*Task 4 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.
The classroom is filled with many different educational fun posters and materials throughout the classroom. There are twenty students in the classroom, ten males and ten females. Five students are African American, ten are Caucasian, three are Hispanic and two are of other races. Three students receive services through ESL for reading.

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.
One student is overly active in the classroom and sits towards the back. Any students that have a hard time focusing and behaving sit in the front so that they are in the teachers view. Other students that are well behaved are used as assistants to the other children who struggle with behavior. One student was a repeater, some students receive after school and all the students were previously in K-5.

c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. Community Factor-(Community) indirect instruction would be the type of instructional strategy. I would teach about the different type of communities and relate it to the type of community that the students live in. The students would learn about the three different communities (Rural, Suburban, and Urban). They would then learn about the type of community they live in and would have to figure out if it is rural, suburban, or urban. This activity would enhance their knowledge on the type of communities in general and it would also provide them with information about their very own community. The students would be introduced to the topic by the reading of a non-fiction book about the different types of communities. We would have a reflective discussion on what the book was about and highlight the most important facts in the story about the types of communities. Direct instruction would also be incorporated with this learning activity by allowing the students to compare and contrast the three different types of communities. I would then have the students create an illustration of their community and the components that are a part of it.

School Factor-(Ethnic Breakdown) Being that Lakeview Elementary is a diverse school, I would incorporate the fact that there are many different ethnicities within the classroom. When students are completing assignments or group projects, I will make sure that there is some of each race in each group. That way each child will be exposed to a different race while learning at the same time. They will also be given the opportunity to assist their classmates with language barriers if need be.

4.1.1: Goals and Student Background

a) Explain how the selected content standards and learning goal(s) are appropriate for the lesson and your students learning needs. The learning objective is developmentally appropriate for this grade level because it develops the students' understanding of how to organize important information. It is also appropriate because this standard connects to what the students will be learning in the second grade which is, drawing a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. This lesson will be able to introduce the students to what they will be learning about in the later grades. b) How did your students prior knowledge and background information influence your planning process? Based on what the students had learned before, influenced my planning process. The students previously learned how to use tally marks in order to record data. The lesson that I am going to teach incorporates the use of tally marks as well.

Teacher Candidate: Deandrea Gibbs Subject/Grade: Math/ 1st Date and Time of Lesson: April 1, 2014

Lesson # 4

Learning Objective: Students will successfully be able to organize important information by constructing a table to answer questions. Alignment with Standards: 1.MD.4- Organize, represent, and interpret data with up to three categories, ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Developmental Appropriateness or Cross-curricular connections: The learning objective is developmentally appropriate for this grade level because it develops the students understanding of how to organize important information. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment- Ask students if they know how to make and table and why we make tables. During-Assessment- While going through the lesson, I will observe and see if each student understands the material based on what their answers are. Students will be asked questions throughout the lesson. Post-Assessment- Students will complete worksheet for homework. Once the homework sheet is turned in, I am able to see which students did the work correctly. Assessment for Objective 2 Use of Formative Assessment By using this assessment data, I will be able to identify the students who understood the concept of making a table. I will be able to plan future instruction based on who understood the material. For example, teach a lesson to reiterate what was taught in this lesson. This standard connects to what the students will be learning in second grade which is, drawing a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.

The students will successfully be able to organize important information by constructing a graph to answer questions.

Objective 2 (if applicable)

Accommodations: If there are any lower leveled students that need extra assistance, they will be called to the carpet during free time to receive extra assistance. Materials: -McGraw-Hill My Math Grade 1 Volume 1 (Worksheets) - Smart Board - Smart Exchange

Procedures: 1.) Have students report to their seats and get them ready to listen. 2.) Refer back to the previous lesson about making tally marks. 3.) Tell the students that today they will be learning another strategy to organize and graph information. 4.) Do an example with the class to get them warmed up with the idea. 5.) After the example is completed, pass out the worksheets 6.) We will then complete the worksheet together as a class. (allow students to answer questions) 7.) Once students complete the worksheet, collect them. 8.) Once the lesson is completed, I will take up worksheets and move on to writers workshop. Activity Analysis:
Desk Time

The activity that will be completed supports the lesson objective because it allows the students to use the tally mark strategy that they learned about from the previous lesson. For the students who liked to be involved will be able to do so in this lesson. I called on different students and allowed them to answer the questions.

