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1. I think from the video what stood out the most was making sure that you are teaching a systematically. Moving from what is easiest for the student, to what is the hardest. I think that this is so important, because I feel like too many times teachers automatically jump way ahead and it leaves the students feeling frustrated and confused.

2. Using think-alouds to model how you should be thinking could be very beneficial to a classroom, especially younger kids. When you, as the teacher, model how and what the student should be thinking while reading the text, it can make it easier for them to start understanding what the text is saying. It also prompts them to ask the right questions when independently reading or doing a read aloud.

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1. What stood out to me in the video was ensuring a logical sequence. Sometimes, our curriculum maps may not make very much logical sense because it jumps around and does not follow a logical sequence. It is our job to see that and move things in order to ensure sequence, this evens the playing field a bit for our students especially the ones that are struggling. Additionally, I thought the portion about repetition was great because students need multiple exposures to create an understanding for things.

2. One comprehension process that I could apply to classroom instruction is thoroughly explaining marker words and pointing them out in text and explaining what they mean in texts and how meanings can differ depending on the context. Additionally, we could manipulate the sentence by taking the marker words out and seeing how it affects the story to show why these words are important.

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There are students sitting along the front row so they can see the board better.

My teacher does a great job at activating background knowledge and reviewing all the important parts of Christopher Columbus and his voyages that they have learned about this far. The only thing I think she could have improved on in this lesson was comprehension questions. She asked some questions during the read aloud to ensure no misconceptions were forming, but she did not ask any at the end of the reading. I feel like that is a very big emphasis in the Amplify curriculum so I feel like those questions should be asked. Additionally, I think she could have even done those questions and then asked students to draw what they learned during this reading because they cannot write very long sentences or anything yet. I think this would have been a good way to actually see if each student is understanding and creating the mental model when reading.

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I will use three portions: Does the writing engage the reader with fresh information?, Does the reader hear the writer speaking in the text?, and Does the language create a vivid picture? I will use these because I feel like they are the most applicable to my student because she is a very low kindergartener and she does not really even know how to write very well and she is not writing long essays. Therefore, I do not feel like the organizational pieces of the rubric really fit for her. Additionally, I do not feel like the flow of sentences is a big concern because she is barely writing a sentence let alone multiple. I am also not really worried of the sentence is pleasing to the eye because she is still working on her handwriting and spelling. I want her to be able to create a picture of what she is doing and what she likes, and give information that people may not know.

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1. The 'aha' moment I had this week was how to activate background knowledge in a way that gets students thinking. My teacher does an amazing job and she questions them while activating their background knowledge. Additionally, I saw how using inferencing questions can reinforce comprehension, which i thought was very neat because I feel like I do not see a lot of teachers asking their students to make inferences. I thought it was so cool to see my students really connecting the dots in the story while the read aloud was happening. Also, I got to see her correcting some misconceptions that students had about Columbus and how that helped them better understand the reading.

2. My rubric and lesson modification will help my case study student grow because she will be less overwhelmed and have more comprehension support, Additionally, using the comprehension questions that Amplify gives for each lesson will help her understand the story better, and drawing it out would reinforce what she learned. Therefore, making the information more recallable. Which will help her for the next lesson because the lessons build off the previous one and more information is given.

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This was very hard for my student to do because they are not writing sentences by themselves yet. They also write word phonetically, unless it is a sight word. This made it very hard for him to write. I did help him in some ways because I know he knows his letters, but does not know how to spell certain words. So we would sound the word out together, and he would put the corresponding letter with that word sound onto the page.

Along with this, I think that this rubric is good in some way but not all. Because it is still the beginning of the year, kindergarteners have not had a lot of independent writing experience. So basing it on a rubric is tricky. I liked the rubric that started with "Does the writing engage the reader with fresh information or perspective on a focused topic?" I think that even though he is not a skilled writer yet, that this rubric allows him to still write.

There are many different parts that I do not feel like I would need to include. Because of his age, I do not feel like I would need to worry as much about this. I would still make sure that he is correctly starting and ending the sentence properly though. It would not be in the same way for other student, but I would still want him to be able to convey his message and be able to create a picture with it.

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1. What stood out to me the most in the video was the emphasis on breaking down each unit of the structured literacy when teaching it to students. Making sure that the easier concepts are learned first and then moving onto the harder concepts. I also liked how the video pointed out the important of continued practice and progress monitoring. In order to know if our students are truly learning, we need to assess their growth.

2. One insight I can apply to my kindergarten class is the idea of how mental models allow them to connect and recollect things. During the week, if a new idea or topic is introduced, understanding how the students may connect those new ideas to previous ones will help me understand how they learn. If I can understand their minds, I can help them learn to the best of their abilities.

