Context for Learning

First Name: Alex Age: 8 Gender: Male Grade Level: 2nd Primary Language: English List any type of augmentative or alternative communication used by learner. ______NA_____________________________________________________________ Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following: Type of setting (e.g., first grade classroom in an elementary school, selfcontained classroom, a home, etc.) 3rd Grade classroom, resource room setting, small group Your role in the focused learners instructional program I am currently working with students on a long-term substitute license as an intervention specialist. The schedule for instructional time with the focus learner for the learning segment focus (e.g. Tuesdays for 15 minutes, Monday, Wednesday and Friday for 20 minutes a day, etc.) Thursdays at 9:45 a.m. and 2:30 p.m., and Fridays at 9:45 a.m. for 15 minutes intervals The primary language of instruction if other than English NA

Describe any district, school or cooperating teacher requirements that might affect your planning or instructional delivery. (e.g., prescribed reading curriculum). They are currently using the Houghton Mifflin reading series. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication.

Ill be using passages from a series of worksheets provided to me by the remedial reading teacher at the school. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners). I am currently working with four students, so it is definitely small group instruction. All four of these students are on Individualized Education Plans (IEPs).

Teacher Performance Assessment (edTPA)

Student Consent Form

Dear Parent/Guardian: As a student teacher in your childs classroom, I will be evaluated using the Teacher Performance Assessment (edTPA), an instrument that is currently being developed for use in Ohio and other states. The primary purpose of this assessment is to develop a valid and reliable assessment that can measure the performance of future teachers and lead to improvement of the programs that prepare them. Although the purpose of the assessment is to evaluate my teaching, the project will include short video recordings of lessons taught to your child, as well as samples of student work. The video recordings will be used solely for purposes of evaluating my instruction and for improving teacher preparation programs. The only people who see them will be teachers at the school and university faculty and supervisors. The recordings will not appear on the Internet or in other public settings. Any samples of student work that I collect for this assessment will not contain the students last name. Sincerely, ____Jane Doe_________________ (Teacher Candidate Signature)

My Learning Targets 1. Reading Fluency 2. Vocabulary 3. Reading Comprehension/Re-telling

Baseline Student Knowledge Alex is currently a third grade student reading orally at a first grade level. His comprehension is at a level of 2.1. He is diagnosed with ADHD and often has trouble staying on task during an assignment for more than a few minutes at a time. He also has a mild stutter, which seems to discourage him from talking as much as the other children in his class and from reading aloud. Alex enjoys learning about different animals and environments, and often carries National Geographic for Kids and Ranger Rick magazines in his school bag and folders. Learning segment #1 (15 minutes) Standard: CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Objectives: 1. After reading a 2nd grade reading passage 3 times, the student will be able to read at a rate of 95 words per minute 2. After reading a 2nd grade informative reading passage, the student will be able to provide at least four sequential details about the passage. Body of Lesson Show student the cover of a National Geographic magazine with various African wildlife depicted. Ask the student to tell you some things he knows about these animals and their environments. Tell the student we will soon be reading some more information about these animals and where they live. Give the student a 2nd grade reading passage about gazelles and lions. First, read the passage aloud to the student. Model good oral fluency as you read. Set the timer for one minute, and have the student read as far as he can go. Then chart his time on a graph. Have the student read the passage a second time. He should show some improvement. Mark the graph with the second attempt. Do this a third time, and point out to the student any improvements he has made. Make sure not to count any mispronounced words (cross them off on the passage).

Next, I will ask the student to tell me as much as he can about what w eve just read. Time permitting, I might have him write these details out on a piece of paper. Student should be able to recall at least four correct details from the passage.

Learning segment #2 (15 minutes) Standard: CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Objectives: 3. After reading a 2nd grade reading passage 3 times, the student will be able to read at a rate of 95 words per minute 4. After reading a 2nd grade informative reading passage, the student will be able to answer 4 out of 5 simple recall comprehension questions about the text correctly. Body of Lesson Bring in a diorama depicting relevant African wildlife in their natural environments. Let the student see/touch/explore the diorama. Next, show a brief PBS kids video about elephants and giraffes to the student. Give the student a 2nd grade reading passage about giraffes and elephants. First, read the passage aloud to the student. Model good oral fluency and expression as you read. Set the timer for one minute, and have the student read as far as he can go. Then chart his time on a graph. Have the student read the passage a second time. He should show improvement. Mark the graph with the second attempt. Do this a third time, and be sure to point out to the student any improvements he has made. Next, we will use a tablet to play a comprehension game. Using what he learned from the reading passage, we will go to the PBS Kids educational website to complete a question/answer activity related to what weve seen and read about.