The Worksheet The worksheet supports the lesson objective because it allows the students to apply what they have learned from the example that was presented. Students were able to answer questions when called on.

*Technology is incorporated in this lesson which is the smart board, used to display the worksheet the students will be completing. References: Common Core Standards McGraw-Hill My Math Grade 1 Volume 1

4.1.2: Instructional Strategies

a) What research-based instructional strategies do you plan to use with students to engage them in the following? Content area language Critical thinking Inquiry Reading integrated within the content area

In order to engage the students in content area language, critical thinking, inquiry, and reading integrated within the content area, I will use direct instruction. When conducting this lesson, I will use step-by-step skills with the students. This will allow me to successfully allow the students to be actively involved in the lesson. For example, I will go through and read the problem and solve it step by step. First we are going to underline what we know and circle what we need to find out. As we go through the problem, I will ask them what I need to do first and so on. In order to draw the students into the lecture, allowing them to participate, I will ask questions using the words what, how, and why. I will also incorporate the interactive instruction. The lesson will be based on discussion and the students will brainstorm in order to solve the problems. For example, before getting started on the lesson I will ask them what strategy they learned about the previous day. b) How will each of these instructional strategies enhance your teaching skills and improve your students learning?

By using direct instruction, this will allow me to introduce other teaching methods. Direct instruction is a way to present materials in a well-organized way and it promotes thorough understanding. In results of using this method, students make rapid progress; students achievement improves, and requires participation from all students. Interactive instruction enhances my teaching skills because it allows me to improve my interaction with the students. This type of strategy provides opportunities for the students to interact with me in order to improve their social skills. It also improves their ability to respond to information and motivates the students highly.

4.1.3: Lesson Activities

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. The main activity will be the problem we complete as a class at the beginning of the lesson. This activity introduces the strategy to the class and it allows the children to engage in the lesson. We will be given a word problem and will have to construct a table in order to find out the answer. As I go through the lesson, the students will be required to help me answer the questions. I will go through the problem and allow the students to answer the question. Certain students in the class need to be engaged in order to learn and I will make sure that they all are engaged and listening. I will also make sure that throughout the lesson, the students are telling me what I need in order to complete the problem.

b) Describe how you will monitor student learning during the course of the lesson. In order to monitor student learning, I will take mindful note of who participated and who didnt. As I ask questions, I will look around and observe to see who is saying the correct answers and who is not answering at all. I also will monitor their learning by calling on students. This is another way I could see if the students are paying attention. 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.

I will collect the students homework samples. This work of course will be completed after the lesson is taught. The homework problems are very similar to the problems from the class activity. I chose to collect homework because the students will not receive any assistance from me. I am not able to observer what type of assistance they will receive from home but, looking through the homework assignments I was still able to gather information. I will be able to see who understood the concept and who did not.

4.2.1: Instructional Strategies

a. How effectively did you use content area language in this lesson? Cite examples from the video to support your analysis. Throughout the entire lesson, I repeated the problems that we were solving together. When writing out the problem, I told the students that we have to underline what we need to know and circle what we need to find out. When doing things I read through the problem at least twice. I also repeated the question when we were constructing our table. This was effective because it allowed the students to be exposed to the content more than once. 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. My choice of instructional strategies was definitely used effectively. I decided to use direct instruction. I integrated step-by-step skills within this lesson. As we went through the problem, I explained to the students what we needed first, second, and so on. While completing the problems, I would say first we need to do what?. Questioning skills was a major part of my lesson. All throughout the lesson, I asked the students questions in order to engage them. I asked about the strategy they learned about the previous day (Alright boys and girls, what strategy did we learn yesterday?). I also questioned them about the problem we were completing during the lesson (How many boxes of cookies did Estrella sell?). Because I implemented these type skills, the students were actively engaged during the whole lesson. c. How did engagement in critical thinking promote student learning? Cite examples from the video to support your analysis. During this lesson, the students were required brainstorm or think about their answer before answering any questions. This promoted student learning for the each student. When asking a student a question, if they got it wrong I would ask again. This would cause them to think about the question and revise their answer. I asked one student a question and she answered wrong. In order to make her think, I repeated the question, she thought about it, and corrected her answer. d. How effectively did you integrate reading in your lesson? Cite examples from your lesson to support your analysis.

