Time: Celebration/ Struggle, Question: Claim about teaching:

2:46 A student led the group This led to a prime

saying, ”I agree” after
another student’s response
to the activity.
4:00 Student asked if they could
refer back to their definition
to use for their examples.
4:26 Waited to share the
directions that one word has
two examples.
opportunity to add openness
and fairness to the group
showing support of one-
anothers answers.
Being clear with instruction
of sets of cards so they have
a ready set of words with
definitions to refer back to.
Maybe share that in the
beginning when giving the
original set.

5:10 Great teamwork by partners. They were working hard and

problem solving together.
6:10 Struggle: With an example,  Had them read the
students were struggling sentence.
identifying the word it was an  Identify the noun of
example of. the sentence

6:28 Other group had finished, so I Giving the necessary help

stopped the extra support, so next time, until students
we can comeback as a whole have shown mastery by
group.
7:44 Struggle- rushing to next
objective
9:52 Struggle: Gave students the
clue of that we are finding
dates in the text without
doing pre-assessment.
10:26 Struggle: A student had
begun reading the text
before we had even
discussed or pre-assessed
11:45 Celebration: Students
identified a sequence of
events signal word in a
understanding and working
through their misconception.
Figuring out students
understanding of the
content?
Self-evaluation/
comfortability (thumbs?)
Next time, go over objective,
have discussion, do the pre-
assessment, then mark the
book and begin reading.
Next time, having clearer
instructions of expectations.
VERY GOOD READING SKILLS.
 passage that I had not
noticed originally.
13:53 Asking for students
understanding of the
instructions.
26:29 Student was finished before
the others
31:07 Some students wrote all
events on one sticky note.
32:19 Struggle- two of the same
year dates.
34:21 Whole group instructions-
showing proof of information
in text.
36:09 Struggle- sequence of events
worksheet had confusing
arrows. Following at quick
glance you go from left to
right, students mixed up
some events due to the
down arrow.
38:28 Celebration: MASTERY OF
CONTENT
Helped clarify any
misconceptions they had.
Able to go independently
read the rest of the text
while waiting for other
students to finish.
Had them re-write them on
the paper.
Need clearer expectations-
one date per sticky note.
Had students think about
what the events were and
are there any context clues
that would give which may
come first.
Students responded very well
to this.
I used a redirection to break
the confusion of what date
would come next if the
arrows weren’t there to
know student’s mastery of
the content.
ALL STUDENTS REVISTED THE
OBJECTIVE AND AS A GROUP
WERE ABLE TO SHOW
UNDERSTANDING OF
SEQUENCE OF EVENTS
THROUGH SIGNAL WORDS
AND EXAMPLES.