Learning Segment #3 Standard: CCSS.ELA-LITERACY.RI.3.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Objectives: 5. After reading a 2nd grade leveled text two times, the student will demonstrate better expression and accuracy the second time. 6. After reading a 2nd grade leveled text, the student will be able to answer 4 out of 5 simple recall comprehension questions about the text correctly, using context clues (namely, illustrations) to guide him. Body of Lesson Give the student the book, My African Safari. Do a picture walk with the student and allow him to tell you what he knows about the wildlife and environments depicted in the text. Listen to the student read the text through the first time. Correct any mispronounced words, and remind the student to read with expression. For example, encourage the student to sound excited when reading a sentence ending with an exclamation mark. Now tell the student that hell be reading the book one last time, and that he should do his very best. Again, make any necessary corrections, and then make sure to tell the student the ways he improved on the second attempt. On this second attempt, Ill graph his wpm on two different portions of the text. Give the student a simple worksheet with five comprehension questions related to the text. These questions will be multiple choice, and the student should aim to get at least four of the five questions correct on the first try while using the text as a reference. Communication Demands The student needs to be familiar with certain animal/environmental vocabulary words, such as zebra, elephant, lion, and giraffe, savannah, plains, poachers, etc. No augmentative devices are being used. Assesments: The reading graph will show the students rate of reading by the end of the trials. You also will record the score on the comprehension game he is playing on the tablet. Lastly, you will record the score the student received on the third lessons comprehension worksheet. Instructional Strategies

MultisensoryI will be bringing in 3-D models (the diorama), videos and pictures of various African animals/environments. Chunked up activitiesthe activities are chunked up into small parts of only a few minutes at a time to keep his attention of this student with ADHD. InterestThe subject is one that I know interests the student. Generalization: If I were able to work with this child in the future, I would continue doing fluency drills but with different types of reading materials. I would try to find more exciting video clips to help him build up his knowledge/vocabulary base. I would also consider trips to museums if possible, to further pique this students interest and to expose him to new knowledge/vocabulary about a topic he clearly enjoys. Resources and Materials: Graph paper for fluency graphs Video about African animals Diorama depicting various animals National Geographic magazine Book, My African Safari Tablet for comprehension game

Focus Learners Information

Identify the two learning targets selected for the learning segment. 7. Reading Fluency 8. Reading Comprehension Describe the focus learners exceptionality (strengths and challenges) and its potential impact on instruction for the learning targets. Alex is currently a third grade student reading orally at a first grade level. His comprehension is at a level of 2.1. He is diagnosed with ADHD and often has trouble staying on task during an assignment for more than a few minutes at a time. He also has a mild stutter, which seems to discourage him from talking as much as the other students in his class and from reading aloud. Alex enjoys learning about different

animals and environments, and often carries National Geographic for Kids and Ranger Rick magazines in his school bag and folders. It is hard to hold Alexs interest when discussing a topic he lacks interest in. List the goals and benchmarks in each focus learners individual education plan relevant to achieving the learning targets. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

For each focus learner, list any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning targets. Activities chunked up into smaller segments When possible, take student to quieter area of classroom/school building to limit distractions Describe any behavior management plans. Alex often has trouble staying on task. We will combat this by using small bits of instruction on a subject of high interest to him whenever possible. We will also try our best to pique his interest on various other topics, to broaden his learning horizons.

