Contextual Information

Name: Lauren Hobbs

Big Idea: Grade: Date: 3/28/23 Time: Lesson: 1

Comparing Fractions Third 12:00-12:15 PM

Resource Link:https://www.cpalms.org/public/search/Standard#86|219|553|3464

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Individual Content: English Language apply to your classroom:
Math Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

MA.K12.MTR.1.1 Actively participate in effortful learning both individually and collectively.

Learning Trajectory:

Previous Standard: N/A

Next Standard: MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

Damien

Listening Proficiency Level: 4.8

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 3

Writing Proficiency Level: 2.3

Overall Proficiency Level: 2.6

Math I-Ready scores: Grade 1

Reading I-Ready scores: Grade Kindergarten

Lesson Planning
Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

The students will…

- Actively participate in comparing fractions and explaining which fraction is greater in a number talk.

Learning Target:

I can compare and give reasons as to which fraction is greater.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Greater: very large in size or number.
Fraction: a part or very small part of a
whole.
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud:
Paper, pencil, markers, crayons
Teacher created materials
Teacher-made sample of activity/project
Teacher-made sample of activity/project
Teacher-made sample of activity/project

ipad/computer
Graphic organizer: None _______
Assessment: Oral assessment of him explaining his reasoning
Science supplies (list)

Introduction/Building Background: 1 min.

1. Greeting: So happy to be here with you, today we are going to do a number talk. Let’s go out
to the table in the science area.

2. Hook: The student will…

- actively participate in comparing fractions and explaining which fraction is greater in a
number talk.
Learning Target: I can compare and give reasons as to which fraction is greater.

3. Prior Knowledge: So in class we have been working on fractions so this will be a review. We
have been comparing fractional numbers with either the same or different numerators and
denominators so today we are going to compare numerical fractions with different
numerators and denominators.
Instructional Steps (allotted time):
1. Introduce: Go over what fractions are and what greater means. What fraction does this 13 mins
show…show the first task cards have him answer
2. Explain:
Remind the student that this is so he is able to talk out his reasoning for math and be able to compare
the difference between two fractions and know which ones are greater.
Give each task card to the student at a time and ask which one is greater. Ask the student to talk out
his reasoning and once he tells me why he thinks one over the other is greater than have him circle his
answer on the task card and then repeat for as many task cards he can get in the time frame. I will ask
probing questions but I will not tell him the answer but let him come to his own conclusion for his
answers.

3. Review:
Differentiation Process/How .
Damien will instead of writing down his explanation to which fraction is greater he will orally tell me
his reasoning.

HOT question (and expected answer):

If you could take one of these task cards and put the fractions into real life situations, what could the
fractions represent?
Possible answers:
A pizza and the slices of the pizza: 2/8, slice of cake
Assessment: Formative assessment name Assorted Assessments . Describe if needed]

The task cards will be circled and he will orally give me his explanations

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.

Today, we did a number talk on comparing fractions and explaining which fraction is greater.
Fractions are so important to always review because as you get older the fractions advance in math.
There are fractions being used in real life and sometimes you don’t even think about it but you are
using fractions. I am so proud of you for being so descriptive and explaining your reasoning for each
fraction! Collect his task cards and head back to class.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.
Contextual Information

Name: Lauren Hobbs

Big Idea: Grade: Date: 3/30/23 Time: Lesson: 2

Comparing Fractions Shared Third 12:00-12:20 PM
Writing

Resource Link:https://www.cpalms.org/public/search/Standard#86|219|553|3464

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Individual Content: English Language apply to your classroom:
ELA Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

MA.K12.MTR.3.1 Mathematicians who complete tasks with mathematical fluency

Learning Trajectory:

Previous Standard: MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways

Next Standard: MA.K12.MTR.4.1 Engage in discussions that reflect on the mathematical thinking of self and others.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

Damian

Listening Proficiency Level: 4.8

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 3

Writing Proficiency Level: 2.3

Overall Proficiency Level: 2.6

Math I-Ready scores: Grade 1

Reading I-Ready scores: Grade Kindergarten

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

The student will…

- Create a story including mathematical fluency of a fraction within the story.

