Tuning Protocol

Course Bundle
RED 303, 403, 414

By: Allie Sipple

Course Instructor: Dr. Bryan Matera
Fall 2023

Table of Contents:
Context for Learning.......................................................................3

Educational Themes........................................................................3-5

Classroom Practices........................................................................5-9

EdTPA Lesson Plans…………………………………………….10-24

Lesson Videos……………………………………………………25-26

Self-Analysis …………………………………………………….27-29

Student Data and Analysis……………………………………….30-33

Data Progress Tools……………………………………………...33-34

Overall Reflection……………………………………………….35-36

Context for Learning

For the first six weeks of the school year, I was placed at Ben Franklin Elementary School. Ben
Franklin Elementary is one of sixteen public elementary schools in Rochester Minnesota and is located
in the southeast region. It consists of kindergarten through fifth grade students and is also the home to
2
the lottery school Montessori at Franklin. Their schedule is a letter schedule, A-F. This allows their
specials classes to be on a rotation. My placement was in a fourth-grade classroom with 22 students
made up of 13 boys and 9 girls. Of these students, 9 are White, 7 are Hispanic, three are Black, two are
Multi-Race, and one is Asian. We have 8 students enrolled in GATE for the gifted and talented program,
these students are split into verbally gifted and non-verbally gifted. Each section meets on two letter
days per letter cycle for 45 minutes. Seven of our students are considered at risk for literacy according
to Fast Bridge. These students are pulled by a Reading Intervention Specialist for 30 minutes each day.
Four of our students are on an Individual Education Plan (IEP). Two of these students are on an IEP for
Autism Spectrum Disorder (ASD), one of them is also Specific Language Impairment (SLI) and Specific
Learning Disability (SLD). This particular student has a one-on-one Paraprofessional with them for the
majority of the day to help them with their daily work. The other two that are on an IEP are for
Emotional Behavior Disorder (EBD) they are part of the Setting 3 Connect program, they also usually
have a paraprofessional with them at all times. These students are in our classroom most of the day
and go to their Connect classroom for Social and Emotional Learning skills to follow their IEP. Our class
also consists of 8 students that qualify for the Multi-Language Learners Program. Having a class made
up of many ML students, we have the benefit of having an ML teacher come into our classroom every
day for an hour and co-teach our students in small groups and one on one. Having a classroom filled
with different racial and ethnic groups has provided a learning experience for all students and teachers.
It is so wonderful to be exposed to diverse cultures and people, they have so many learning
opportunities to provide for all.

Educational Themes

1. The social curriculum is as important as the academic curriculum.

When thinking about the word school, most people will immediately start thinking about
academics, but it is much more than that. School is a place where students have the opportunity to not
only learn from their teachers, but also from their peers. Allowing students time to work together on
projects or assignments is a wonderful way to marry the social and academic curriculum. This allows
them to bounce ideas off each other and get to ask each other questions too, as well as learning to
work with others. It is critically important for teachers to realize the importance of social curriculum. If
school is a place where students feel welcome and safe, they will be more excited to come to school,
to make them feel welcome and safe, relationships need to be built. Relationships cannot be built
between a teacher and a student without a teacher reaching out and putting in the effort to get to
know the child. Once the student can feel that their teacher cares about them not only at school, but
outside of the building too, they are going to be more willing to put effort into what they feel like
matters their teacher. This follows the golden rule to an extent, treat others the way you want to be
treated. If the student is expected to put in effort towards academics, the teacher must model this as
well and put in effort to something that matters to the student too. Sometimes this might mean
pausing math on a nice day and taking the students outside to play kickball with them. Not only does
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this allow a mental break, but it allows students to work on their ability to interact with others, use
self-control and regulate their emotions. Pushing academics when the students are drained or
unengaged is not going to be as productive as taking a mental break or coming up with academic
games that do not feel like learning because they are fun, they could be individual, partnered or team
based. All these options all the social and academic curriculums to be met.
2. How children learn is as important as what they learn; process and content go hand in hand.
Every child is unique and learns in their own special way, which is why it is so important that the
teacher builds relationships and gets to know every student to figure out how each learns best. With
having limited time during the school day, it is not always easiest to teach each lesson several different
ways, but it is possible to have different ways of learning throughout the lesson. If time is not taken to
get to know the students, there will be a lot of time wasted on teaching and many learning
opportunities missed. This circles back to keeping the students engaged in their learning if there are
several visual learners and hands on learners in a classroom it is so easy to put these two together. If
there are students that struggle to sit still, find, or create activities that keep them moving around the
room, or even the school. For the students that are a bit chatty, have activities where they can pair up
with another student or students and talk about their activity and/or answer. There are many ways to
keep students engaged and excited in what they are learning, it just takes the time to build that
relationship to know what works best for each student to learn in the environment they are in.
3. Knowing the families of the children we teach and intentionally working with them as partners is
essential to each child’s growth--academically, culturally, and developmentally.
Getting to know the students and their families is crucial. It is important that a student's family feels
like they are a part of your team, and that they feel like they are important in your role as their child's
teacher. Step Into Learning or Meet the Teacher is a great time to start this process of getting to know
them and building a relationship that will continue to grow throughout the school year, (keeping in
mind that this relationship may even continue if they have other children that will be entering your
grade level in the coming years). There are several opportunities to build these relationships with
parents/families. If a parent or family member is at drop off or pick up, it is important to put a smile on
and at least wave, but it is also good to take it a step further and have a short positive conversation
with them. If families are not at pick up or drop off, taking the time to make a positive phone call here
and there is important too. Having a teacher call can be a nerve-racking experience for guardians which
is not what we want them to feel when their teacher calls. If we call and let them know how wonderful
their child is, it will start that positive interaction to help them look forward to when the teacher calls.
This also helps when you do have to make that dreaded phone call to report something the family may
not want to hear. If guardians are used to hearing positive phone calls, they are less likely to feel
attacked when calling to share something that may feel negative. It is also important to start these calls
by showing that the phone call is being made to show you care and not to tattle. Another time to
create a positive relationship is at the students' conferences, always strive to find compliments for
each student to outweigh any comment on areas of work. School events are a great way for families to
get to know teachers on a more personal level, it is a way for them to see the teacher in a more social
way rather than academic.

