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I did well with classroom management. I had a student who was not paying attention and playing with a plastic bin on the carpet. I was able to just tap her on the head and get her attention without drawing attention to her or distracting the other students. I was able to correct her behavior while continuing teaching. I also got this feedback from my CT and tt made me very happy.

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During my read aloud, I read the book "Who Am I?" to my students. Before reading, I told the students to guess which animal I was describing before I turned the page. This kept students engaged and focused throughout the entirety of the book. My students showcased participation through both calling out and hand raising. They were eager and excited to guess the animal after each page.

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When we were going over the definition of the vocabulary words, we had a student use one of them perfectly. She was able to see the word weary and relate it to how she felt during Wit and Wisdom.

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During my read-aloud, the students sat with me on the carpet and were super engaged in the story. They pointed at the pictures, stopped to point out our vocabulary words, and asked many questions as the story went on. A particular moment was special when a student made an observation about the bear swimming with multiple different animals and how resourceful they were. I loved how much they loved this activity and can't wait to do more in my future classrooms!

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Part 1: One thing that I thought went really well during the interactive read aloud was their engagement throughout the lesson and how much information they retained the following day. We had to break our lesson into two days, which could have been difficult if they did not remember the book or their key vocabulary. However, they retained a lot and that made it easier for Hannah and I to lead the lesson.

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I really enjoyed teaching the read aloud. I think this helped me grow as a teacher as I learned things that worked and didn’t work for me. I found that they had a hard time answering the questions on the assessment, which means I need to give better instructions next time.

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My students had a lot of fun with the interactive teaching of the words. The students asked clarifying questions and I had to come up with additional examples for them to understand. They also enjoyed the drawing part of the writing assignment and pulled up pictures on their computers to transfer. It was also successful because they where able to orally give examples of the vocabulary words when working with them.

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I read the book Sea Bear. One part of the lesson that went well was during the slides after the read aloud when we were reviewing the vocabulary words. The students were making connections to the words weary, faint, and ancient, and providing their own examples for the words. After this, students were able to differentiate between examples and non examples for the three vocabulary words.

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1. Throughout my lesson my students were very engaged. I showed them a National Geographic video which they really, really enjoyed. They took a lot away from the video and were able to tell me new polar bear facts after the video.

2. I do not have a photo, but one of my students drew a beautiful picture of narwhals and filled out the "I was surprised to learn" sentence starter. The only word he wrote in that sentence was "lurk" which was one of our vocabulary words. He clearly learned a new word, but his elaboration needs work.

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When we split into small groups to read the books the students had GREAT conversations about polar bears and the books. I was able to facilitate a dialogue between students about their knowledge of polar bears and different literacy concepts. This was a cool moment to see students interested and engaged with the content I was trying to teach them.

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Going into this, I was nervous that the book wouldn't be engaging and interactive, however, it went very well! During each descriptive part of the animals, students were very engaged and listening to each specific detail of the animals. The class was very excited to shout out the animal that they guessed for each page, but they remained very managed during the lesson. Seeing our two-tier vocabulary words in different contexts, was so exciting for the students. They did very well and remembered each vocabulary word, and I think this is truly because of all of the visuals and examples that we gave them, in order to remember each word!

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During my read-aloud lesson, I successfully built my confidence in delivering a lesson that incorporated vocabulary instruction and engaging content. The students were highly curious about the polar bears, asking thoughtful questions and showing excitement to learn more about the topic. They worked well independently, using the information from the lesson to complete their tasks without much guidance. Seeing their engagement and ability to work autonomously reassured me of the effectiveness of my teaching approach and motivated me to continue improving.

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One thing that went well during the interactive read aloud was students actively participating in the explicit vocabulary instruction part at the end. I was nervous because I didn't know how much 5th graders would participate in a vocabulary discussion. They really enjoyed the interactive read aloud as well as both beginning and ending activities. Even weeks after when we gave them the written activity, they remembered the vocabulary and the details of the story.

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During our interactive read-aloud, students completed a worksheet answering the following two open-ended prompts: "I was surprised to learn......." and "If I was the polar bear, I would feel.......". A celebration I had was when a student used one of our tier 2 words in their response without being asked to! It stated, "I was surprised to learn that Polar Bears stalk their prey". This was a celebration due to knowing that we taught our lesson in a way that at least one student was able to make a connection of the term to the reading and understand the meaning of the word.

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I'm focusing on the first student sample. This student was able to pick out specific details from our background knowledge video. I can tell this student was paying attention to the lesson. This student could improve by using the vocabulary or details from oit story to strengthen his sentances.

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My students were very engaged and insightful during the Verbal Activity! They loved talking about what things fit and did not fit with the vocabulary words that we focused on. Students also provided input for what they think constitutes being "ancient," "faint," and "wary."

Our worksheet asked students to describe how the seasons and weather changed throughout the book. Although we did not explicitly talk about the seasons during the lesson, our students connected it to their prior knowledge of seasons. They used great sentence starters such as "In winter..." to describe each part of the book.