Learning Target:

I can create a story including mathematical fluency of a fraction within the story.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Fraction: a part or very small part of a
whole.
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud:
Paper, pencil, markers, crayons
Teacher created materials
Teacher-made sample of activity/project
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ESOL LP 2 Worksheet
ipad/computer
Graphic organizer: None _______
Assessment: Write a story
Science supplies (list)

Introduction/Building Background: 1 min.

1. Greeting: I hope you are having a great day! We are going to do another number talk. Let’s go
out to the table in the science area.

2. Hook: The student will…

- Create a story including mathematical fluency of a fraction within the story.
Learning Target:
I can create a story including mathematical fluency of a fraction within the story.

3. Prior Knowledge: So remember Tuesday, we did a number talk on comparing fractions and
explaining which fraction is greater. Fractions are so important to always review because as
you get older the fractions advance in math. There are fractions being used in real life and
sometimes you don’t even think about it but you are using fractions.

Instructional Steps (allotted time): Pacing

1. Introduce: If you could take one of these task cards and put the fractions into real life
situations, what could the fractions represent?
Possible answers: A pizza and the slices of the pizza: 2/8, slice of cake 18 mins

2. Explain: Read the directions to him and then have him brainstorm a story he can make about
 this alien on an adventure. Then ask him how he could incorporate a fraction into the story.
As he is telling you his ideas, write down when he's ready. Let him see you write each word
and the sentences. The whole point for this is so he can make connections to the words I am
writing down and what he is saying to me. Then after he is done, read the story with him to
show him what he accomplished.

3. Review:
Differentiation Content/What .
Damian will tell me his story and I will write it down for him and then I will read his story to him to
make sure that is what he wants to say

HOT question (and expected answer): Write a story about this alien’s adventures on earth. Include a
fraction in your story.
Possible answers: Adam, the alien went on a mission because all he wanted was to try an apple pie.
His alien friend who went on the last adventure brought back ⅙ of an apple pie for him to try and he
loved it. So, Adam’s goal for this adventure is to get a whole apple pie, which would be all 6 slices.

Assessment: Formative assessment name Assorted Assessments . Describe if needed

Orally telling me his created story including fractions and I will write it down for him and we will read
it together.

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.

I am so proud of you! Tuesday we practiced comparing fractions and then today we applied fractions
into fluency and a story. You were able to apply math to a writing story. This is a great technique to
have and to use when you are stuck with math because if you put yourself into the equation or math
problem you put meaning behind numbers. You did such an awesome job today and you were very
creative. Let’s head back to class to move into reading intervention. Collect his story.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.
 ESOL Assessment C
Post-Observation Reflection Questions
(Due to supervisors by 9:00 pm on the day of the observation.)

1. In general, how successful was this lesson for the ELLs present? Did the students
learn what you intended for them to learn? How do you know? How do you rate yourself
in 3.2 (use the ESOL C Assessment rubric)? Why?
(ESOL 3.2)

Yes, I think that my lesson for my ELL student was successful and he learned what I intended for
him to learn. I know because I had him orally talk me through his mathematical fluency and how
he wanted to add his fraction to his story. I had him tell me his story orally and I helped him
organize his thoughts and how he wanted his story to play out and then we put it all together. I
would say I am effective in engaging students in learning because I consistently engaged my EL
student in learning by aligning learning tasks and activities appropriately for his language ability
levels and cultural backgrounds. I gave my student the ability to create his own story, so he was
allowed to write about whatever he wanted.

2. How effective was your instructional delivery (activities, discussions, grouping of

students, materials, resources, etc.) for ELLs in this lesson? Why? How do you rate
yourself in 1.1, 2.2, 5.2, and 5.3 (use the ESOL C Assessment rubric)? Why?
(ESOL 1.1, 2.2, 5.2, and 5.3)

I think my instructional delivery was effective because I connected the lesson to the other day's
lesson so we can take what he learned the other day and then apply it to today’s lesson. I
consistently communicated instructional purposes to my EL student in a comprehensible manner
aligned with known proficiency of the EL both in spoken and written language. There were times
where he drifted a little bit into his story, but I was effective with getting him back to the purpose
and what he needed to accomplish to finish his story.