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 Classroom Practices

1. Morning Meeting
Morning meetings are a part of the day that may be overlooked by some but have a significant
role in the students getting to know their peers through making personal connections and providing a
sense of safety and inclusion. Morning meetings are also a time that allows students to practice key
social emotional and academic skills. It plays a large part in increasing their sense of belonging and
significance in the classroom community. This is a time to encourage students to step out of their
comfort zone and take risks whether it be sharing during share time or being “it” when playing a class
game. While students are sharing, playing a game, or greeting a friend, the teacher should be
informally assessing each student's skills of cooperation, listening, speaking and self-regulation.
In the fourth-grade classroom that I am in, the students are to eat their breakfast, work on their
morning workbook, and read the morning message. Once the timer goes off, they all know to put their
items away and then sit quietly at their seat. We then go over the schedule for the day and stop
halfway through to see if there are any questions, and then we watch the school news. After the news,
the line leader gets to pick how many students we will be greeting that day, once they reach the
number of greetings they were supposed to, we do our morning sharing. The students are to stay quiet
and listen to their peer share, this can be a challenge at times, but after referring to our classroom rule
about being respectful when others are speaking, they usually turn it back around. After every student
and adult in our room has the opportunity to share, the line leader gets to pick what game we are
going to play until it is time to go to specials. They have the choice of playing Night in the Museum,
Four Corners, Heads Up 7 Up, Thirteen, or (on Fridays) Silent ball. Playing a game every morning is such
a wonderful opportunity to watch students grow in a social light, work together, focus on their
listening, strategy and so much more. I look forward to implementing these routines into my own
classroom someday.

2. Classroom Rules
Having Classroom Rules is a must, but collaborating with the students to create the rules they feel
should be enforced to make them feel safe and welcome is a great way to show them that the
classroom is just as much their space as the teachers. When creating a classroom rules contract, be
sure to reframe negative ideas into positive ones; for example, if a student says, “Don’t be mean” for a
rule, ask them how we should treat our peers to lead them to “We should be kind.” Once the
Classroom Rules list is created and everyone feels like it is complete, having the students sign it as a
contract helps hold them accountable for their actions. It is also important to explain what a contract
is, and then have all the teachers in the room sign it as well. Displaying the Classroom Rules contract in
the room where they can easily be referred to will help so students can reflect back on them if needed.
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This also allows the opportunity to refer to the contract if a friend is struggling to follow a rule, and to
remind them of the contract they signed, this keeps the contract alive in the classroom and reminds
everyone what the rules are. Building positive relationships with students and between them and their
peers is a top priority, as the book The First Six Weeks points out on pg. 82, “When children feel safe
and know what's expected, they’re better able to focus on learning and less likely to misbehave.” We
should never expect perfection out of our students, but we do have to walk them through self-
regulation and potential consequences. The book The Fist Six Weeks states, “Logical consequences are
for fixing a problem, not for punishing a student.” Be sure to talk to a student about what happened,
while asking them questions to get a deeper understanding of their feelings too, using this moment as
an opportunity to build relationship is a crucial part to creating that sense of belonging for the student.
In our classroom, the students really enjoyed creating our Classroom Rules contract and picking out a
place to hang it that we felt would work best as a reminder. We hung it by the door as a reminder of
how we should act not just in the classroom, but at school in general. In the book The First Six Weeks,
they mention some examples of consequences being Time-out, Loss of privilege, and Break it, fix it. In
our class we have a Take a Break spot, this area allows a student to sit, calm down and regather
themselves for a brief time so they can come back and rejoin us as a class. Students can go there on
their own if they feel the need or may get sent to the Take a Break spot if they are struggling to do
their job and have had a few reminders. After observing my CT, I have taken notes on how she handles
these situations. She is really good at going to talk to the student about a minute or two (or after
finishing the lesson she is working on) after sending them to take a break, and then asks them what is
going on and why they thought it was okay to do what they did. She keeps a calm and friendly tone
throughout the conversation, and finds a compliment to end the conversation to ensure the student
knows they are cared for and that they are believed in. Ending all interactions with positivity is key to
building relationships and creating a classroom the students and teachers will want to be a part of.

3. Interactive Modeling
Interactive modeling is a wonderful way to keep students engaged in a lesson. It is effective and
quick-paced but yet a straightforward way of teaching. One reason I really enjoy this method is
because it works in many subjects and/or scenarios and allows students a visual and hands on way of
learning. Allowing the students to follow a “I do, we do, you do” style of learning shows them the
expectation, practice it, and then put it in place. This helps students to reach a deeper understanding
of what is expected as well as allowing the teacher to observe their understanding to see if there is
anything that needs to be gone over again or retaught. Teaching in this way helps students meet the
expectations and master skills more quickly and efficiently.
In our classroom we use this method frequently throughout the day. We have a lot of students that
lack the confidence to come up in front of the class to solve or answer a problem, so I like to use this
opportunity to help them figure out how to achieve finding the answer or solving the problem to help
build that confidence. I feel strongly that this also builds relationships with the students and shows
them that you are there to help them and not to embarrass them.

