Section 5: Reflection

TPE 3.4, 6.1, 6.5

After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments
and use the data to reflect on whether the learning objectives were met for this lesson.
1. Complete the table below to help you evaluate the levels of achievement of your learning goals for this lesson:

Learning Goals Number/percentage of Number/percentage of Number/percentage of

(Include however many students who exceeded students who met students who have not
learning goals you learning goals learning goals met learning goals
developed for this
lesson. Blank spaces are
for students with extra
learning goals)
Learning Goal #1 11 5 3
Learning Goal #2 16 0 3
Learning Goal #3 8 3 8

1. Student achievement of your CA State Standard learning goals for this lesson:

a. Using the data from the rubrics you developed for your formative assessment, explain any areas of successful
achievement for your whole class of your CA State Standard learning goals for the academic content of this
lesson.
1)Identify any patterns and/or trends in the results. Make sure to cite evidence (including specific number
scores!) from your rubric.
There are a consistent 3 students that have not met the learning the goals, this is because the students are still
mastering their letters and sounds. For LG 3, 42% of the students did not meet the learning goal which was to read
with expression for at least 10 sentences. 84% of students exceeded LG2. 57% of students exceeded LG 1.
2) What aspect of instructional approach do you believe contributed to the pattern and/or trends that you saw?
What was most effective? What was least effective?
I used a lot of scaffolding and asked questions to get them thinking about things that would help them with the
performance task. Having the students read the stories 5 times helped them feel familiar with the text and not
focus as much on decoding but rather comprehension of the text. During the choral read, I stopped to ask higher
order thinking questions to help my students connect the story to the skill of recalling a key detail. The
instructional strategy, think-pair share that I used during my lesson allowed the students to collaborate with their
peers and address key details of the story. I think the least effective strategy was the amount of time I spent
reading, by the end we read about 6 times and I feel that the students had comprehension of the text and did not
necessarily need the same story the sixth time being that the story has a total of 14 sentences.

b. Please identify one student from each of the following three categories (or a high, middle, and low if the
students do not fall within those categories) and provide feedback on their work based on their work. Your
feedback should be detailed, content-specific, and rubric-based:

1) Student who exceeded learning goals:

Great Job, Archer! You took your time and did your best printing on these details as well as the illustrations; I can
tell that this was your best work. In the future, I challenge you to add words to your sentences to make them juicy.
You can use the pictures to help identify details that are not found in the words on the page.
2) Student who met learning goals:
Violet, this was some of your best effort and work! You were engaged in every aspect of this lesson. In the future,
I would like you to take some time forming your letters the correct way.

3) Student who did not meet learning goals:

Ava, thank you for participating in this lesson. In the future, let’s have you sit up front so I can help track during
the story. For the details, let’s try to use the story to help us and then I can help you space out your words to form
an idea. I appreciate that you were engaged, and I want to make sure we can continue learning together.
2. Student achievement of your ELD Standard learning goals for this lesson:

a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate
achievement of your ELD Standard learning goals for this lesson?
My ELD goals were By the end of this lesson, students will be able to verbally describe the text elements which is key
detail.
By the end of this lesson, students will be able to write down a key detail of a given text using proper grammar. I have
one EL student and she was successful in expressing a verbal key detail to me. Her and I talked about how to space out
the sentence and grammar and then she was able to write it down.

b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD
Standard learning goals for this lesson: For this lesson, my EL was successful in completing both the ELD goals.

c. How effective was your instructional approach for your FS1?

My FS1 received a 6/9 for my lesson learning goals and met both of the ELD goals, thus my instructional
approaches were successful in supporting FS1.

3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional approach for the whole class?
I was able to provide specific verbal feedback to students that needed it and I was able to be aware of the students
that are better supported in the front row and that are comfortable answering questions. My students love to have
discussions with each other, so I always make sure to give them an opportunity to think pair share because they
love it and I get to assess them as I walk around. I knew that my students are new to writing on graphic organizers,
so I was able to model where words go and where we put details.
b. …support student access to and engagement with the content?
I used think pair share to allow my students to engage in discussions about our content. I model reading with
expression so they feel comfortable diving into text and reading with fluency and expression. I avoid rushing my
students and allow them to turn in assignments later since they like include a lot of detail in their drawings. I also
have a group of five students that I have up front, so I support them by helping them track and decode words when
we are reading.
c. …enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and
your focus students specifically?
I love to validate my students where they are at whether it be acknowledging when something might be tricky but
expressing that we will get through the content together. I also avoid picking out specific children as I have
learned that some of them are put on the spot quite often and it causes them turmoil. Rather, I address things as a
whole class, “let’s hear everyone use their voice to read this with our best expressions” The more positive praise I
give this class the better they feel during our lessons. They are such capable children and when I acknowledge
what they are doing right they light up and push themselves to be even better.

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…

a. …for the whole class to support them in achieving the learning goals?
In the moment I needed to remind the students to look at the punctuation to help us read with expression, other
than that my original plans provided enough support for my students to get through our lesson.
b. …for your three focus students to help them achieve the learning goals?
For FS 1, I needed to have a deeper discussion about sentence order to help her write her key details than I
originally planned. FS 2 & 3 had adequate support for this lesson through my preplanned strategies or walking
around and expressing that students can add words to make sentences juicy.
5. What insights did you gain from your student self-assessments and informal assessment, and observations that
you made throughout your lesson?
An insight I gained is that my students require additional support in reading with expression which is
understandable as this was the third week of first grade. Through the think pair share discussion, I learned that my
students are great at recalling details from the story and verbally expressing them to one another. When it comes to
writing key details, I learned that my student require sentence starters and then they are able to write it out
independently.
6. Applying for Next Steps
a. Based on your assessment data:
1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new
subject, or some combination of both?)
My students have mastered writing key details so I will continue on and the next lesson I will teach is to continue
recalling key details but add explaining the main idea as well from a text we read as a class.
2) If applicable, was your grouping strategy effective?
My students did not complete the work in groups however, I did choose their seating for the think pair share which
was effective because the students are comfortable expressing their ideas to each other.
b. If you were going to teach this lesson again, would you change anything about how you engaged your students
in terms of:
1) Higher order thinking:
I used great questions during my reading so I would not change this. My students were responsive to it and were
able to really connect with the text.

2) Academic language:
I would change the way we go about the vocabulary in that I would allow the students to say what they think it
means before I tell them. And if they do allow the meaning, I would allow them to teach their peers.

3) English language learning:

My EL was successful in mastering her goals, I would continue using the same strategies with her if I taught this
again.