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Parts I Would Use

Does the writing engage the reader with fresh information or perspective on a focused topic?

Does the language convey precise and compelling meaning and/or create a vivid picture

for the reader?

Parts I would Not Use

Does the writer control sentences so the piece flows smoothly when read aloud?

Is the finished piece easy to read, polished in presentation, and pleasing to the eye?

I decided on this because my student I still currently learning to write their letters. I will be focusing more on how they are trying to convey their ideas rather than their sentence structure and penmanship.

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1. My "aha" moment was watching the structured literacy video and connecting so much of it with my mentor teacher's classroom. I connected all of the steps of the structure to her lessons. I think it is a great in-person example of how I can use structured literacy to teach students.

2. Focusing on the comprehension monitoring will be very beneficial for my student. I want to make sure they are understanding what they are reading. This can also help me move into writing more with my student if they can comprehend words.

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During this lesson, my mentor teacher was teaching them about bats. They are sitting in their morning/reading circle. This allows the teacher to be able to hear and see all of them better than if they were all in their seats. This reading is a part of their nocturnal unit. She did an AMAZING job about engaging their background knowledge and helping them make the connections from previously learned material, to the new material they were getting ready to learn about bats. She was very good about asking questions during the reading and making sure that the students were tracking. I think one thing I would have done to try and help their understanding would be a graphic organizer. I would make a ven diagram and show how bats and other animals are alike and different. I think that this could help with common misconceptions between bats and birds, seeing how they relate and differ. But overall, I felt like most of the kids were able to grasp the knowledge even without the graphic organizer. Which, I felt was pretty impressive for kindergarteners!

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1. I think an "aha" moment for me was something that is not new, but just how important it is to make sure that students are engaged and are able to make connection between what they are learning and their background knowledge. This is so incredibly important because when a student is trying to learn something new, then they need to be building the new off of the old. Then, they have this information stored in their long term, so that they continue to remember it as they get older and are learning more complex material.

2. I think that my lesson modification would help my student because then he would be able to have a visual of the similarities and the differences. This would also help him to not make any misconceptions about bats. I also think that he would benefit from not having some of the different parts in the rubric because he is not to the point of being able to write sentences independently. But, when he is able to write sentences independently, then he will be able to follow the different organizational pieces that are involved. When doing both of these, it allows him to be able to remember what he is supposed to do better.

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1.) From the video, I like the part about constantly monitoring our students. I think it is very important to know our students and where they're at. If we constantly know our students' progress we can reach them. We can give them more or less instruction and move them across the 3 tiers of support.

2.) From the text, I liked the part about creating a model of a story. When we read, it can be very easy to find yourself reading words and not comprehending them. I am guilty of this, then I have to go back a couple paragraphs and read it again. If our students create a model of the story, they are engaged. They will make connections based on their background knowledge combined with what they're reading.

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This was what my Mentor Teacher gave me to teach this week for my observation. I worked with a small group as they completed the RACES Organizer, then they wrote a paragraph on the back of this paper. The idea was to have them write everything on the organizer, then transfer it word-for-word to the back. Before I taught the lesson, my Mentor Teacher had the class draw a picture of a rhino on their paper. She didn't read anything or talk about them at all. She called on their background knowledge to do this.

I should have asked if any of them had ever seen a rhino before, or if they'd ever been to a zoo. Their background knowledge was already activated by drawing the picture, but I could have built on it a little more. I could have asked for characteristics and other things that could have gotten them into the frame of mind for the lesson.

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Would Use

Structure - Using a structure is important for students of all grades. Being able to follow along smoothly and have it make sense is important. My student struggles to put his thoughts on paper. He knows what he wants to say, but it doesn't always come out in his writing. Having a structure would allow him to put his thoughts where they should go.

Hear the Reader - We want our students to have their voice in the writing. I want my student to have his opinion in his writing. I don't want him to put things that are above his level because that's not him. It is important for all students to have their voice heard, and this is a great way to do it.

Easy to Read/Polish - This ties in with the structure, in my opinion. I want my student to write in a way that everyone could read it. He doesn't write terribly sloppy, but focusing on this can only help him.

Grade-Appropriate - Capitalization is very important for any student. My student does good at this, but proper names deserve a capital letter and we will focus on this in his writing.

Would Not Use

Vivid Picture - Since my student is writing about his favorite animal, I don't need him to paint me a picture. He wanted to write about his favorite animal. I read the characteristics and he did a fairly good job of describing his animal, but I thought this was unnecessary.