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 4. Positive Teacher Language
Teacher language is powerful and crucial in creating a welcoming and positive environment for
our students. If as a teacher we cannot commit to positive teacher language, then we cannot expect
our students to do the best or be the best that they can be. The way our body language and tone are
interpreted has a significant impact on how students are going to act and learn in our classroom. As
stated in the book The Power Of Our Words on pg. 3, “Language is far more than the simple expression
of thoughts, feelings, and experiences... Lev Vygotsky said, Language actually shapes thoughts, feelings,
and experiences.” If a student can see or sense that we are irritated or annoyed, they are going to act
differently than if we show them that we care about them and care that they make the right choices. I
can think of a few times in my first six weeks that this was easier said than done. There is a student in
our class who struggles with academics and honestly believes that they are dumb, in feeling this way,
they tend to cry a lot and lack asking for help. I had the chance to say “you’re not dumb, just keep
trying” with an annoyed tone, but instead I sat down next to them and in a caring tone told them that
they are far from being dumb, and that they can always ask for help if something seems difficult and
then went on to ask what they were struggling with and helped walk them through the assignment.
Since this event, the student is a lot more confident and will attempt to answer questions without tears
and asks for help after attempting the work and is still unable to figure it out. There is another student
who comes to mind when thinking about the effect of positive teacher language, and it is a student
that has the reputation of being the naughty kid or the bully. In knowing this, a lot of staff just keep
that label in the back of their head and act upon them being the “bad” kid, but I decided to take a
different approach to see if I could make a difference for this student. I started every day by saying
good morning to this student and asking them each day about their evening or weekend, what plans
they had, and really tried to get to know this student. After about a week and a half in, they started to
come up for morning hugs and end of the day hugs. Their behavior write ups had become less and less.
I am so glad that my CT treats this student with the same amount of respect, because I genuinely
believe that I could make a huge difference in this child's life on how they decide to treat others and
themselves too. Some days it is easier than others to be genuine in positive teacher talk, but I think if
we remind ourselves of the affect, it has and the positive outcomes there will be, it should make it
easier to put on a smile and welcome each student to another beautiful day at school. Sometimes this
positive interaction might be the only positive interaction the child gets all day, build those
relationships, build that background knowledge on the student and their family, and build that trust.
The last paragraph in the book The Power Of Our Words is so powerful to me, it says, “In just a few
short moments, this teacher skillfullly used language to engage, inspire, and support children’s
learning...She kept her words succinct and her town warm and firm...Her words and tone
communicated her belief that the students were capable, motivated and well-intentioned. Her
language helped create a positive learning experience for the children...” This is the classroom and
positive language I plan to create.

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 5. Academic Choice
In the first six weeks of school, it is important to find that happy medium between moving too
slowly with spending a lot of time on materials and routines which can leave students bored or the
other directing and diving right into academic content to quickly or something to complex that leaves
the students overwhelmed. Academic choice allows students to have a voice in what and how they
learn. The book The First Six Weeks states that, (pg.79) “Academic choice is a strategy for giving
students some choice in what they learn, how they learn, or both.” I believe this helps build
engagement from the students in all content areas and provides a way to differentiate learning for all
levels of students while allowing them to have some control over their learning. Some of these choices
could be as simple as allowing the students to choose if they would like to use colored pencils or
markers, counting bears or cubes. Allowing them to have some control in their work opens opportunity
for motivation and engagement. When teaching multiplication, my CT and I taught different ways to
solve the problem. After teaching these strategies, the students were able to pick which ones worked
best for them along with their favorite manipulatives to finish their multiplication worksheet. Once
they were done with the worksheet, they were to get it checked off by my CT or myself and then got to
pair up with another student and show them the strategy they chose and explain their work. The
students had a lot of positive feedback in being able to choose then share their strategy and work.

6. Collaborative Problem Solving

Allowing students to work in groups not only enables them to work on social skills, but it opens
opportunity to practice and master key speaking and listening skills. When pairing students to
collaborate, it is important to keep an eye out for what partnerships work, and which ones do not as
well as pairing them up by strengths and abilities or interests. If done right, it is possible to set them up
for success in developing essential skills for working cooperatively all year. While there are several
opportunities for partner work throughout the day, it is during about week three where we start
introducing small groups. During this time, it is okay to meet with students for about five minutes on
academic content or to check in on their assignment to see how it is going. When pulling students back
to small groups, it is important to coach them on taking turns talking, staying on task, and other
essential skills needed for small group discussions.
Many children are little social butterflies, so why not take advantage of that and teach them how to
use those talkative skills to share with and teach others? I love implementing engaging activities that
allow students to move around and talk to their peers, whether it is a “Think, Pair, Share” a “Turn and
Talk” or just straight up partner work. I feel like allowing children the opportunity to teach and learn
from their peers is an important skill to implement in the classroom as much as possible. The struggle
with this is teaching them how to talk with their peers properly and to stay on task with what they are
supposed to be collaborating about. Setting expectations and holding them to those expectations sets
the classroom up for successful collaborating.

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 EdTPA Lesson Plans
Lesson 1 :
Teacher Candidate Name: Allie Sipple
Grade & Subject Area: Fourth Grade, Reading
Date for Planned Lesson: September 25th, 2023
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Lesson Title Main Idea

9
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text; summarize the text.
MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a
story, drama or poem from details in the text.

MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing

on specific details from literary text.

MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a

procedure, including what happened and why, based on specific details, in
informational text.

Central Focus Read critically to comprehend, interpret and analyze themes and central ideas in
- derived from standard, complex literary and informational texts.
- communicates general goal

Learning Target for this Lesson Students can read and comprehend central ideas in informational texts.
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad
b. Identify, comprehend, analyze, interpret
vocabulary
b. General Academic vocabulary c. The topic is X, and these supporting details show that Y is the main idea.
(words used in school across
many subject areas) d. Students will have the opportunity to demonstrate their knowledge through small
c. Syntax Sentence Frame: group conversation as well as a worksheet or reading passage.
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear
in TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in
provided for some aspect of
beginning.
the lesson for given student(s) Below grade level will follow “I do, We do, You do”.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames

10
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Google slides, Anchor chart, Pencil, Highlighter, colored pencils, Wonder of Water
passage/graphic organizer, Main Idea word list worksheet
Activity description / teacher does Students do
Read “I can read and comprehend the main idea of a Students will read the
text” to the students and repeat a second time in learning target in
chorus with students.
chorus with the
Ask students what a Main Idea or Central Idea is, call teacher.
on one or two students.
Bring Anchor Chart to smartboard and discuss how to
find the Main/Central Idea.
Read mini passages on Smartboard as a whole Students will move
group, have students move to corner A if the answer around the room to
is A, corner B if answer is B, and corner C if answer
is C.
the appropriate corner
to answer which
option they feel is the
main or central idea.
Go over directions for students spelling Students will listen to
packets, they will fill in the blank with the expectations about
appropriate spelling word. the checklist and ask
Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations any.
and ask if there are any questions.
Students will be released by table to collect their Students will work
writing packets and reading folders and then work independently at their
independently at their spots.
table spots.
Move Anchor chart over to small group Small group students
table. will bring a pencil to
the kidney table.
Call one group back at a time to the kidney
table to work in a small group. Students not in small
group will work
-Highlighters needed for groups one and independently at their
two, have them bring their pencils. table spots.
-Colored Pencils needed for groups three
and four, no pencils needed.
11

