Running head: Brown Rice- Summative Video Analysis 1

Brown Rice- Summative Video Analysis

Tracey C. Brown Rice

George Mason University

November 4, 2016

A. Description of my classroom:

1. My classroom is structured in a student-centric way. Students are

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questioned to think deeper about their conceptualized understanding of taught

content and are provided opportunities to share their thinking with a partner or in

small groups. As third graders, my students are just now coming into a sense of

their own. I teach my students that it is okay to disagree with themselves, as

learning is about gaining meaning from your mistakes and using the acquired

knowledge to further justify and prove your thinking. Everyone is a teacher, as we

are all expects in our own right and it is because of this, we learn from each other.

Being able to justify ones thinking is a county and school-wide skill that is

highlighted in the math curriculum, specifically in the First 20 Days of Math. In

my classroom, this concept is highlighted and implemented in all subject areas, to

include: writing, reading, math, science, and social studies. In terms of seating

arrangements, students sit in heterogeneously (mixed ability) grouped teams, as to

help students see various lenses of learning from their peers. However, during the

focus lesson practice and workshop stations, students are encouraged to sit around

the room with a buddy or work in a small group, where the can focus to best

maximize their learning.

During my featured guided reading lesson, students are within their first of

three stations in our reading workshop model. Our whole group focus lesson has

already taken place and the accompanying practice is embedded and differentiated

within students station work. Reading workshop stations allow students to rotate

to three different stations a day that differ Monday-Friday. This allows students to
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spiral back to writing time, which is also an isolated 30-minute block, increase

reading skills and work on strategies with me, in guided reading, and explore fun

and leveled text (just right books) either independently or with a buddy in

efforts to build up their ability to retell, summarize, interpret, reflect, and/or use

metacognition. Students may also use this time to build up their fluency by

whisper reading to self or to a buddy in conjunction with implementing self-

motivated and/or guided reading goals, developed in the guided reading setting.

2. There are 22 total students in my class- 10 boys and 12 girls. 21/22

students are English Language Learners. English Language Proficiency (ELP)

levels include: 4- Level 3's, 11- Level 4's, 2- Level 5's, 1- Level 6a, and 3- Level

10. In terms of Advanced Academics Placement, 7 students are L2's, as they are

being cited as having a gift that helps them learn per second grade observations.

In terms of home language and school-home communication, the majority of

students (20/22) speak another language, other than English, at home. Dual

languages include: Spanish, spoken by 15/22 students at home, Urdu (1/22),

Vietnamese (4/20), and Korean (1/22). Twice a week, 1 student receives Speech

and Language services and 1 student has be diagnosed with Attention Deficit

Hyperactivity Disorder (ADHD), where medication is not consistently

administered at home.

B. Lesson plans:

Standards of Learning:
3.4d.1 Clarify meaning of unfamiliar words by using context clues.
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3.6c.7 Use visually and graphically represented information, such as charts, graphs,
graphic organizers, pictures, photographs to preview, set a purpose for reading, and locate
information relevant to a given topic efficiently.

3.5d.1 Apply knowledge of characterization by describing a characters attributes (traits,

motivations, or feelings).

Assessment (before, during, after

Learning objective(s)
Students will use pictures and context clues
to describe unknown parts in the story
(guided reading focus).
Students will use character traits to describe
the main character in the story, Snow
(whole-class/grade-level content spiraling).
lesson)
-Open-ended questions posed
throughout the guided reading, during
whole group and individual, student-
teacher book discussions.
-Running records to record student
fluency and ability to summarize and
identify the main idea of read text

-Sticky note assessment for recording

character traits

Materials: Reading goal anchor chart, Snow Goes to Town continuous text (guided
reading books for each student), and sticky notes

Procedures:

LEARN elements Key components

Link With students, read the following learning target together,

which serves as the lesson focus: We can use pictures and
context clues to describe unknown parts in the story.

Take a quick temperature check by asking, What are

context clues? to ensure students have not only retained the
learning from our previous guided reading sessions, but too
have been applying their guided reading learning in their other
reading stations, independently and/or with a buddy.

As students share their thinking, paraphrase student learning

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to help the other students in the group hear the learning in

another way.

To model what good readers do, hand out and introduce

todays new text (Snow Goes to Town), selected with the
interest of students in mind.

Give a book introduction by reading the title and providing

students with a book summary of the text, relating the text to a
familiar in-class mentor text, No David. (Example: This book
Engage and Educate is kind of like No David. In the beginning, Snow, the bird, was
a troublemaker, but in the end, he saves the day.)

