Jerricka Scott ETS: PPTA Task 4 4.0: Contextual Factors 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. 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. c. Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. Response a. I have a first grade class that teaches reading, writing, math, science, and social studies. There are 22 students in the class. Four of the students take speech. One of those students is mildly Autistic and another is mentally challenged. Another one of my students is of Hispanic descent and has a language barrier. b. My mentally challenged student and the one with mild Autism have both physical and developmental factors that impact the instruction in the classroom. These two students can't always produce or successfully identify the letter sounds that they hear and see. Instruction is impacted socially and behaviorally by my child with language barrier. Because he isn't familiar with a lot of things, he tends to shy up, become embarrassed, whisper, and neglect to volunteer to share. c. My student with the language barrier gets ESL assistance, so this is slowly improving his efforts and knowledge obtained. Many students attend other educational programs after school, so their learning is advanced. My student of Hispanic descent has English as his second language, so many things such as reading and writing come to be very difficult for him. Guiding Prompts- 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. b) How did your students' prior knowledge and background information influence your planning process? Response a. The learning goal and standard are both appropriate for the lesson and my students learning needs because they have to develop an understanding of linear measurement and length units for future state testing. Reading simple bar graphs gives them the skill to create their own as well as to read more difficult graphs in later grade levels. In kindergarten, they were exposed to classification, so this prior knowledge will increase their ability to understand the graphs that we will be reading.

b. The prior knowledge of my students drastically influenced my planning process. Because we have done previous lessons on forms of data collection such as tally charts and picture graphs, I knew the lesson wouldnt be extremely difficult. I created a bar graph for extra practice. I also planned to review vocabulary throughout the lesson because the students had trouble with it in the previous lessons of this chapter. *Lesson plan attached to the end of the document* Guiding Prompts- 4.1.2: Instructional Strategies a) What research-based instructional strategies do you plan to use with students to engage them in the following? a. content area language b. critical thinking c. inquiry d. reading integrated within the content area b) How will each of these instructional strategies enhance your teaching skills and improve your students' learning? Response a) Research-based instructional strategies: a. Through content area language I plan review vocabulary by asking questions like, What type of graph has pictures? So the children can think about what theyve worked on and give me an answer instead of listening to a bunch of lecturing. They can give short answers with success because key words are emphasized and I will give the definition while they just find the word. b. In critical thinking, I plan to so a Talk Math question for open discussion and a Hot Problem, which requires a lot of thought and explanation. If the students can give proper reasoning for their answers, then I know they understand the content. c. For inquiry, whether it is whole group or independent practice, students will be individually picked to answer questions aloud. The students will have a pretest on notecards and a post assessment using the workbook review pages. d. To integrate reading within the content area, I plan for the students to complete a section of the lesson independently. This requires them to go back and reread questions and graph information on their own. b) This will enhance my teaching skills by giving me more time to make observations and adapt to the students needs. It will improve their learning because they will work harder to figure out the answers so that they can share. Guiding Prompts- 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. b) Describe how you will monitor student learning during the course of the lesson.

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. Response a. One activity that is the main focus of the lesson plan is the workbook session where we take a given graph and answer questions about it. Students have to be able to make conclusions based on data. Answering questions like, How many people were surveyed in all? proves that they can make those conclusions. They also have to be able to understand linear measurement. Answering questions such as, Were there more votes for turkey or ham? helps to get them familiar with the idea of linear measurement. Strategies and hints like expressing that the empty space shows the shorter/less concept helps give understanding. b. I will monitor student learning by asking questions and calling on students to give their answer aloud, as we fill in the group and independent practice. I will also walk around and observe them as they complete the independent practice. c. Work samples that the students will submit include a notecard quiz (pretest) that will be done with the created bar graph and a review quiz from the workbook, which will be the post assessment. Guiding Prompts- 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. 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. c) How did engagement in critical thinking promote student learning? Cite examples from the video to support your analysis. d) How effectively did you integrate reading in your lesson? Cite examples from your lesson to support your analysis. Response a) Content area language was done throughout the entire lesson. It was done at the opening of the lesson and the Talk Math discussion. I stressed the vocabulary when comparing graph descriptions and asking direct questions like, like, What type of graph has pictures? and What is it called when I ask a group the same question and take their votes?. b) I used a variety of different instructional strategies like calling the students up to be a part of the survey and bar graph. We also worked on one part of the lesson as a whole group to boost confidence, learn from peers, and teach them to produce proper explanations for their answers. The other for independent practice to see if they could apply what theyve learned before being given an assessment.