Phase 3 Assessment
Explain the plan to check for ability
to apply demonstrated
steps/procedures during
guided practice
Group 1: Hand students their Wonders of
Water passage flipped to back and pencils
down.
Group 2: Hand students their Wonders of
Water passage flipped to back and pencils
down.
Group 3: Hand students their Main Idea
wordlist worksheet.
Group 4: Hand students their Main Idea
wordlist worksheet.
Students not in small group will continue to
work independently.
Other teacher may also call groups back to
work in an additional small group. (Be sure
to check which students she is working with
before calling next group to make sure
students are available).
Ask students what a Main Idea or Central Idea is. Call Students will listen to
on one or two students. Point to anchor chart for instructions and work
those who are struggling.
independently on the
worksheet in the small
Briefly go over anchor chart again to explain how to
find the main idea in a text. group
Group 1: Students should have papers Students will ask
flipped upside down so they can’t read the questions if they have
passage. Have students listen for the main any.
idea of the passage while reading the article
to them. Allow students to then turn their
passage over and read the passage to
themselves while highlighting sentences that
support their main idea. Teacher will
observe students working to check for
understanding.
Group 2: Students should have papers
flipped upside down so they can’t read the
passage. Have students listen for the main
idea of the passage while reading the article
to them. Allow students to then turn their
passage over and ask them what they think
the main idea might be. Call on three or four
students. If there are different answers, point
out on the anchor chart how to find the main
12

Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure Teacher will check over students answers and help
a) Restate learning target those that are still struggling to understand and help
idea and see if this gets them on track. Walk
them through what the main idea is and
have them read the passage to themselves
while highlighting sentences that support the
main idea. Teacher will observe students
working to check for understanding.
Group 3:Students should have papers
flipped over. Explain the directions of the
worksheet. Have students pick out three
different colored pencils. Do the first row
together. Allow students to continue
completing the worksheet. Teacher will
observe students working to check for
understanding.
Group 4: Students should have papers
flipped over. Explain the directions of the
worksheet. Have students pick out three
different colored pencils. Do the first two
rows together. Allow students to continue
completing the worksheet. Teacher will
observe students working to check for
understanding.
Students are to complete their checklist Students will complete
independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their
around the room and answer their Main Idea check list.
task cards.
Students will complete
Students are also to complete 3 Main Idea their Main idea IXL
IXL standards that are assigned to them at standards to 80% or
an 80% or higher completion. higher completion
Task cards are checked as handed in to Students will complete
ensure understanding. Teacher is also the Main Idea task
walking around the room in between small Cards from their
groups to help answer questions and to check list.
keep students on task.
Students will complete
IXL standards can be watched through their Main idea IXL
teachers computer so see what questions standards to 80% or
students are struggling with. higher completion
Students will rate their
understanding on a 1-
13
 b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.
Lesson 2:
Teacher Candidate Name: Allie Sipple
Grade & Subject Area: Fourth Grade, Reading
Date for Planned Lesson: September 26th, 2023
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
correct their mistakes. 3 scale.
Students will raise 1 to 3 fingers in the air to indicate
how solid their understanding is from 3,I could explain
Students will return to
their table spots to
this to someone else, 2 I’m getting the hang of it just
need a little more practice or 1 I want would want it work independently
explained to me again before explaining it to once teacher has
someone else. dismissed.
Collect worksheets and make note on roster to
reteach, extend slightly or transfer to next topic.
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Main Idea
MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text; summarize the text.
MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a
story, drama or poem from details in the text.
MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing
on specific details from literary text.
MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a
procedure, including what happened and why, based on specific details, in
informational text.
14
Central Focus Read critically to comprehend, interpret and analyze themes and central ideas in
- derived from standard, complex literary and informational texts.
- communicates general goal

Learning Target for this Lesson Students can read and comprehend central ideas in informational texts.
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad
b. Identify, comprehend, analyze, interpret
vocabulary
b. General Academic vocabulary c. The topic is X, and these supporting details show that Y is the main idea.
(words used in school across
many subject areas) d. Students will have the opportunity to demonstrate their knowledge through small
c. Syntax Sentence Frame: group conversation as well as a worksheet or reading passage.
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear
in TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in
provided for some aspect of
beginning.
the lesson for given student(s) Below grade level will follow “I do, We do, You do”.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Google slides, Anchor chart, Pencil, Highlighter, colored pencils, Wonder of Water
passage/graphic organizer, Main Idea word list worksheet.

Lesson Part Activity description / teacher does Students do

Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
Read “I can read and comprehend the main idea of a Students will read the
text” in chorus with students. learning target in
Review on Main Idea and Central idea. Watch Main
chorus with the
Idea video explaining Main Idea. teacher.
Review Anchor chart

15
 student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Durning video pause and have students answer the Students will watch
questions they ask. Have students turn and talk to a video and answer
neighbor to explain why they got they answer they did
and call on two or three students. Stop video after
question asked.
second passage is read and discussed (4:25)
Refer back to Anchor chart if students are struggling. Students will turn and
talk with their neighbor
about answers.
Students will use
Anchor chart to help
answer questions if
needed.
Go over directions for students spelling Students will listen to
packets, they will match the spelling word to expectations about
its definition. the checklist and ask
Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations any.
and ask if there are any questions.
Students will be released by table to collect their Students will work
writing packets and reading folders and then work independently at their
independently at their spots.
table spots.
Move Anchor chart over to small group Small group students
table. will bring a pencil to
the kidney table.
Call one group back at a time to the kidney
table to work in a small group. Students not in small
group will work
-Highlighters needed for groups one and independently at their
two, have them bring their pencils. table spots.
-Colored Pencils needed for groups three
and four, no pencils needed.
Group 1: Hand students their Wonders of
Water passage flipped to back and pencils
down.
Group 2: Hand students their Wonders of
Water passage flipped to back and pencils
down.
16