Fresh Info/Perspective - Since he is writing about an animal, he's not going to have fresh ideas. He's writing what he likes about them, not trying to explain them. I don't think I would need this.

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1. ) One thing I've always noticed about my teacher is how she questions the students. She constantly asks them about their weekend or things they do outside of school. She genuinely knows her students and I admire that. This always helps when doing comprehension. They were reading about the Suburbs for their Social Studies this week. She drew a Circle and said it was Evansville, then drew an outer circle and explained that they lived in a Suburb of Evansville. Her questions include background knowledge and I think her students' comprehension benefits from it.

2.) My rubric and modification lesson will help my student this week. He will not have to worry about anything other than just writing. He needs to focus on the structure and grammatical things. But these are topics he will have to focus on for his standardized testing. I think he will have less pressure to write about something he doesn't know about because he is writing about something that is his favorite as well.

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1. One strategy that stood out to me for supporting comprehension is using cumulative instruction and practice. Students can better remember the concepts you are teaching, with continued practice after learning. It’s also important to help students connect material with their previous background knowledge, so they are continuously building on their prior learning.

2. One comprehension process that I could apply to classroom instruction is teaching students how to use marker words. I think it is important to explicitly teach students how to use these transitional words, so their writing flows better. I’ve also seen some of this practice in my internship where students practice R.A.C.E.C.E. (restate, answer, cite evidence, explain x2) responses, and my mentor teacher has provided them with examples of sentence starters, to help their paragraphs flow.

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1. Some pieces of this rubric I will want to use with my student is does the writer control sentences so the piece flows smoothly when read aloud, is the finished piece easy to read, polished in presentation, and pleasing to the eye, and does the organizational structure enhance the ideas and make them easier to understand? Currently in language arts, the students are focusing on having organized and analytical paragraphs about a text. I feel like these questions work well with what they are currently learning.

2. Some pieces of this rubric that I wouldn’t use with my student are how well does the text illustrate the writer’s proficiency with grade-appropriate curriculum and does the language convey precise and compelling meaning and/or create a vivid picture for the reader? Due to my student’s IEP, I felt as though her writing proficiency may not be lined with these questions.

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1. One “aha” moment I had about comprehension supports this week was being able to connect reading to my current internship. I always liked how the students had structure during their R.A.C.E.C.E. responses, and have considered using this method in my future classroom. I loved how the reading helped me better understand how this activity helps students’ reading comprehension.

2. Monitoring my student’s comprehension and using structured based questions in my student will help her grow as a reader and writer. The rubric questions are aligned with what the student has been practicing in class, and continuously monitoring this comprehension will provide her with more practice.

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Unfortunately, I was not able to get a picture of a lesson in my class. If I were to take a picture, it would be during rug time. During this time, my mentor teacher reads a story to the students. She them goes over the alphabet and the sounds of all 26 letters.

1. To add comprehension support, I would ask questions throughout the reading. These questions would include, setting, characters, predictions, inferences, and personal connections. For example, they have read two different books about the three little pigs. The books each had different endings. I would use this to ask students to make connections between the stories. What was different? What stayed the same? Does this change your perspective on the original story?

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As simple as it sounds what stood out to me was the ladder of structured teaching has to be provided to our students in order to have this systematic approach. I think a lot of the times we think that we just follow a curriculum but it's important to make sure our curriculum is teaching our students in this systematic literacy approach.

A Key opponent I want to emphasize in my room is the idea of guided practice. We talk a lot about partner work and small group work, but I don't hear this idea of guided practice as often, it sounds really simple and something you would think would be done but I have seen situations where it could be done and isn't done. Our students can learn so much when we walk along side them in their learning

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This was a lesson I taught on Wednesday. I felt that my students understood the first two parts, but when I reached that third part, my students were struggling. I kinda flew through it and assumed the students would understand the meaning of something breakable, but I shortly found out that wasn't the case. I wish I activated some more background knowledge on this part. I should have defined the words more clearly and had thought out definitions prepped for this lesson. Today in class we did another assignment and I really was able to walk through it and add some comprehension ideas to it, but I wish I could turn back time and do that section over again.

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After looking through the rubric and examining some of my students writing she has already done, I think the only parts that would be fair for me to use is the ideas and voice sections of the rubric. With my students level of writing I know the organization, word choice, and fluency sections she will struggle with. I think it would be best to look over those rubrics but I don't want to grade her on those rubrics because I don't think it will fit where she is at.

