Brittany Basile EDEL 433

Domain 3a: Communicating with Students 3a: Communicating with Students -Teacher very clearly explains the directions and procedures before students begin the reading activity. Students are instructed to use one of the following comprehension strategies (adjust rate, ask questions, visualize) while they read a story of their choice. She discusses how visualizing the story is kind of like watching a movie in your head while you read. That really seemed to help the students to understand what it means to visualize. 3b: Using Questioning and Discussion Techniques -Teacher used high quality questions when engaging the class in discussion about the story that was just read. She was able to activate students background knowledge about the text by comparing the animal in the story who was laying eggs to the "mojave max" presentation that was done in class the week prior (and how the desert tortoise lays eggs). She engages students in discussion asking them to share other connections they made with the story, and discusses predictions they made before and after the story. 3c. Engaging Students in Learning -She pulls each of the struggling readers aside and the student has 4 books they bring over that they choose from the class library (2 that are at their reading level and 2 that are below). The students is instructed to build background knowledge and make predictions about the text and share this with the teacher. The student then reads to the teacher with no interruptions from the teacher. The teacher points out 2 strengths from the students reading and then goes over some that she encourages the student to achieve for the next time they meet 1 on 1. She tells one student, "I really like that you matched the word that you didn't know to the picture to help figure out the word." She went on to say that " I want you to use the picture to see if the word gives you any more information than the text. " She asks the student to see if she can make any connections to the text. The book is about fishing so the student is asked to make some connections with the text to better to understand the story. The rest of the students are engaged in reading the story of their choice that is selected from the classroom library. 3d. Using Assessment in Instruction -After going over naming of equal and not equal parts, teacher has students do some guided practice. She draws a few shapes on the smart board and the students are naming which shapes are equal and which are unequal. Students are then instructed to do the Kagan strategy "can you teach me" and has the students hand up, stand up and pair up with another student to go over a worksheet. The students go around the room and ask other students for help with the problems on the worksheet. They are essentially teaching each other about the names of the parts (halves, thirds, fourths, fifths etc..) and telling whether they are equal or unequal. Students come back to their seats and teacher puts different shapes up under the Elmo for all students to see and they are told to "belly write" whether the shapes are equal or unequal. She takes anecdotal notes as she walks around the room assessing students learning. The students are all eager to shoot up their hands and give answers or participate. I see this as a direct reflection of the constant praise that the teacher gives her students. 3e. Demonstrating Flexibility and Responsiveness

Brittany Basile EDEL 433

- Teacher was going to teach an envisions math lesson to students that involved subtracting 3-digit number but she noticed students were having a difficult time with place value concepts so she went back and changed her lesson plan around to fit the needs of her students. This was a wonderful demonstration of flexibility within the lesson.