Phase 3 Assessment
Explain the plan to check for ability
to apply demonstrated
steps/procedures during
guided practice
Group 3: Hand students their Main Idea
wordlist worksheet.
Group 4: Hand students their Main Idea
wordlist worksheet.
Students not in small group will continue to
work independently.
Other teacher may also call groups back to
work in an additional small group. (Be sure
to check which students she is working with
before calling next group to make sure
students are available).
Ask students what a Main Idea or Central Idea is. Call Students will listen to
on one or two students. Point to anchor chart for instructions and work
those who are struggling.
independently on the
worksheet in the small
Briefly go over anchor chart again to explain how to
find the main idea in a text. group
Group 1: Students should have papers Students will ask
flipped upside down so they can’t read the questions if they have
passage. Have students listen for the main any.
idea of the passage while reading the article
to them. Allow students to then turn their
passage over and read the passage to
themselves while highlighting sentences that
support their main idea. Teacher will
observe students working to check for
understanding.
Group 2: Students should have papers
flipped upside down so they can’t read the
passage. Have students listen for the main
idea of the passage while reading the article
to them. Allow students to then turn their
passage over and ask them what they think
the main idea might be. Call on three or four
students. If there are different answers, point
out on the anchor chart how to find the main
idea and see if this gets them on track. Walk
them through what the main idea is and
have them read the passage to themselves
while highlighting sentences that support the
main idea. Teacher will observe students
working to check for understanding.
17

Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure Teacher will check over students answers and help
a) Restate learning target those that are still struggling to understand and help
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Group 3:Students should have papers
flipped over. Explain the directions of the
worksheet. Have students pick out three
different colored pencils. Do the first row
together. Allow students to continue
completing the worksheet. Teacher will
observe students working to check for
understanding.
Group 4: Students should have papers
flipped over. Explain the directions of the
worksheet. Have students pick out three
different colored pencils. Do the first row
together. Allow students to continue
completing the worksheet. Teacher will
observe students working to check for
understanding.
Students are to complete their checklist Students will complete
independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their
around the room and answer their Main Idea check list.
task cards.
Students will complete
Students are also to complete 3 Main Idea their Main idea IXL
IXL standards that are assigned to them at standards to 80% or
an 80% or higher completion. higher completion
Task cards are checked as handed in to Students will complete
ensure understanding. Teacher is also the Main Idea task
walking around the room in between small Cards from their
groups to help answer questions and to check list.
keep students on task.
Students will complete
IXL standards can be watched through their Main idea IXL
teachers computer so see what questions standards to 80% or
students are struggling with. higher completion
Students will rate their
understanding on a 1-
correct their mistakes.
3 scale.
Students will raise 1 to 3 fingers in the air to indicate
how solid their understanding is from 3,I could explain Students will return to
this to someone else, 2 I’m getting the hang of it just their table spots to
18

Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.
Lesson 3 :
Teacher Candidate Name: Allie Sipple
Grade & Subject Area: Fourth Grade, Reading
Date for Planned Lesson: September 28th, 2023
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will
be able to know and do
need a little more practice or 1 I want would want it work independently
explained to me again before explaining it to once teacher has
someone else.
dismissed.
Collect worksheets and make note on roster to
reteach, extend slightly or transfer to next topic.
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Main Idea
MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text; summarize the text.
MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a
story, drama or poem from details in the text.
MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing
on specific details from literary text.
MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a
procedure, including what happened and why, based on specific details, in
informational text.
Read critically to comprehend, interpret and analyze themes and central ideas in
complex literary and informational texts.
Students can read and comprehend central ideas in informational texts.
19
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad
vocabulary b. Identify, comprehend, analyze, interpret
b. General Academic vocabulary
(words used in school across c. The topic is X, and these supporting details show that Y is the main idea.
many subject areas) d. Students will have the opportunity to demonstrate their knowledge through small
c. Syntax Sentence Frame: group conversation as well as a worksheet or reading passage.
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear
in TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in
provided for some aspect of
beginning.
the lesson for given student(s) Below grade level will follow “I do, We do, You do”.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Google slides, Anchor chart, Pencil, Highlighter, London Eye passage and
worksheet, Main Idea Graphic Organizer, scissors and glue sticks

Lesson Part Activity description / teacher does Students do

Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Read “I can read and comprehend the main idea of a Students will read the
text” in chorus with students. learning target in
Review on Main Idea and Central idea.
chorus with the
teacher.
Review Anchor chart
Read Passage The Storm on Google Slides Students will listen to
Students will answer the questions by showing a 1, 2, passage being read.
3, or 4 with their fingers.