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This student is really sweet and I love that they learned how cute polar bears are, but I think they struggled with comprehension here. They did not give me a response with much sustenance, but that could be due to my lack of explicit instruction of my expectations.

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During the read aloud, students were very engaged. They actively participated in the discussion about the vocabulary and were eager to share their own examples. I was very excited about this because students seemed to actually enjoy and learn from the story.

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She does a good job of recalling specific examples from the text. The book talks about Pilate bears being good swimmers. One thing I would encourage her to work on is using complete sentences, for example in the second sentence identifying who they are.

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One of the students in the class is a fluent reader and able to recall story details. However, he struggles with handwriting and spelling. It was very difficult to read the paper he filled out because there are no spaces between words, and he is still working on punctuation and correct spelling.

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This student was instructed to draw a picture of the animal that had "delicate" wings. He proceeded to draw a lady bug and used both black and red, which are the correct colors of a lady bug. The student copied the word "delicate" to fill in the sentence. Next time, I would have the students work on details, providing more context clues on the lady bug illustration. This could include drawing an arrow to the wings along with coloring the image more in depth.

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The student talked about how the polar bear was very patient, and that was the message of the story, they then wrote that they wanted to learn how polar bears can swim for so long. The student did well at answering the question in a full sentence and using one of our vocabulary words to explain their thinking. The student could focus on expanding their ideas to create more of a thorough response. In the future, I would've sat with them and talked about what an appropriate response would look like and how I want them to expand on their ideas. Nonetheless, they drew the cutest picture of a seal on a rock :)

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They were about to talk about parts that happened within the book such as the polar bears teaching their cub. They also successfully used two out of the three vocabulary words in their writing. Something to work on is adding additional vocabulary and more detail about the book such as additional facts from the beginning of the book.

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The student does well at pulling a piece of information from the text and applying it to the question. With this student, I would work on them on improving adding more detail and using the word "because" in their writing.

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My student completed the activity fully. They used the vocabulary and summarize the book in their response. However, the student seemed to have struggled with comprehension. They summary of the story was a little inaccurate. I would work on comprehensive of the text with my student.

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Part 2: The student did very well in recognizing the feelings pertaining to the book and the videos we watched. The student was asked to write their feelings if they were a polar bear and they used vocabulary terms that we provided for them, along with the information about the types of food (seals) that was breifly mentioned in the book. To work further with the student, I would provide them with the specific vocabulary (weary, faint, and stalk) and maybe require the use of those words within their response. Elaborating how they would feel, supporting their language skills. Likewise, I would work further on their puncuation skills. Specifcially the placement of periods and commas.

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This student did so well with this after reading activity. He was able to verbally tell us what he was drawing on his crab and why. He counted and made sure he had exactly 8 scuttling legs. In kindergarten, writing is expressed for them through drawing. They are able to draw what they hear and what they learn, since they are not able to communicate their thoughts through words and writing. Next, I would want to work with him more on his verbal communication as he is describing what he is drawing and why.

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One thing this student did well was depicting each season and the ice change throughout. One thing they could work on is predicting what the arctic would look like in the spring and fall instead of thinking about what it looks like here.

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1. Something that went really well during our interactive read aloud was the use of videos. Sophia included little videos of animals that correlated to the vocabulary words. The kids were very engaged, and understood the words better because of the videos.

2. The student did a really great job of creating complete sentences that make sense! They even created a sentence using the vocabulary word in the correct way. One area that the student can use some improvement on is giving a little more detail. I would work with the student on elaboration. I would ask them questions like, “What do the polar bears do underwater?” and “How does being patient look?”

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the student can use personal connections of empathy and emotions, although the response does not show their level of understanding or is considered a correct response. I would work with the student on their explanations/responses and have them go deeper into why they would feel the way they stated. For example, why would you be mad? Why would you want to kill? Is this really how you would feel? Also, they successfully used a tier 2 word in the previous question, but not in the second question. How could they implement one of our words into their response?

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Part 1: The students were engaged with the lesson. They were fascinated with some of the facts they learned, like bears can swim and that they hibernate with their cubs. They also mentioned that storms can "choke people" (I think the child meant drown), which related the storyline to their lives with the hurricane. That was kind of sad, but it indicated to me that the students were engaged and thinking about the story in the context of their lives. The students also enjoyed the vocabulary instruction. They particularly were engaged when we had them represent the words with a physical representation (weary).

Part 2: Brooke did a great job recalling the story line to relate it to the questions. She obviously understood the content related to the storyline and understood the vocabulary. Brooke needs to work on adding detail to support her answers and writing in full sentences. Brooke was able to associate the word "weary" with it's synonym "tiyred (tired)", but failed to explain why the bear felt weary. She could define the word, but not relate it to the sequence of the storyline.

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In the student response (the last option) , the student mentioned that polar bears can swim for three days straight. While the student demonstrated a solid understanding of the text, I would encourage them to expand on their ideas and include additional details or examples to strengthen their writing. Moving forward, I would focus on improving their use of transitions and organization to help connect their ideas more effectively. By teaching this student how to use transitions to link sentences and structure their thoughts cohesively, I aim to support them in developing stronger paragraphs that flow logically and clearly.