c) Engagement in critical thinking promoted student learning by giving them a chance to put ideas together and share their open ended answers with an explanation. The students were able to hear from peers and compare their thoughts. Talk Math and the Hot Problem both asked for reasoning. Explanation shows that they clearly understand the content. d) Reading was integrated a little throughout the lesson. The students had to read the data on graphs, as well as reread the On My Own question if they were left behind. I usually read to the students because only a few of the students are advanced enough in reading to decode that terminology. I couldve done more by asking chosen students what each question asked for before giving the answer during group work. Guiding Prompts- 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. 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. c) How did your use of verbal and nonverbal communication techniques foster student learning? Cite examples from the lesson to support your analysis. Response a) I monitored student learning through index card questions, allowing them to answer questions aloud, and observing during independent practice. Skimming through the index cards let me know that I needed to stress total votes and how many more questions. Those were missed on the pretest. b) Rewarding them with positive verbal comments gave them confidence. Tweaking their answers like changing tally mark to tally chart in that specific question from the video lets them know that they were close, but need to distinguish specifics. Asking a peer to help them out leaves them less defeated while pushing to answer the next question all on their own. Follow up questions led them to dig deeper to find logical answers and link the common information. c) Nonverbal communication such as holding up one finger to indicate that one bar counts for one really helped. As I asked them, John counts for how many votes? and So that vote is how many bars? holding up that one finger set the entire class up for success. Getting the students to show thumbs up when they are done and ready to move on helps to keep the lesson moving at a good pace. It also shows who may be having problems and needs assistance. The verbal communication techniques such as follow up questions make them think harder. Just calling the students name immediately stops misbehavior. Guiding Prompts- 4.2.3: Classroom Management a) What classroom-management strategies did you use during the lesson? Cite examples of the strategies from the video. b) In what ways did the strategies engage students and promote a positive learning environment? Cite examples from the video to support your analysis.

Response a) Classroom management included stating that the answer must already be known before the raising of a hand. Raising my hand while asking a question indicated that there is no yelling out, but hands must be raise and you must be called on to answer. For previous lessons, students were rewarded starbucks for star behavior. With this lesson, those were given out after the post assessment. b) A positive learning environment was promoted by the expectations set. The raising of the hand let students know what was expected of them without having to say it. This kept the students from yelling out and creating chaos. There was a time to speak out and a time not to. Guiding Prompts- 4.3.1: Student Work a) Describe two student work samples that resulted from the lesson. b) Explain how each work sample you selected demonstrates the learning of each student relative to your lesson's goal(s). 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? Response a) My focus student one made a perfect score on the pretest and the post assessment. Focus student two only missed one question on the pretest, but missed four on the post assessment. b) The work samples from focus student 1 demonstrate that the content from the corresponding lessons prepared the students for this lesson. The post assessment shows that the content was thoroughly taught and explained. Many passed this assessment with no problems. The post assessment from focus student 2 shows that the only big problem was vocabulary. I spent plenty of time on the vocabulary, so either some attention was not paid, or some may need more assistance when reading and looking for key words. c) I asked focus student 1 follow up questions to be sure that he could provide accurate answers and explanations. He was great. I rewarded him with starbucks. I showed focus student 2 the careless mistake he made and asked what was wrong so that he could find it on his own. I also reread the definitions and emphasized the key words. He is better with numbers, but with more practice, he can be successful with vocabulary.

Guiding Prompts- 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. 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.

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. Response a) Most of the class reached the learning goals. They all were attentive for the most part, and also were understanding on how to read information on a bar graph and make conclusions from the data. The vocabulary was what got a few students confused. Although I feel as though I reviewed and explained well, some just werent getting it. They need to learn and see more on finding key words. b) Classroom management went well. The class was well behaved, but in viewing the video, I did see a few that were not completely focused and on task at all times. I interact well with the students during instruction, but I may not so as well with accommodations during assessments. My grouping as far as was very effective. Students became less dependent and worked towards their own success. c) I could manage the class by making sure there is only a pencil and the workbook pages on their desks. I would also use phrases and techniques to gain attention before mentioning important information. This would keep them on task. During assessments, I will reread the complex sections and ask the students if their answers make sense. This will make them rethink and think rationally instead of just giving an answer because they forgot what the question was asking for.