Knowledge of Focus Learner to Inform Teaching of the Lesson Segment

For each of the categories listed below (3ad), describe what you know about each focus learner as related to the lesson objectives of the learning segment in relation to BOTH of their learning targets. What does each learner know? Alex is currently a third grade student who knows how to read orally at a 1st grade level. He can comprehend text at an early 2nd grade level. What can each learner do? He can read at a rate of about 80 words per minute when given a 2nd grade text. He is currently able to answer 3 out of 5 simple recall comprehension questions on average about a text after his first hearing/reading of that text. And, what is s/he learning to do? He is learning to increase his reading fluency and comprehension accuracy.

a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives. When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. Alex loves to learn about/talk about animals of all types. He talks a lot about animals and the places they live to other students, to me, to his classroom teacher, etc. He has sufficient background knowledge to complete the lesson without any introduction of concepts of vocabulary. b. Social and emotional development (e.g., impulse control, ability to interact and express themselves and their feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness). When relevant to lesson objectives, refer to baseline data obtained prior to the beginning of the learning segment. He is diagnosed with ADHD and also has a moderate stutter. He often has trouble staying on task during an assignment for more than a few minutes at a time. He is easily distracted and often has to be verbally prompted to stay on task. He doesnt enjoy reading aloud in class due to the aforementioned stutter which has cause him some social anxiety.

c. Personal, family, community, and cultural assets (e.g., each focus learners interests and strengths, relevant lived experiences, and selfmanagement skills; family supports or resources; cultural expectations; community supports or resources) Alex has a strong family unit that supports him in his academic journey. Mother often reads aloud to him before bed at night, she gets him subscriptions to magazines that interest him, and she has taken Alex to the zoo and aquarium numerous times so he can see his interests up close. Father and mother try to expand Alexs present limited interests so he will stay on-task when his teachers talk about things he may not enjoy as much as wildlife. d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or language/communication). When relevant to lesson objectives, refer to baseline data obtained prior to the learning segment. NA

Supporting Learning
Respond to prompts 4ae below. As needed, refer to the instructional materials you have included to support your explanations. Your explanation should address both learning targets for your focus learner. Use principles from research and theory to support your explanations, that is, explain why your plans will support learning for each focus learner and describe how they provide challenge that is appropriate for each learner. a. Explain how the following guided your choice of the lesson objectives, learning tasks, materials, and supports, including any adaptations, modifications, or accommodations.

Alex loves all things related to wildlife. He will talk endlessly about many different types of animals, the places they live, the things they eat, etc. He stays on task much better when the instructional topic is one that he enjoys. This is the reason I focused my lessons around the topic of animals.

assets Alex has been to the Columbus Zoo and the Newport Aquarium numerous times. His family loves that he is so interested in animals, but they are trying to broaden his horizons as best they can. He has a supportive family environment. If you selected an objective that addresses a support skill not reflected in the individual education plan, justify why it is appropriate for the focus learner(s) at this time. (If academic, you can use a state standard here) CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. b. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner(s), given the learning needs. NA

c. Explain how your choices provide your focus learner with the appropriate level of support and challenge needed to access and engage with the curriculum and instruction. He is currently reading independently at a first grade level, but we are starting the reading passages at an early second grade level to give him an appropriate challenge. Any higher reading level would risk putting Alex at frustration level. Any lower, and there wouldnt be enough challenge for Alex. d. Explain how the plans for instruction are sequenced in the learning segment to build connections between each focus learners prior learning and experiences and new learning. Each lesson segment begins by doing an activity that reminds him of his prior learning. He is given the chance to discuss what he already knows about this topic. e. Explain how, throughout the learning segment, you will help the focus learner(s) to generalize, maintain, or self-manage the knowledge, skills, and supports, as appropriate. Each time he reads the fluency passage, his reading will become faster and more fluent, and that will likely transfer over to other passages he may read.

Monitoring Learning
Explain how the assessments and the daily assessment record for each focus learner will provide evidence of

Progress toward the lesson objectives From the graph, you will be able to see if he has reached his fluency goal. You also can look at the record on the tablet game or to his score on the comprehension worksheet to see if he has reached his comprehension goal. Generalization and maintenance, or self-directed use of learned skills I will see if he can generalize what he has learned by checking his reading in other types of texts, such as fiction or magazines. The conditions under which each focus learner was or was not successful If the student does not reach 95 words per minute on the third try, or does not reach his set comprehension goals, he is not successful in the task.