3. How did you demonstrate flexibility during the lesson? What adjustments to your
original plan (if any) did you make during the lesson? Why did you determine those
adjustments were necessary? How did you respond to your ELL’s unanticipated needs
during the lesson?
(ESOL 1.1, 4.1)
I had to make a quick adjustment because at first, I told him we could use whatever fraction he
wanted so he chose the denominator to be 30 or 25. However, that is not a simple fraction and it
is also a fraction that is not common because you can simplify that, and he doesn’t learn that yet
in 3rd grade. So, I had to be flexible and see if that could be a fraction he could do because I
wanted to give him as much creative independence, but I realized it would have been too
complicated to use that fraction in his story. I told him it would be better to use a smaller
fraction, so we chose 5 to be the denominator. I would say I was developing in this category
because I demonstrated some flexibility and responsiveness to the instructional plan for ELs of
varying language proficiency and instructional needs, but with uneven success.

Evaluations with Dr. Ankeny: Brought up the pie at that moment. Drawn out the whole and
showed him.

4. What did your ELL’s work during the lesson reveal about student engagement and
understanding?
(ESOL 1.1, 3.2, 4.1)

My ELL’s work during the lesson revealed that he can orally create a story and come up with
some good ideas and he was even helping me with his sentences, reminding me to put periods
after my sentences. So, this told me that he knows sentence structure, but he struggles reading.
He could read the words and the sentences because he knew what we just wrote down. However,
as soon as we went back to the beginning to read, he had trouble reading some words, because he
couldn’t remember what we wrote down. So, this revealed that he was relying on remembering
words instead of sounding them out.

5. If you had a chance to teach this lesson again to other ELLs of varying proficiency,
what would you do differently?

Something I would do differently is give them some ideas of how they could go about this story.
I liked the idea of giving them creative ability and free range about how they wanted their story
to go about but I think some examples or guidance would have helped with timing and could
have made transitions cleaner. Overall, I think it was a fun activity and my EL student did say he
loved doing that and he was proud of his work. I would adjust by giving them more guidance and
assistance. Additionally, depending on my ELL students' varying proficiency I would either have
the students write the stories themselves or write them for them and have them orally tell me.
Evaluation with Dr. Ankeny: Little bit more vocabulary. Give him more comprehension, for
assessments.
 Your reflection questions must be loaded in Livetext alongside the ESOL C
Observation Form.

Analysis of Student Work

Grade Level: _3rd___ Date of Assignment: _3/30/2023______

Part One: Expectations for Student Work

What was the goal of the assignment?

The goal of the assignment was for Damian to actively participate in effortful learning on
fractions. Then to apply that learning of fractions to mathematical fluency and participate in a
shared writing. It is a great way to ignite his imaginations through shared writing;
collaborating on ideas and borrowing from others gives him a much richer vocabulary that he
can use in his writing. Having a model for grammatical, spelling, punctuation, and content
expectations helps him improve his writing.

What did you expect students to be able to do? In other words, what were your specific learning
objectives?

Damian specific learning objectives were…

He actively participated in comparing fractions and explaining which fraction is greater in a

number talk.

Additionally, he created a story including mathematical fluency of a fraction within the story.
Part Two: Select samples for analysis
1. Sort your students’ work based on the objectives for this assignment using the four
standards below.
2. Write the students’ names in the appropriate columns.
3. Pick one student in each category to be your case study student. Circle their name.
Approaching standard

Damian

Day 1

Planning
 Shared Writing Story

Part 3: Describe the performance of each case study student in relation to your objectives.
1. Write down what the student can do.
2. Write down what the student can't do.

Approaching standard

Student Name: Damian

1. Damian can compare fractions and explain which fraction is greater.

What helps him with this is comparing the fraction to a pizza.
2. Read on his own

1. What would you do differently in light of the student responses to this assignment?

Something I would do differently is give them some ideas of how they could go about
this story. I liked the idea of giving them creative ability and free range about how they wanted
their story to go about but I think some examples or guidance would have helped with timing and
could have made transitions cleaner. My student loved this activity and he was so proud of his
shared writing story. He told me, “I want to take it home to show my older brother”. I would
definitely do this activity again and I can incorporate it in other subjects as well, to hit different
standards.