Reading was incorporated throughout the entire lesson. We used a worksheet during the lesson and read the problems from the sheet. I called on one student to read a sentence from the worksheet. This worksheet had only word problems, which allowed the students to integrate their reading skills.

4.2.2: Interacting with the Students

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. In this lesson, I watched for who participated and not only answered but, answered correctly. I also called on students to answer questions in order to see who all was paying attention. During my lesson, when I saw that the students understood the material, I would let them direct me when it came to answering the problems. Toward the middle of the lesson, I asked about the problem and allowed them to answer themselves without me saying anything. For example, I asked Does this shoe have stripes on it So what do we need to write?. I was able to see who was paying attention. 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. As the students answered the questions I made it known that I was pleased with their behavior in order for them to remain engaged. As I asked questions, I told the students, I love the way you guys are paying attention and participating. The more and more I used that positive reinforcement, the more they participated. Also, if any individuals answered questions correctly, I would say good job. I made sure that the students were recognized for their hard work. c. How did your use of verbal and nonverbal communication techniques foster student learning? Cite examples from the lesson to support your analysis I used verbal and nonverbal communication techniques throughout this lesson. Praising the students participating fostered their learning. It caused them to participate and made them want to learn. I also used nonverbal communication. When drawing counters on the board, I would start drawing them. When I noticed that none of the students were counting along, I would look out to the class and they would start helping me count. Once they started counting, I would allow them to count on their own without my assistance.

4.2.3: Classroom Management

a. What classroom-management strategies did you use during the lesson? Cite examples of the strategies from the video. Throughout the lesson, I mainly recognized the students good behavior. Anytime I would ask a question and they all answer, I would say, I love how you all are paying attention, I love it!. I would also praise them if I turned my back to write on the smart board and they were quietly watching. I would say, I just love how you guys are sitting quietly!. For the most part, the students were well behaved. The only time I had to stop was to tell a student to put his shoe back on, which did not take up much time. b. In what ways did the strategies engage students and promote a positive learning environment? Cite examples from the video to support your analysis. As I rewarded the students for their good behavior, they participated more in the lesson. This caused the environment to be learner ready and all the students were ready to listen and learn. It also made it easier for me to teach the lesson. Throughout this lesson, I spent more time telling the students how good of a job they were doing instead of correcting behavior.

4.3.1: Student Work

a. Describe two student work samples that resulted from the lesson. Student one completed her homework correctly according to the lesson taught that day. She filled in her table correctly. Looking over her homework, I was able to see that she understood the material that was taught. The question was who has the bicycle and she answered Bryn, which was the correct answer. Student two on the other hand, I was able to see that he did not understand the concept that was taught. When the worksheet asked, who has the bicycle, he wrote a subtraction problem. By looking at his work, I was able to see that he didnt understand what was taught.

b. Explain how each work sample you selected demonstrates the learning of each student relative to your lesson's goal(s). My goal was for each student to successfully organize important information by constructing a table to answer questions. One sample of the students work demonstrated an understanding of the concept taught. The other sample of the students work showed that he did not understand the material that was taught. One student met the lessons goal and the other student did not. 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? In order to improve the students understanding, I called them over and read the problem to them. I broke the problem down and explained to each student what was incorrect and why. The students then correct their work based off of what I just discussed with them. This method is used frequently in this class. When students get something wrong, their always called over, told what is wrong and why, and the correct it.

4.4.1: Reflection
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. The students did well with reaching the learning goal. Based on their homework only a couple students were called over to make corrections. Most of the corrections were minor besides my lowest student. One student wrote the name of the person instead of the number. They were still able to organize the information that was placed in the table. 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 interaction with the students and classroom management strategies went well. I interacted with the students throughout the entire lesson. I also managed the class well by recognizing good behavior in order to allow them to engage in the lesson more. As far as my

instructional strategies, I would have done that differently. I would have allowed the students to come up to the smart board and made it a little more hands on. The students were paying attention and participating but, I feel like if they were given the chance to come up to the board, it would have been room for more interaction and more opportunities to learn. 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 Overall, I would make revisions with the students interaction throughout the lesson. The students were not able to come up to the board and interact but, they did interact verbally. I allowed them to answer questions and direct me through the problems. Looking back at the video, no students left their seats and that may have been too long for them to be seated. I felt as if there should have been more movement.