Instructional Cycle 1

Multiple Subject and Single Subject

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

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 comprehensively learning about your students’ assets and learning needs

a. inform and/or shape your lesson plan for the whole class?
[ Learning about my students needs and interests provided a clear understanding of how I was
going to form my Lesson plan. In previous lessons I included a getting to know your students
this was an activity that students did in class and at home with their parents so that I was able to
connect their prior knowledge 2 the new content that we were learning which is story
sequencing. Like I mentioned before in my Lesson plan rationale this group of first graders has a
very active imagination and is highly creative when it comes to writing and any type of art form
this class also is very fond of discussions how I keep this class engaged is through collaboration.
Like I mentioned in step one Lesson plan rationale the books that I chose were due to lack of
resources however they had a helpful resource that students could use if they were unable to read
the book or understand the story, they had the option to have the book read to them without me
having to be present. Knowing that students have very active imaginations planning the final unit
plan assignment to be where students become their own authors and illustrators of their own
story seemed perfectly fitting for this first-grade class however in order to get their students
needed prior knowledge on story elements such as character setting action problem and solution
along with being able to have the ability to sequence stories from beginning middle and end.]

b. support student access to and engagement with the content?

[ In my Step 1 “Lesson Plan Rationale”, I explained that I chose the stories for students to read
based on a particular resource which was that it could be read to students. Being that we are in an
online learning environment, I do not have the luxury of walking around the classroom and being
there when a student raises their hand. Having the auditory book allows me to be in another
breakout room and knowing that students could have the story read to them if they are having
trouble with reading or even comprehending the story. Having students collaborate with one
another in a smaller setting is also beneficial to student’s engagement with the content as I
mentioned before in the Lesson Plan Rationale with this class, they are highly creative and have
active imaginations. With this kind of creativity comes the challenge of keeping students
interested with the content they are learning. By having the students discuss and complete the
activity together brings out more engagement in the students. Before students broke out into
groups, I mentioned in my Rationale that I modeled the activity with students. This helped
students understand how to do the activity and because I let them know ahead of time that I
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 Instructional Cycle 1
Multiple Subject and Single Subject
Part F: Written Narrative: Reflection on What You Learned Template

would be modeling an activity they were going to complete on their own. This allowed students
to be engaged as they wanted to know how to successfully complete the activity since it would
be turned in at the end of the lesson.

2. Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to
incorporate specific instructional, in-the-moment adaptations for particular students? Why or
why not?
[I believe my lesson plan was flexible and supported all my students in their learning and I
allowed me to be flexible in my teaching to determine if students needed more practice or if I
could move onto the next idea. I was able to assess students learning through the activity
worksheet that I mentioned in my step 1 “Lesson Plan Rationale”. In the beginning of the lesson,
I was able to scaffold their prior knowledge of story elements into story sequencing making the
transition run smoothly. Students were able to understand the concept due to the visual
flashcards I sent home along with the visual word association. Then this gave me the opportunity
to look at student’s individual work to see how they were progressing with the new content that
was presented to them. Students let me know during the lesson how they were feeling about the
new content and if students had felt in the middle or as if they were not understanding the
concept then I was prepared to demonstrate another story to this time asking them to answer
more questions in order to evaluate how the class was doing. In the middle of the lesson students
were put into breakout rooms with strategically thought-out partners and were able to
demonstrate their ability to complete the activity the same way it was modeled to them. Working
together allowed students to gain confidence in sharing their answers. Then at the end of the
lesson I was able to check back in with students to see how they were doing and ask questions
about what they had just learned. Students’ parents/guardian would send me their completed
worksheet by the end of the day, and I would evaluate if I needed to make any adjustments or
conduct a mini lesson with students during ELA with specific students.]

3. How did your instructional approach support learning for the whole class and for each of the
3 focus students to achieve the content-specific learning goal(s)?

[Focus Student 1: In the “Getting to Know Your Students” I mentioned that FS1 did not
struggle with understanding and retaining the concepts of story elements in previous stories. This
allowed FS1 the opportunity to apply what she knows thus far into her worksheet activity today.
When I went into the small groups, I did not interrupt FS1 and her partner right away as I wanted
to hear their thinking processes. I then realized that FS1 had understood that the activity was not
just to help students write down their thoughts, but she was able to apply it when I asked her to
retell the story. She had no problems using transitional words however she did refer to her
worksheets as notes. Working with a partner also benefited FS1 as she was able to practice
communication and teamwork with another partner who she was comfortable with. This gave her
the confidence to share in class her thoughts and how she sequenced the story. I also believe that
the way I phrased the class about using a digital translator in a positive light along with having
the story read to her without me being there was one less aspect she had to worry about as she
did not have to disrupt class in the slightest.

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

Focus Student 2: this student needed to be redirected and reminded of the expectation and goals
for this class period. During the modeling of the activity, he was distracting in his camera, so I
reminded students that they were now first graders that had the ability to sit and listen to the
lesson and if anyone had a comment or question related to the lesson, they were welcome to
share during the class time. When FS2 went off topic I would redirect him and say thank you for
his idea but encourage to share it late. To keep FS2 attention I gave him and his partner a story
about cars. Like I mentioned in the “Getting to Know Your Students” FS2 has a fascination with
cars, and I wanted to evaluate how much he was understanding the concept of sequencing, I then
gave him the story that the rest of the class was going. If I were to have given him only one
story, I truly do not believe that it would have caught his attention therefor his worksheet would
not be a good representation of his knowledge when it comes to understanding this concept. He
did very well on the assignment and was eager to share his findings in class with everyone.

Focus Student 3: As mentioned in the Getting to Know Your Students section FS3 has a visual
impairment that has progressively been getting worse every year. She has access to all of the
physical materials given to her in class but also digital ones as there are times, she needs the
worksheets read to her by the computer or needs to use the dictation tool to type out her answers.
I wanted to make sure to emphasize to the whole class that having the book read to them was not
something I looked down on but instead encouraged so that students used the resource. This
lesson was not a reading lesson, the goal of the lesson was to make sure that students could
sequence a story they read or was read to. FS3 worked very well with her partner and completed
the assignment successfully.

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All rights reserved. V03