Watch for understanding and discuss how to find the Students will answer
20

Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Main Idea if there is confusion. Refer back to Anchor the questions using
chart. their fingers to answer
1, 2, 3, or 4.
Go over directions for students spelling Students will listen to
packets, they will sort their spelling words by expectations about
suffixes (-ible and -able). the checklist and ask
Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations any.
and ask if there are any questions.
Students will be released by table to collect their Students will work
writing packets and reading folders and then work independently at their
independently at their spots.
table spots.
Move Anchor chart over to small group Small group students
table. will bring a pencil to
the kidney table.
Call one group back at a time to the kidney
table to work in a small group. Students not in small
group will work
-Highlighters needed for groups one and independently at their
two, have them bring their pencils. table spots.
-Scissors and glue sticks needed for groups
three and four, have them bring their pencils.
Group 1: Hand students their London Eye
passage and worksheet flipped to back and
pencils down.
Group 2: Hand students their London Eye
passage and worksheet flipped to back and
pencils down.
Group 3: Hand students their Main Idea
graphic organizer.
Group 4: Hand students their Main Idea
graphic organizer.
Students not in small group will continue to
work independently.
Other teacher may also call groups back to
work in an additional small group. (Be sure
to check which students she is working with
before calling the next group to make sure
students are available).
21
Phase 3 Assessment
Explain the plan to check for ability
to apply demonstrated
steps/procedures during
guided practice
Ask students what a Main Idea or Central Idea is. Call Students will listen to
on one or two students. Point to anchor chart for instructions and work
those who are struggling. Ask what supporting details
are.
independently on the
worksheet in the small
Briefly go over anchor chart again to explain how to group
find the main idea in a text and what supporting
details are. Students will ask
questions if they have
Group 1: Students should have papers any.
flipped upside down so they can’t read the
passage. After explaining what supporting
details are, tell the students to read the
passage to themselves and highlight what
they think the supporting details and main
ideas are of each paragraph. Teacher will
observe students working to check for
understanding. Students will hand in their
passages and worksheets once finished for
grading.
Group 2: Students should have papers
flipped upside down so they can’t read the
passage. After explaining what supporting
details are, tell the students to read the
passage to themselves and highlight what
they think the supporting details and main
ideas are of each paragraph. Teacher will
observe students working to check for
understanding. Students will hand in their
passages and worksheets once finished for
grading.
Group 3: (Have glue sticks by teacher until
students have showed their work and are
ready) Explain the directions of the
worksheet. Read the passage to them. Have
students then cut out the main idea and
supporting detail clippings and place them
where they believe they belong. When
finished, they should show the teacher and
then glue down if correct, if there is
confusion in their work, talk it over with them
for clarity. Teacher will observe students
working to check for understanding.
22

Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure Teacher will check over students answers and help
a) Restate learning target those that are still struggling to understand and help
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Group 4: (Have glue sticks by teacher until
students have showed their work and are
ready) Explain the directions of the
worksheet. Read the passage to them. Have
students then cut out the main idea and
supporting detail clippings and place them
where they believe they belong. When
finished, they should show the teacher and
then glue down if correct, if there is
confusion in their work, talk it over with them
for clarity. Teacher will observe students
working to check for understanding.
Students are to complete their checklist Students will complete
independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their
around the room and answer their Main Idea check list.
task cards.
Students will complete
Students are also to complete 3 Main Idea their Main idea IXL
IXL standards that are assigned to them at standards to 80% or
an 80% or higher completion. higher completion
Task cards are checked as handed in to Students will complete
ensure understanding. Teacher is also the Main Idea task
walking around the room in between small Cards from their
groups to help answer questions and to check list.
keep students on task.
Students will complete
IXL standards can be watched through their Main idea IXL
teacher’s computer so see what questions standards to 80% or
students are struggling with. higher completion
Students will rate their
understanding on a 1-
correct their mistakes.
3 scale.
Students will raise 1 to 3 fingers in the air to indicate
how solid their understanding is from 3, I could Students will return to
explain this to someone else, 2 I’m getting the hang their table spots to
of it just need a little more practice or 1 I want would work independently
want it explained to me again before explaining it to
once teacher has
someone else.
dismissed.
Collect worksheets and make note on roster to
reteach, extend slightly or transfer to next topic.
23
Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.

Lesson Videos

Lesson 1

24
 Lesson 2

Small Group

25
 Self-Analysis
Self-Evaluation (part one)
Entire Recorded Observation: Circle the number that best reflects your perception of your abilities and
competencies as they relate to the totality of your recordings.
1 Not observed 2 - 3 Area for Growth 4-5 Proficient 6 - Area of strength
_________________________________________________________________________________
1. Voice 1 2 3 4 5 6
2. Speech 1 2 3 4 5 6
3. Energy and Vitality 1 2 3 4 5 6
4. Eye contact with all students 1 2 3 4 5 6
5. Use of teaching aids (maps, board, etc.) 1 2 3 4 5 6
6. Class participation/engagement 1 2 3 4 5 6
7. Ability to hold interest of class 1 2 3 4 5 6
8. Amount of time you talked 1 2 3 4 5 6
9. Academic language used 1 2 3 4 5 6
10. Use of student ideas 1 2 3 4 5 6
11. Variety of questions asked (memory 1 2 3 4 5 6
convergent, divergent, evaluative)
12. Efforts to make lesson concrete 1 2 3 4 5 6
13. Use of directions 1 2 3 4 5 6
14. Use of praise or encouragement 1 2 3 4 5 6
15. Amount of pupil response to questions 1 2 3 4 5 6
26
 16. Amount of pupil initiated talk 1 2 3 4 5 6
17. Class discipline 1 2 3 4 5 6
18. Class climate 1 2 3 4 5 6
19. Objective of lesson clear 1 2 3 4 5 6
20. Evaluation of teaching as a whole 1 2 3 4 5 6

Self-Evaluation (part two)

1. What are some of your personal idiosyncrasies? What can you do about them ?

While watching myself teach in my videos, I notice that I use the word “okay” a lot after there is
information I am wanting my students to understand, I feel like now that I am aware of that now,
hopefully I can catch myself before repeating it over and over again. I also struggle with being nervous,
not so much around the students, but with other adults in the room and a camera on me. These are
problems that I think will resolve with practice and comfort over time.

2. What did you do at the start of each lesson to set the mood or climate for
learning? Looking back, would you do anything differently, and if yes, what,
why and how?

Before starting our lesson each morning, I would have the students recite the “I can” statement
in chorus with me. This is something I plan to continue to do, I think it is good for the students to know
what their goal is for each lesson, and then for the teacher to check in with each student to see how
the student feels they are doing on reaching that goal. Something that I do plan to do differently, and
that I have done a few times but wish to incorporate it with as many lessons as possible is, to have
students do an activity that requires getting up and moving. Whether it be standing at their spots and
answering questions through sitting or standing or moving around the room doing more of a four
corners type of activity. I feel like it is important to keep the kids moving not only for physical wellness,
but also to keep them engaged in what is being taught. I also believe that learning while moving helps
your brain retain what it is learning.

3. Analyze the questions you asked of your students during each lesson. What do
you notice in terms of the quality, levels, wait time, your responses to students,
and their responses to your questions?