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1.) The "aha" moment I this week in relationship to comprehension support was mainly today through my teaching. While I was subbing today on a day full of test, it had me thinking to how my teacher evaluates comprehension and how I want to be able to apply that to my classroom. On test days the teacher goes through the questions for the text they've been reading all week and then lets the students use their books and plays the read aloud for them afterwards to check their answers. I believe this is so beneficial for our students especially in the younger grades to learn how to check their work through using their comprehension skills.

2.) My rubric will help student to adjust our focus. I want my student to feel like she is succeding and not feel like she is struggling and being pulled constantly to get extra help, while it is definilty needed. When I continue to evaluate her work I want to review the rubrics before checking the rubrics as I feel It is only fair to her learning.

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1. What stood out in the video to me was how basic explicit instruction, I know it's a basic concept anyways but the fact that they just went through it and just defined it how we always do without giving many more examples besides the basics.

2. One insight about comprehension process that I could utilize in my future classroom would be explaining and utilizing marker words. I like this process because it can help students with their questioning skills and how to recognize when a question is being asked in the text. This can also be extremely useful with younger students so they can begin to build their recognition skills when reading a text.

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This photo was taken during SEL time on the front rug. For SEL, the students will watch a short video relating to the positive or negative behavior that they will be discussing for the day. I would implement adding/activating background knowledge in the discussion that is happening amongst the students before they switch back to full group discussion. I also know that this would be difficult with younger kids due to them liking to tell stories that have nothing to do with the topic that is being discussed, but if you have control over your classroom then I believe that it also doable.

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For my student I would use the Organization, Ideas, Word Choice, and Conventions because I feel like these skills are the ones that I know my student can get on paper but still struggles with them in the end. Like I know that my student won't score high on these rubrics but it will still be a score that I can use to help my student better her writing skills. The rest of the rubrics would sadly be scored as a zero with my student due to with how much she struggles with sounding words out and not being able to convey what she hears onto paper.

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1. My "aha" moment this week was listening to my mentor teacher go through their dictation sentence for this week's assessment and walking around to see the number of missing words, completely wrong words, or even their spelling words being wrong either because they're rushing through or that they are actually struggling with the sentence. After experiencing this I realized how much this week's lesson can correlate to the teaching that leads up to this assessment.

2. I feel that the rubric and lesson modifications can help my case study by equipping me with the skills that I need to adapt my instruction so that the students can describe to me what they want to write so we can work through how they will actually write it down on their paper. This will also help them with their dictation sentences that they have to write for their test on Friday's.

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*Sorry I don't have a photo*

I would add a graphic organizer for vocabulary. I believe this would help with the comprehension of their vocabulary words. Right now they are just cutting out the words with the definitions and placing them in their notebooks. Adding the graphic organizer would allow them to physically write the definition, give synonyms and antonyms, and lastly a kid friend definition or picture.

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1. I think the idea of frequent assessments stood out to me the most. This stood out to me because on top of all the instruction and differentiated instruction/ interventions we are to do we need to also be frequently giving assessments.

2. I can implement the mental modes within my class. When we introduce a new topic in class I will find a way for the students to make a connection to something they have already learned. For example my class is going to the Apple Orchard so we have been learning about apples and what to expect on the orchard. With that being said its October so we are going to start learning about pumpkins. i could have the students make a connection from the apple orchard to what a pumpkin patch might be like.

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I will use two components of this rubric; sentence fluency and conventions. I will use the conventions aspect the most as it is pertaining to spelling, punctuation, capitalization and grammar. I will use this aspect because it is more directed for my grade of student. I also believe this will allow me to best evaluate my students writing ability. I will also use the sentence fluency part in order to see if my student can write fluently and write to multiple sentences fluently.

I don't believe I will use any other components because they are too advanced for my student imp articular.

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One thing I noticed was how much my mentor teacher uses videos to activate prior knowledge. She uses videos not only in reading but in all subjects. She is trying to get the students thinking before we dive into the lesson (s).

The lesson and rubric with modifications might help my student because I am able to narrow down the specifics of what my student needs help on. Rather than a broad idea of writing I could narrow it down to letter recognition or letter formation. Knowing where exactly to focus on will help me allow the student to grow.

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1. One strategy that stood out to me from the video is monitoring students and continuing practice after learning. It is important for students to not only be able to read words but to make meaning of these words was said in the video which I think goes along with this continued constant practice, and just monitoring students to check their understanding.

2. In my future classroom, I really like the idea of think aloud's. I think modeling this as the teacher especially for younger students is very good so that students can get different ideas on how to think things through and fully analyze a reading or problem.

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Sorry! I forgot to take a photo but I really liked this lesson so I'm going to go with it! This lesson students were given a task card and they had to point out the authors main point and write it on a whiteboard. It was a team game which was super fun for them and they got to shoot a ball into a basket if they got it right. I mentioned this to my teacher, but I think it would have been cool if they got it wrong to do a redemption question to see if they can comprehend it the second time.

