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 my third period class I have a high percent of students with IEPs. I have one student who in particular is very reluctant to participate in class. He is the same students who mentioned that his partner and himself came up with the answer I dont know I tried to diffuse the system and make sure that he knows that I do not appreciate his answer by saying that. I also let him know that I will come back and he will answer. I created this lesson to engage all students. I used a form a self code call given by the students. I explained that when I give the pen to someone, I no longer participate in the class. They are to give the pen to someone else and therefore all students become engaged. I am glad to see at 5:30 seconds, my reluctant student, decides to participate. When I saw the video, I was extremely happy to notice that. Another part of the lesson that was not so easily seen was the guided notes. Any frontloading is giving to students through guided notes. The students do not like to copy down everything. Many times I notice that students do not know how to take effect notes. I then started to think about the things that I do when I take notes. I love when teachers put power points online. I always print power point presentations and take notes on the side. So I tried to use this concept to students as well. I changed it to guides notes. I have now made my notes stronger. I make my notes as a type of cloze guided notes. This way students grasp the entire main concepts and also dont waste time on information that is not needed. This makes my class run faster. I had to show my Period three because engaging them was one of the hardest things in my class. So by making students constantly come to the promethean board and having the students answer questions through the board. This makes my class self run, and I have all those students engaged. b. How did these strategies reflect students academic or language development, social/emotional development, or cultural and lived experiences? The same student that I constantly reflect on has changed his academic approach in my class. When you make learning interactive, it triggers a switch in my students who have an IEP. Greg, the students who I referenced in section A, is one of my students who I constantly have to monitor. His academic development has progressed slowly. I constantly have to give littler reminders to keep him on track. Another thing I do to help develop his social development is

prompting him with questions. When I let him know ahead of time that I will call on him first, I make sure that I set him up for success. He then has an answer; he then feels good and will continue to participate during class. 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? Using the target language I use development of Spanish through English. At 7:35, I reinforce English concepts through Spanish development. I make sure that the students understand concepts in English before I teach them in Spanish. Many times I have to re-teach concepts that I assume they already know. Teaching at this school I have noticed on concept. Never assume anything. I need to always re-teach all English concepts. So anytime I introduce Spanish, I need to always change my lesson plans to always re-teach English.

3. Describe strategies for eliciting student thinking and how your ongoing responses further their learning. Cite examples from the clip(s). At 18:00 I see how a student makes a wrong answer. I ask the class to respond by making the reflections on the answer. My student quickly changes her answer and reflects. I then respond by making them reflect on why the answer was wrong, and what makes the answer right. 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. I see a couple of missed opportunities in teaching. I can further knowledge and learning. However, instead on challenging student thinking, I opt out and give students the answers. I need to find ways to challenge the students quickly without giving the answers. I have noticed that I many times and too worried about completing the lesson. I sometimes compromise student learning and avoid deep learning because I am trying to compete the lesson on time. I am

always trying to get to the exit ticket to get data. Then I will re-teach if time allow. I think that I need to live in the moment of the lesson. Its ok to not make it through a lesson. I need more CFUs. Once I make these more apparently I will be able to monitor success easier. 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? I know for a fact, I am already making changes to my lessons. I am not making more CFUs. I know am only allowing myself to frontload for 5 minutes before I engage students in some sort of you do activity. I am doing a second lead teach the week to come. I am excited to see how my constant CFUs are going to be implemented. The changes I would make are definitely to constantly keep students engaged by limiting my frontloading. As far as my students with diverse learning needs. I will make sure to keep them engaged just as any other student. I will set these students up for success and make sure that they are capable of answer the answers with prompting. I will also add more color coordinating to my front loading materials. These are all changed that I am currently making in my new lesson this week. I have reflecting from these videos. I am excited to make the necessary changes to prompt student growth.