Educate students about quotation marks and how were

moving into text with more works on the page. Explore with
students how quotation marks are used and how they can help
us better describe the unknown parts in the story.

Have students begin reading the text, Snow Goes to Town.

During this time, have students read the text, at their own
pace.
Active (Activate)
Learning
Dip in to listen to students read, one at a time. Balance taking
running records and having mini book discussions to address
where students are, specifically identifying one thing they did
well (a glow) and one thing they should working on (a grow).
Ask students to come to a stopping point. Restate todays
goal and highlight the student learning that told place.
Specifically, as students to look at a picture and interpret the
Reflect
given picture.

Afterwards, highlighting student learning and exploring a

picture (an illustration) as a group, have students thinking
about the text they read, from the beginning to their current
place in the text. Bring in the focus lesson learning and inquire
Now and Then about Snow- what traits could be used to describe him, so far.

Provide students with sticky notes to write down their

character traits pertaining to snow and when meeting again,
sticky notes will be reviewed.
C. YouTube links to taught lesson:

https://www.youtube.com/watch?v=ruseBFDo4K4
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(My summative analysis lesson, reading station 1)

https://www.youtube.com/watch?v=Zd8l9OAC4LU (Reading station 2)

https://www.youtube.com/watch?v=y73H8le0jls (Reading station 3)

D. Video Analysis: (See attached)

E. Summative Video Analysis:

As a teacher, my role is Fostering students engagement with ideas[My]

goal must be to make the big ideas of the curriculum accessible and engaging while

honoring that complexity, beauty, and power in the process (Richhart et al., 2011, p. 26).

Starting with the book selecting, the interest of my students was kept in mind, as I moved

students to a higher-level text. In September, students started at a 24, or middle of second

grade text, to a 28, end of second grade text, in October (when the video was recorded).

As a distinct difference, the amount of text increases between the two levels and thinking

about writing conferences, each group member either has had or currently has a pet at

home- a relatable factor to the main character, Snow. When reviewing my recorded

teacher behavior, a thorough book introduction was provided. Students were informed

how Snow changes over time from being mischievous to helpful, similar to David in No

David!, a strong text-to-text connection, as students love reading No David and other

books by David Shannon.

The learning in guided reading was differentiated and very explicit. Students

were able to reference and apply their guided reading goal: We can use pictures and

content clues to describe unknown parts in the story. Students read the goal aloud with
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me and were able to describe the meaning of context clues, in the lesson Link. One

student shared how context clues can be the pictures, which help you figure it out. In this

strong student response, I was able to paraphrase this students thinking, specifically the

it as being what the author is talking about, for the good of the group and clear

understanding of context clues. A synonym for pictures, illustrations, was also used to

promote more rich communication. Students were also provided opportunities to not only

address the big idea of using context clues to describe unknown parts of Snow Goes to

Town, dip ins were used to assess students at their current entry point. Students whisper

read a portion of the text, discussed what they read with me, and subsequently, a targeted

glow and grow was addressed. Specifically, when taking my second running record

for one minute, I highlighted how my student was fluent and needs to work on sounding

out words when unsure or stuck via chunking and sounding the given word out one final

time. A ch- diagraph was identified and how to chunk the word chattering was modeled to

help the student become a stronger reader- as the level of the text increases, the amount of

unknown words will most likely increase.

In the student practice, a lot of teacher- student discussions took place. When

thinking about my reader who was ahead of his peers in the text, synonyms were focused

on to enrich his thinking and oral communication. The main character, Snow, was

encapsulated as being bad and when asked for another word that means the same thing,

his peer helped in chiming in with the word awkward. Students were heavily invested

in the text and skill. As an area of growth (weakness) for me, more student interactions

are needed. Just like that student sharing the synonym awkward, students need to become

more of the teachers and me, more of the facilitator. Wismath (2013) highlights in Shift
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the teacher-learner paradigm the 21st century classroom shift from being teacher-centric

to student-centric and the importance of being able to Instruct less and to observe,

coach, and encourage more. Thinking about Schn (1983) and for-action, students can

be invited to whisper read and discuss the text independently or with a neighboring

buddy, as done in whole-class practice- a simple change in teacher language. As a

strength, students were able to share their thinking and justify their thinking when asked

open-ended questions and took it well when I said maybe to the shared possible

solutions.