27
When analyzing the questions I had asked my students, I feel like I had a decent wait time. I know that I
have some students who are capable of answering questions rather quickly, but there are also students
that are capable of coming up with the answers, they just need a little more time to think. I also think
that I do a good job at asking questions that make all students think for a little bit, I want to be able to
challenge all, but I do not want to lose any of them in the process, so I usually keep most of the more
challenging questions for my small groups, but like to give them a little taste of what I will be asking
while in whole group. I think differentiating the level of questions keeps all students engaged and
keeps their wheels turning. When I ask the whole group to answer a question using their hands, and I
see that there are several answers that are incorrect, this allows me to back up and reteach, if the
majority are correct and just a couple of students have the wrong answer, I generally explain why the
answer is what it is and move on but check back with those students after the whole group session for
a quick private lesson.

4. How well did you involve all students in responding and participating? Were
there any equity issues?

I feel like I did a respectable job at involving all students in responding and participating in what we
were working on. One student that brought up a challenge for me was my ASD student with Specific
language impairment and specific learning disability, he usually has a one-on-one ESP with him, but at
this time she is not in our room. I do my best to include him with what we are working on, but it is
sometimes challenging to keep our group moving when the rest of the students are ready to move on
to the next part of the lesson, and he is still on the first question. The students in this class are so
wonderful with him, and usually help me help him.

5. With what skills development or dispositional progress during your student

teaching are you most pleased?

I would have to say I am most pleased with the amount of comfort I ended up having while teaching. I
was so nervous to teach in front of the whole class, but after getting up in front I found that it was not
as bad as I was thinking it was going to be. I then had a fear of teaching in front of adults, I was
comfortable around my cooperating teacher, but when other adults would come in such as the
principal, the other co-teacher, other teachers, or parents I felt inferior. After talking this through with
my cooperating teacher she gave me a lot of praise that helped me boost my confidence and made me
feel good about what I was doing in the classroom. I think there will always be a little intimidation
when other adults come into my classroom, but that is only because I want to do my best and because
I care about my students and would hate for anyone to think differently.

6. In what areas do you still see room for growth and improvement?

28
One area that I can still see an opportunity for growth is with finding materials on my own and creating
an engaging and memorable lesson plan. I am sure this will happen over time, but it is one quality that
I am working on. I want to make sure I am getting the students up and moving and offering them the
opportunity to enjoy learning and coming to school each day. Since this is something that I strive for, I
think I will have no problem reaching this goal with time, but I do think it takes experience and humility
in order to reach this goal.

Student Data and Analysis

Choose three students’ work –High, middle, and low – and focus upon at least three different
assessments for each student. Write a specific analysis of each student’s work. Also, plan the next steps
in instruction for each pupil (written into an informal plan).

Student 1: Low Achieving

The first assessment given was though whole group and was a move around the room activity. I
had a passage on the board that I had read with three different options for the Main Idea of the story.
The students were to move to a corresponding corner of the room to answer which letter was the
Main Idea, A, B, or C. This student went to the correct corner, but as I was listening to them explain
why they went to the corner they did, their reasoning did not make sense to show understanding. I
talked to this student to work through the scenario with them to help them understand why the
answer was the one they chose.

Students' worksheet from Lesson 2

29
 In this lesson this student struggled with sorting the details
into three groups to create three main ideas. We completed
this worksheet in our small group and did the top two rows
together. As I was watching her, I felt like keeping track of
the colors was a struggle, and some of it was also a reading
and language barrier. While she was working, I stopped her
and walked through it with her. Having me say the words
aloud to her helped her figure out which category they went
into.
In Lesson three, this student did very well. This was also
done in a small group setting where we had discussed the
difference between Main Idea and Supporting Details
extensively. At first this particular student thought that the
Main Idea of the story was option three, but after asking
them if that was what the whole passage was about, they
figured out the correct answer right away.

The next step for this student would be to continue reading

passages with them and walking them through the difference
between Main Idea and Supporting Details. I genuinely believe
that a lot of this students' struggles stem from a low reading
level which leads to a lack of confidence.

Student 2: Achieving
The first assessment given was though whole group and was a move around the room activity. I
had a passage on the board that I had read with three different options for the Main Idea of the story.
The students were to move to a corresponding corner of the room to answer which letter was the
Main Idea, A, B, or C. This student went to the correct corner, as I was listening to them explain why
they went to the corner they did, their reasoning was able to show me understanding of what was
being taught in the lesson.

Lesson 2 was done in small group. I read the passage

out loud to the group, explained the process of finding
the difference between Main Idea and Supporting
30
details and allowed the students to start working. While watching them, I noticed a few students
getting them mixed up, including this particular student. When asking them if the Main Idea they chose
was what the whole passage was about, they quickly figured out that their original answer was a
supporting detail. This student could then continue to answer the questions with ideas received from
the text, but not the actual sentences from it.
In Lesson 3, this student did an excellent job at following directions and listening during our small
group. When finishing this assessment, the student made some mistakes that were common
throughout their group.
One of the questions they
forgot to answer, which
lead to the answer of the
next question. After I had
graded these assessments,
I called this student back to
discuss their mistakes and
they were able to find the
correct answers right away.

The next step for this

student would be to work
on slowing down when
completing a task. I have
reminded them that it is not a race, or about being done first, it is about taking your time to do a good
job. I can see that this is something they are trying to work on.

Student 3: High Achieving

The first assessment given was though whole group and was a move around the room activity. I
had a passage on the board that I had read with three different options for the Main Idea of the story.
The students were to move to a corresponding corner of the room to answer which letter was the
Main Idea, A, B, or C. This student went to the correct corner, as I was listening to them explain why
they went to the corner they did, their reasoning was able to show me understanding in great detail of
what was being taught in the lesson.
Lesson 2 was done in small group. I read the passage out
loud to the group, explained the process of finding the
difference between Main Idea and Supporting details and
allowed the students to start working. Although this
student was easily distracted by others and what was going
on around them, they completed the worksheet correctly
on the first attempt.
31
 In lesson 3, this student did a wonderful job at following directions. They took the time to read the
article, highlight what they found to be supporting details and valuable information to help them
answer the questions. This student was able to get 100%
on their assignment the first
try.
The next step for this student
would be to find something
more challenging, like finding
the Main Idea of a book, or to
move on to the next task. This
student needs to work on
staying focused, and I think
that finding more challenging
assignments for them might
be the answer.