Teacher Candidate: Jerricka Scott Subject/Grade: 1st grade math Learning Objective:

Lesson # 4 Date and Time of Lesson: 04/8/14 12:05pm

When given a labeled and filled bar graph, students will be able to read the data shown and draw accurate conclusions from it. (80% accuracy) 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 standards are all appropriate because in kindergarten they all have to classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. In second grade, they will have to draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. These first grade lessons on picture/bar and how to read them follows up on their kindergarten experience with categories and prepares them for their future second grade experiences. All of these standards line up on the focus area of developing understanding of linear measurement and measuring lengths as iterating length units. Assessment(s) of the Objectives: Lesson Objective(s) Objective 1: When given a labeled and filled bar graph, students will be able to read the data shown and draw accurate conclusions from it. (80% accuracy) Assessment(s) of the Objective(s) Use of Formative Assessment

Assessment for Objective 1: Pre- Students will be given an index card and asked to individually answer 5 questions based on the bar graph about favorite color made with connecting cubes. During- Students will be observed answering questions On my Own questions from the lesson workbook pages, as well as asked to answer questions aloud. Post- Students took the review quiz form the workbook at the end of the lesson.

The index card quiz lets me know how much to emphasize during the lesson, it also lets me know their initial standing so I can see how far theyve come. The observations during the lesson help me understand where the problems may lie during instruction (Are they paying attention? Are they working on their own to find a solution?). The review quiz lets me know what didnt get across to the student and helps to show if they made progress.

Accommodations: The exercises increase in difficulty throughout the lesson. This makes the work appealing to the lower students, giving them confidence on the easier questions so that they can push to figure out the more difficult ones. It is appealing to the higher level students because they get a quick brush up on the easier questions before they work to master the harder ones. During the lesson, I will read the content of the lesson that has more difficult vocabulary. This will give the students clarification of what the questions are asking for. Materials: Day 1- Index cards, a drawn outline of a bar graph, connecting cubes, the math workbook, the SMARTboard, and an iPad Procedures: 1. First, I will let the children know that it is time for math and ask them to pull out their workbooks, rip out chapter 7 lesson 6, and wait for me to staple. 2. While pulling up the iPad camera on the SMARTboard, I will do a review on the chapters vocabulary. a. I will ask about the vocabulary in sequencing order as we learned it, to lead up to introducing the lesson for today. 3. I will explain a hypothetical survey as I present my created bar graph on favorite color. 4. I will call students up randomly to represent my votes and bars. 5. As we do this, I will emphasize on the fact that one bar (section of the entire bar) means one vote and vice versa. 6. Together, we will count the single votes to come up with the totals for each color. 7. As we put the colored bars on the graph under the camera, I will ask small questions like, Is there more votes for green than there are for purple?, to keep them involved and to see where they stand. 8. After completing the graph, I will let the students know that they will be given a small index card to take a little quiz based on the graph we created. a. They will be instructed to take something out to cover their work. 9. I will let them know that the cards are already numbered, so there are only five questions and I should be able to clearly see each answer. a. I will ask each question clearly, and multiple times if necessary. I will also observe as they record their answers. 10. Once everyone is done, the quizzes will be taken up by the helper of the day. 11. When we begin the lesson, we will go through the first few graphs and questions together. 12. I will ask simple questions to keep them alert and to make sure that they are listening. I will also explain helpful hints. a. Those with hands raised will be asked to answer. 13. I will do another vocabulary review once we have discussed the Talk Math question. 14. Next, I will explain that students have to complete the next two pages on their own, but

the questions will be read by me for clarity. 15. Once I observe and see that they all have finished, we will go over the answers and complete the Hot Problem together. 16. When the Hot Problem is completed, students will be instructed to put the stapled pages in their star folders to complete the back page of homework, and the post assessment will then be completed. Activity Analysis: Activity 1) o During this activity, I randomly created data for a bar graph on favorite color. Different children will help represent each color. Each color will be done one by one and students will be called up to hold one cube of that color and stand side by side. Remaining students will count aloud the number of students holding that specific color cube. This activity will be done to stress that one bar (cube) counts for one vote (person) and what specifically is being voted for. We will place the cubes together, and place them on the bar graph. The iPad was used for the camera and connected to the SMARTboard to project the graph. Activity 2) o We will use the lesson activity from the workbook. First, we will read a similar graph on the front page as the one I created. This will be done as a whole group. Next we will look at questions together that will help us draw conclusions about the data we read on the bar graph. We will do a Math Talk and Hot Problem question as a time for open discussion. We will also do On My Own questions to answer independently, then have a chance to give their answer to the class. References: http://connected.mcgrawhill.com/media/repository/protected_content/EBOOK/50000498/32/37/Launch.html?stateCode= SC&page=541&mghCourseID=7WCET671Z1K43KJEB7BROQH1L8# My Math workbook www.ed.sc.gov (common core math standards)