Overall, the guided reading lesson helped students become better readers who

can communicate their thinking and understanding of unknown parts in the text. Thinking

specifically about the lesson reflection, students were able to come together to discuss the

illustration on page 8 of the text. Students looked at the picture and were able to identify

the main characters and what might be taken place in this story scene without a presented

caption. Students were able to identify Ms. Pink and use the text to justify her features

and current action in the illustration along with Mr. Wilson. Students were also about to

identify Snow, the bird, and use the shoes in his mouth and the open window as context

clues to prove that he is trying to enter or has exited the house with the cited stolen

goods, Mr. Wilsons shoes.

Thinking about a student who excelled in the group, I would have to select the

student who sat in the middle of her peers. She was able to identify what context clues

are, at the beginning and throughout the lesson; describe a picture in the text, use what

she read to justify her thinking, and chime in with synonyms that made common

character traits juicer! Thinking about how she started the school year off (just then last
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month) as a shy student, I attribute her success to building up her self-efficacy and our

trust along with what Ostroff (2016) describes as a mechanism that Allows students to

discover, build upon, and revel their thinking, fueling the fires of intellect (p. 107)-

questioning! Questioning (and many forms of open-ended questioning) were posed to

help this and my students, in general, strengthen their critical and creative thinking skills.

Thinking about a student who struggled, I think about my student who is learning to

sound out unknown words opposed to stopping and pointing at the text. Something Im

working on is thinking about the antecedent and when inquiring about what she was

thinking about, she shared she was sounding out the word in her head. Chunking helped

the student, in action (Schn, 1983); however, I want to model different ways to should

out words and create an anchor chart reference (i.e. be a chunky monkey by chunking the

sounds, be a slithery snake by slowly sounding out the unknown word, etc.), which is

apart of identifying unknown parts, specifically vocabulary, in the text (a connection to

the big idea learning objective/reading goal).

To help me better marry skill and content, I used my formative video analysis

as a for-action (Schn, 1983) reflection tool. In my formative video, my focus was

questioning. Here, I was purposeful while teaching and when analyzing my video to

ensure specific examples of the skill were cited. When discussing the text with a student,

how it relates to the big idea of using context clues and pictures to identify unknown parts

in the text was highlighted and understanding was deepened. Specifically, a student was

asked to use the text to expound upon her illustration description. This gave meaning and

empathy for when the shoes, the taken item of value, allowing a deeper read of the
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characters facial expressions. It was in this moment that the student used the given

illustration and the text (content clues) to elaborate and justify her thinking in how she

captions the picture. This skill in itself is so important, as it sheds light on the different

ways to add on to ones thinking and the important of reading pictures! Reading pictures

is not a baby skill, but it also can help the read go deep and even deepen in their

analysis.

In the lesson, I was also able to delve deeper in the student interaction (Activate

learning) portion of the lesson. From my lesson, the biggest thing I grasped was the

importance of book introductions and dipping in one-on-one with my students. By

providing a summary of the text and making a connection to a student mentor text of

choice, let alone using a book with a pet, students were engaged and better able to

prepare themselves to frame their thinking to be more purposeful. Students were also able

to maximize their learning time. When thinking about the effectiveness of the dip ins,

students were able to get one-on-one time. Here, students were validated in what they do

as good readers and able to get immediate, individualized feedback about one think they

need to work on to become even better. This will be continued in the future and as a

salient point for self-reflection, I will be more like the fly on the wall, as cited by

Brookfield (1995). Brookfield (1995) cites how nondirective teachers change the world,

as students are given the tools and resources to use as a launch pad to describe and justify

their learning- this is my next goal, to provide more opportunities for my students to lead

opposed to me.

References
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Brookfield, S. (1995). Becoming critically reflective: A process of learning and change.

Becoming a critically reflective teacher (p. 1-48). San Francisco, CA: Jossey-

Bass.

Ostroff, W. L. (2016). Cultivating curiosity in K-12 classrooms: How to promote and

sustain deep learning. Alexandria, VA: ASCD.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to

promote engagement, understanding, and independence for all learners. San

Francisco, CA: Jossey-Bass.

Schn, D. (1983). Professional knowledge and reflection-in-action. The reflective

practitioner (pp. 49-69). New York, NY: Basic Books.

Wismath, S. L. (2013). Shifting the teacher-learner paradigm: Teaching for the 21st

century. College Teaching, 61(3), 88-89.