Instructional Cycle 1

Multiple Subject and Single Subject

Part F: Written Narrative: Reflection on What You Learned Template

Multiple Subject and Single Subject

Step 3: Reflect—Part F: Written Narrative: Reflection
on What You Learned Template
Directions: Respond to the following prompts (no more than 3 pages), citing evidence from your submission from
Step 1 and/or Step 2 (e.g., narrative, lesson plan, lesson plan rationale, video clips, annotations) for each
response. Type your responses within the brackets following each prompt. Do not delete or alter the prompts.

1. How did getting to know your students’ assets and learning needs

a. support the affirmation and validation of the students’ cultural and linguistic
backgrounds?
This class has 21 students of Hispanic (4), Indian (1), and Caucasian (16). The
information I have gathered about the students is through conversations, writing prompts, a
student survey and inventory, and consulting with my master teacher. Two of my students were
born in Mexico, 1 in Great Britain, 1 in Australia, and 17 in the United States. The majority of the
class has been born in California and native to Orange County. Most of the students are
involved in after school activities such as Boys and Girls Club, sports, art and robotics clubs.
Four of the students are pulled out for reading and math support. The majority of the class lists
“centers” as their favorite subject/activity. They like working in groups, and moving from activity
to activity together. Students are comfortable working in groups and with their desk partners,
and have many opportunities during class for collaboration. They celebrate each other
successes often cheering for the student who gets picked for “Student of the Day” or for those
who receive recognition for work or behavior. A favorite activity of the whole class is our visit to
the “Shark Tank” (technology pullout) and our weekly Gagaball game at first grade recess. As a
class we include and learn about holidays around the world, and ask all students to share their
family traditions. We have also had many SEL lessons on acceptance, diversity, and friendship
that has been worked into the curriculum and has had a positive impact on our classroom
environment. All students are involved in pullout SIPPS phonics instruction where they work
daily on systematic phonics instruction with academic level groups.
This information allowed me to bring in instruction that involved cultural and linguistic focus
on primary language, ELD supports for English language instruction, and bringing in some of
the students favorite activities to help them have fun with the content.
For my Els, I showed them how Spanish also has a long u vowel, and compared words in
English and Spanish, that had the same meaning and shared the same long u phoneme.
Because both of my Els are social and whose cultures thrive and encourage community
bonding, we did activities that centered around working with others.

b. allow students to access and engage with the content?

[ ] Learning how much all my students enjoy drawing and centers influenced my planning of the
lesson. Drawing allows them to express the content in a detailed and personal way. The
students are engaged when working together, and enjoy activities with hands on learning.
Because of this, I planned instructional activities that involved manipulatives and partner work.
This helped them work on collaboration in academic endeavors.
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 Instructional Cycle 1
Multiple Subject and Single Subject
Part F: Written Narrative: Reflection on What You Learned Template

Finally, giving the students a chance to showcase their work, and participate in spelling
vocabulary words, gave the students a chance to cheer one another on, and gain confidence in
their learning of new skills.

2. How effective was your instructional approach in supporting learning for the whole class and
for each of the 3 focus students to achieve the content-specific learning goal(s)?
[ ]My lesson was successful in supporting learning for the whole class because it included
many different learning activities which supported multiple means of engagement and provided
opportunities to asses learning.
FS1 achieved her learning goals and ELD goals with the scaffolding and instructional support I
had in place throughout the lesson. The vocab worksheet helped her create a sentence with
correct meaning that included multiple target words. She was confident to share her sentence
with desk partner.
FS2 was challenged to think of multisyllable “oo” long u words, and came up with a sentence
with the vocabulary word “monsoon.”
FS3 needed scaffolding with his adding and deleting sounds to make new words, which I
provided with helping him segment the word into sounds. His printing goal was achieved
through the supports I had set up through using his finger space, and numbering his white
board.
The exit ticket worksheet that was turned in showed that all 21 students were successful in
using the “oo” digraph when spelling. 18 out of 21 misspelled either the beginning or ending
phoneme in the target vocabulary words. 17 out of 21 used correct meaning and context of their
vocabulary words in their sentences.
The student gained great practice in adding, substitution, and deletion of phonemes to produce
new words. They segmented the sounds provided the right letters to switch to form the new
word with minimal scaffolding needed.
18 out of 21 students had legible printing and appropriate spacing between words in their
sentences.

3. How effective was your instructional approach in supporting learning for the English learners
in your class and Focus Student 1 (FS1) to achieve the ELD goal(s)?
[ ]My instructional approach was very supportive in supporting learning for my English learners.
I talked about the similarities in languages, I used the examples of English and Spanish, and
how Spanish also has long vowel sounds. We sounded out Spanish and English words that
shared the same long u sound while practicing the phoneme “oo.” Also, providing a vocab list
with illustrations was helpful in providing them with sentence frames for their sentence and
drawings.
FS1 in particular, was supported by her collaborative group work, giving her a chance to
practice communication and turn taking skills. Her sentence frames helped give her confidence
in writing a sentence that made sense, and she was confident in describing her sentence and
illustration to her elbow partner.

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations
for the whole class and the 3 focus students to support them to achieve the learning goals?
Why or why not?

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 Instructional Cycle 1
Multiple Subject and Single Subject
Part F: Written Narrative: Reflection on What You Learned Template

[ ]For the whole class, I had to address the other sound “oo” makes as in book, compared to
the long u sound in moon. Since this lesson focused on long u, I hadn’t included an explanation
in my lesson plan. However, when one student chose the word book, it became a bit confusing.
I adapted my instruction to explain that sometimes “oo” makes the sound as in book or look. I
explained that when we come across these words in reading, if you read it with the wrong
pronouncement, it will sound wrong.

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