. It would be easier to monitor all students and hear their responses. When the group does not sound in unison, we will repeat the response. When I notice students who are not following along I will ask them to repeat the response to make sure they are actively participating.

In the second clip students learned to successfully follow the skip counting pattern. When students were unable to recall the number that was next in the pattern they were prompted to use the class number grid. b. If you could do it over, what might you have done to take advantage of missed opportunities or to improve the learning of students with diverse learning needs and characteristics? If I were to redo these lessons I might