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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.