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1. Something I really liked how they broke down in the video was the steps in the process and also how intentional it was. Every step was then explained and broken down further if needed. For example, the syllable types were broken down and then explained further. It made it easier to see how they could be taught in a classroom as well.

2. One insight about comprehension was that some readers don't realize when they didn't understand a sentence. Comprehension Monitoring is a super important skill that I want to make sure I explicitly teach and not just assume my students know. Being able to read and realize when you should go back and try again will help all students become even better readers.

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This is a decodable text that we worked on last Wednesday! We highlighted the short e words, but I wonder if there was a way we could underline maybe the words that they have to think about more? In the passage, it's hard to tell who Pip is until it shows a dog. The word tub may also need some background knowledge for as well. For students who don't have bathtubs at home, they may not have the context for that word yet.

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It's hard to judge writing for a student who doesn't yet know all of his letter symbols. Sometimes when I'm observing his writing, he will stop in the middle of a letter and look up to make sure he's forming it correctly. However, when he's given supports such as copying something he said himself, encoding the words he should be able to, he is able to write sentences.

Two of the rubrics I would use are the rubric on a focused sentence/topic and neatness. Z struggles with writing neatly. He is fully capable of it; however, sometimes he rushes through his work, maybe to seem like he knows it better than he does. This is something that I feel like he's improved on some since I started working with him. The next is the focused topic. Sometimes he struggles with following his sentences to the end. He starts an idea but never finishes it.

Two I wouldn't use with Z are the rich vocabulary and vivid picture. He may be able to use more vocab than I realize, but I think that our focus for now should be working on writing a complete sentence.

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In this lesson, students read a passage about types of trees and leaves in fall. They also completed some vocabulary and reading comprehension questions. My mentor teacher regularly uses several of these comprehension supports including activating background knowledge, highlighting text structure, and using questioning to deepen thinking. I do think students would benefit from incorporating a graphic organizer in this lesson. They do have questions to answer about the passage, but some of the vocabulary was more science-based academic terms. I think they may have benefitted from a semantic map of some kind, so they could deepen their vocabulary knowledge and understanding.

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Would use:

How well does the writer flow smoothly when reading aloud.

Hear the reader:

I think it's important to know the students strengths and weaknesses. Hearing their voice is very important so they can voice opinions, etc.

Would not use:

Illustrations and how well writer conveys proficiency through reading. I don't think this is as important specifically for my grade level.

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1. A lot of the 4th grade students are struggling specifically in math right now and I think I cracked the code to their comprehension. Most of them are not super good with basic multiplication math facts which is the root of the problem. This made me realize this is often the case with many items students struggle with. It is important to recognize the root of the problem as an educator.

2. We are working on becoming a smooth reader, with little to no pauses and using expression!

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1. One aha moment I had was that I didn't realize how many ways there aer to explicitly teach comprehension and comprehension monitoring.

2. The rubrics I chose I hope will maybe make Z slow down and think about what he's writing more. This may also help him learn the graphemes more instead of just copying down what he's writing.

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In one short post (text, audio, or video), reflect:

1. What’s one ‘aha’ you had about comprehension supports this week? (It can be from the video, the reading, an observation in your mentor teacher's room, etc.)

2. How might your rubric + lesson modifications help your case study student grow as a reader/writer?

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This week, you will ask your case study student to write about a topic of interest to them. You will use this writing to evaluate

1. Phonetic spelling patterns

2. Sentence structure and vocabulary

3. Morphological awareness

Please look at this rubric for (note--click on the underlined sections to go to the rubric) K-2 and this one for 3-6.

What pieces of this rubric will you want to use with your student? What pieces will you not use and why? Answer with a video, audio, or typed answer. Respond to at least one in your grade band and one outside of your grade band.

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Take a photo of a lesson from this week in your internship. Post how you would add comprehension support in at least one of these ways:

1. Activating/adding background knowledge

2. Highlighting text structure

3. Using questioning to deepen thinking

4. Incorporating a graphic organizer

You can add sticky notes on the photo, write something additional, upload images of your lesson draft, or even a short video explanation.

Make comments on one from your grade level and one from a very different grade level.

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Before we dive in, check your understanding of the video and reading. Answer these two questions (you can record a quick video/audio or type):

1. From the video, what’s one strategy that stood out to you for supporting comprehension?

2. From the reading, what’s one insight about comprehension processes that you could apply to classroom instruction?

"Heart" the videos and posts after you have watched/read them, but you do not have to respond to others here.