Data Progress Tools

Although my cooperating teacher does not use much for Data Progress tools, I have
incorporated a few that she does use, and a few that I have either used or look forward to using.

Reading Progress Tools:

We use a fluency graph to chart
students Hot and Cold reads. This is a
great way for students to see their

growth as well as the teacher.

Our student have a Reading Checklist

for their independent work during
guided reading. This shows students
what is to be completed, in what
order and tells them where it is to be
turned in.

32
Multi-Purpose Progress Tools:
These are progress monitoring tools that I have used in my small groups,
they can work for any subject area needed. The Exit Ticket is just an
example but can be made up with questions following the lesson being
taught at that time. These tools allow the teacher to check for

understanding and to follow up immediately.

Behavioral Progress Tools:

We have a few students that have occasional behavioral

struggles, but for students who require administrative
follow up, we fill out a Level 1 form so it can be tracked for
trends in behavior so see what next steps might be needed
to help get the student back on track.
Our EBD Connect students have a separate behavioral
progress form that their ESP’s fill out.

33
 Overall Reflection
Throughout my first six weeks of student teaching experience, I was completely amazing at how much
fun I had in what I was doing and in how much I had learned. I was set up with an amazing cooperating
teacher that was real and honest with me. She was very professional and taught me that mistakes are
teachable moments for myself and the students. No one is perfect and it is okay to embrace the
imperfections that come out while teaching. Showing students that teachers make mistakes as well
and owning up to them shows them that they do not have to have so much pressure on themselves as
students. In the beginning I was really nervous to get up in front of the class and realizing that it was
the fear of failure. My cooperating teacher reminded me that she was there to help me just like what
we as teachers should be doing with our students. When calling on a student to come up to the board,
it is important to remember these feelings as a student myself and the fear that I had until a teacher
showed me that they would be there with me the whole way through and there would be no
judgement if there was a mistake, just a teachable moment that they could help me walk through.
Keeping track of my daily reflections was a wonderful way to look back and remember how I felt as a
student and how I plan to treat my students as a teacher they can look up to and trust. Building
relationships with the students and their families was something that stuck out to me immediately on
the first day of Step-Into-Learning. When the families came in to meet their child's teacher, I was
nervous on how they were going to view me as a student teacher that is a bit older than you usually
see, but it ended up coming very naturally after the first couple of families came through to start
creating those bonds and connections with them. I had a lot of fun being a part of this experience and
look forward to the day that I too can help walk a student teacher along and show them that they can
do anything they put their minds to, and do not have to be perfect at anything, just honest and warm
hearted. There is no doubt in my mind that I am where I am supposed to be, I have enjoyed every day
of this experience whether it was an easy fun day, or a more challenging day, I loved every minute. I
am not blind to the teacher burn out that I see happening, but I feel like after talking to my cooperating
teacher about this subject, there are ways to help avoid burn out from happening, and reflection is
part of that. It is important to look at how you are feeling and take care of yourself as well as the
students. You cannot give love and care to others if you are not taking care of yourself, and early
detection of this is key. I also believe that if you keep your passion for your job lit and do not forget
why you came into this profession, it will be easier to keep your eye on the prize. For me, the prize is
making a difference in students' lives, especially those who hate school and struggle to find their place
and their purpose in this big world. I want to be a person who they can look back on and say, “Mrs.
Sipple was a teacher that I will never forget, she cared about me and believed in me.” These are the
moments I strive for and will push myself to receive.
Based upon your reflection and analysis at the end of the connected lessons what three things might
you do differently if you taught this connected lesson segment again --- and why. Think in terms of
preparation, differentiation, delivery, and assessment as you reflect upon your analysis of the
connected lessons. Include the next steps in your analysis as well.
If I taught these three connected lessons again there are a few things that I would decide to do
differently. The first thing that I would do differently is add a pre-test before teaching the lesson to get
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an idea where students are at in their understanding of Main Idea/Central Idea. I feel like having a pre-
test is something that I have tried to shy away from because of the word test at the end, but after my
first six weeks of student teaching, I am coming to find that this assessment does not have to come off
to the student as a test, but it can be very informational for the teacher to gage what the students
background knowledge is in the lesson being taught, and where we are able to dig deeper, and where
we might need to tough base again.
I would also focus more on calling Main Idea, Central Idea so the students would get a better
understanding that they are the same concept. This was something that I thought I had emphasized,
but after going back, checking in with students, and using the Central Idea terminology, I found that
students were more confused than I had hoped for. This terminology is also something that I may have
looked right past if I had not dug into the new standards, which was another teaching moment for me.
As I become a teacher, I need to remember to not get too comfortable in what I am teaching, and to
make sure I am checking the standards to see if there are terminology changes, or standards changed
up a bit. I also do not want to get comfortable teaching a certain way; I want to make sure I am paying
attention to my students and figuring out how they learn best so I can adjust work for them and not
just teach in a way that is easiest for me.
I also want to do a better job at checking in sooner to see how they are doing when it comes to
understanding the lesson. I felt like I did a decent job at checking it to see how they are doing, but my
follow up was not always the quickest and I want to do a better job and getting to those questions
quicker. If a student responds with a comfort of two out to three, I should keep the student with me to
figure out where the confusion is and use this as a teaching moment rather than allowing them to go
back to their chairs and just writing it in my notes to get back to at a later time. I still want to document
it in my notes to check back in later as well though.
My next steps after these lessons are to continue meeting in small groups to carry through a deeper
learning of Main Idea and Central Idea. I plan to wrap up with a fun blooket.com review to help keep
students stay engaged in learning while having fun at the same time. At the end of the week, I plan to
have a quiz to check the understanding of the lesson. After the students take the quiz, if there is a
common mistake happening, I plan to pull the students back for a quick re-teach session to ensure
understanding.

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