Instruction Commentary
Write the Instruction Commentary after watching your video clip by providing your response to each of the prompts below. 1. Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson plan number. For the clip I used lesson number 2. 2. If applicable, provide any additional information needed to understand the learning environment or interactions seen in each clip. This was taken in the morning, in a one-on-one setting. 3. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provided a positive learning environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to enhance self-determination and support engagement in learning for each focus learner, individually and/or as part of the group? By talking with the student, and asking him questions about the topic he likes, which is animals, I developed rapport with him. I was already a familiar presence in his classroom, which also helped a great deal. I was able to support and enhance self-determination skills by showing him how much he had improved each time he filled out the fluency graph. I also made him more comfortable by telling him he could choose where in the school building we conducted the mini-lesson. 4. Engaging and Motivating the Focus Learner(s) Refer to examples from the clip(s) in your explanations. a. Explain how your strategies engaged and motivated each focus learner to develop and apply the targeted knowledge and skills. Breaking up instruction into smaller segments seemed to keep Alex on task. He was motivated to improve each time he read a passage, and rewarded me with a huge smile when he beat his prior scores. b. Describe how your instruction linked each focus learners prior learning and personal, family, cultural, and/or community assets with new learning. Since Alex has a huge love of animals, I figured there was no better way to motivate him to learn. His goal is to become a better reader,

and there are a plethora of materials that were age and reading level appropriate right in his own school library. This is a subject that his family encourages him to learn about as well. 5. Deepening Learning during Instruction Refer to examples from the clip(s) in your explanations. a. Explain how you elicited and responded to each focus learners performance to promote application of learning. I used such prompts as Lets see if we can beat your old score! and when he was doing the comprehension questions, You did a great job at answering that question, lets see if we can do the same on the rest of them and conquer this game/worksheet! I told him he was doing even better than the goal we set, and that really seemed to motivate him. b. Describe opportunities provided to each focus learner to apply feedback to improve performance. I took every opportunity I could to tell Alex not to be discouraged when I had to aid him in pronouncing words, or changing the expression with which he read. I told him hed actually beaten the goal we set out to achieve. 6. Supporting Teaching and Learning Refer to examples from the clip(s) in your explanations. a. For each focus learner, explain how your materials, supports, and instructional strategies support his/her learning in relation to the lesson objectives and how they reflect the learners development, age, and needs. The graph I used allowed Alex to see his progress and his improvements. Breaking the lesson up into small bits helped him stay on task during the lesson. Being away from his classroom seemed to relax him, which made his stutter much less apparent. Using the diorama and tablet during the lesson gave him hands-on time with the materials, which is important for students with ADHD. b. For each focus learner, describe how your instructional materials and instructional and support strategies facilitate the development or application of a self-directed learning strategy. As he kept rereading the passage, he seemed to realize he was improving, and it became like a game to him. He wanted to take the diorama home so he could make up his own story about what the animals were doing that day. He

also said hed be interested in taking home more short passages about different types of animals to read/practice with his family. 7. Analyzing Teaching Refer to examples from the clips in your explanations. a. What changes would you make to your instruction to better support learning of each focus learner? Support your explanation with evidence of your focus learners performance and principles from theory and/or research as appropriate. I dont know that Id change too much about this mini-lesson. Alex stayed on task very well and seemed to enjoy what we were doing. He improved on his second reading, and even his stutter was more relaxed than usual. If I could change one thing, it would be that I simply had more time with this student. I think hed benefit a great deal from intensive, one-on-one instruction. I would also try to expand WHAT interests him if I had more time to spend with Alex. This would enable him to pay more attention during class time since hed be able to focus for longer periods on a greater variety of learning topics.

Data(Include any charts are anecdotal records you took during the lesson. What were the results of your lesson segments? By the third lesson segment, on the second reading/fluency charting, Alex was reading at a WPM of 98, which surpassed his goal. He also answered all five comprehension questions correctly! His average on all of the comprehension questions from all of the lessons was four out of five! I think one-on-one instruction allows this learner to focus much more easily than when in his regular classroom surrounded by other students and numerous distractions. What are the continuing needs of this learner? This learner would benefit from continued fluency drills on a second grade level with reading passages that interest him. He also needs continued instruction in comprehension strategies. Id devise some type of plan to get him out of the normal classroom and into a quiet part of the library with an aide or teacher who can practice fluency/comprehension with him every day. What feedback did you give the student? (Verbal, written, etc.) I shared the students scores on the comprehension drills, and also helped him understand his WPM on the fluency graph. I told him he should be very proud of himself. How do you know the student understood the academic language of the lesson? We talked about the topic at the beginning of each lesson segment to make sure he understood the words that related animals/environments that were used in the reading passages.