Robertson Planning Commentary

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    Brittany Robertson

    12/5/12

    Planning Commentary

    1.Content Focus and Standards

    The central focus for this learning segment is subtraction word problems. In this lesson the

    students must read a word problem and create a number sentence using the information given to them in

    the word problem. To be able to do that, the students must know what a word problem is. They must be

    able to identify clue words in a word problem to tell them if they need to add or subtract by reading the

    word problem. The students must also know what parts a number sentence should contain, and finally

    they must know strategies for subtracting. The standard that relates to this lesson is the CDAS standard

    C1.S/U3, which is to create a number sentence given a word problem.

    2. Knowledge of Students to Inform Teaching

    For each of the categories listed below (a-d), describe what you know about your students prior

    learning and experiences with respect to the central focus of the learning segment. What do they know,

    what can they do and what are they are learning to do? Be very specific about how you have gained

    knowledge about your students. What sources of data have informed you? What teaching experiences

    have informed you?

    a) Academic development (e.g., prior knowledge, prerequisite skills, ways of thinking in the subject

    areas, developmental levels, special educational needs)

    Prior to this lesson, students have been introduced to addition word problems and subtraction

    strategies. They are familiar with what parts a number sentence should have, including the addends, a

    sign of operation, an equal sign, the answer, called the sum or the difference, and a label for the answer. I

    have taught the students a lesson about addition word problems, and based on the exit ticket I

    administered for that lesson, I saw that all except two of my students understood the lesson and were able

    to apply their knowledge about word problems to solve the addition word problem on the exit ticket.

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    Many of the students forgot to label their answer, so in this lesson on subtraction word problems, I would

    put an extra emphasis on labeling the final answer.

    They have learned in a separate lesson that the strategy they should focus on for subtraction is to

    Put the big number in your head and count back. Many of the students have been struggling with this

    concept of counting back, because when they use their fingers to help them count back, sometimes they

    count the number they start on. Other times, they write down the number that they subtracted. So, during

    this lesson I would definitely review the subtraction strategy of counting backwards, possibly for the Do

    Now.

    For this lesson, and every lesson, I have to keep in mind that several of my students are very low,

    according to their RIT score results from the MAP test. So, its extremely important that I am explicit in

    my modeling of solving subtraction word problems, as well as providing several attempts at practice

    during the We Do portion of my lesson. I will be sure to call on those students who I know struggle,

    because I want to know if they really understand it before I send them to their seats for the You Do

    portion of the lesson.

    b) Academic Language development (e.g., students abilities to understand and produce the oral or

    written language associated with the central focus and standards/objectives within the learning

    segment)

    My students are all relatively high functioning in the area of oral language development, but they

    need more vocabulary development. For that reason, I am introducing five new vocabulary words that

    relate to the subtraction word problems. They are all clue words, which the students must be able to read

    and verbally identify, in order to know whether to subtract or add. To introduce those, I will have them

    written on an anchor chart, titled Clue Words. I will point to those individually and have students repeat

    them after me each time. During the We Do portion of the lesson, students will have multiple

    opportunities to identify and verbally announce those vocabulary clue words.

    I also have one student who is an English learner but is not in ESL because that is not a program

    offered at our school. This student is not very confident in giving answers, so when I do call on him, it is

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    common that he is unsure of what to say. I will prepare in advance to help him by repeating those clue

    words as a whole group, and using No Opt Out to circle back to him, if hes not sure how to say the

    words. I can also have him just point to the word, I will say it, and then he will repeat it back to me.

    c) Family/community/cultural assets (e.g., relevant lived experiences, cultural expectations, and

    student interests)

    One thing that I have noticed about my students is that none of them are really familiar with

    experiences outside of their urban surroundings. So, I had to remember that when creating my word

    problems, because I didnt want students to be confused with problems about things they had never really

    actually experienced. In order to ensure that I was making my word problems pertinent to things that they

    knew about and had experience with, I choose stories about things that could happen at school. So, for

    example a problem on the exit ticket was about collecting pencils, because that is something that we do in

    our own classroom. That is relevant to their lives. I also used student names in the word problems,

    because I have noticed that the students are much more excited and engaged when I personalize problems

    or examples in that way.

    d) Social and emotional development (e.g., ability to interact and express themselves in constructive

    ways, ability to engage in collaborative learning, nature of contributions to a positive literacy

    learning environment).

    Second graders are making the transition from first grade, where they were constantly moving

    and didnt have a lot of time sitting in their desks for extended periods of time, to second grade where

    there is a lot more desk work. With this lesson, and every lesson, I try to break it up by spending the I do

    and We Do sitting on the carpet, and then they move to their desks for the You Do and Exit ticket. This

    breaks up the hour long lesson, and keeps them more focused when they are with me on the carpet.

    Another thing I used in my lesson was the Think Pair Share. This gives my students time to

    communicate with their peers, which outside of lunch and recess, they dont get a lot of time for in our

    school. They are extremely capable of doing think pair shares, because we have practiced them and

    modeled what it should look like several times.

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    e) Learning strategies: what instructional and learning strategies have been effective for your

    students? How do you know?

    I am slowly learning what learning and instructional strategies are effective with my group of

    students. One thing strategy that I immediately noticed worked well for my mentor teacher was call-and-

    response teaching. So, I adopted this practice in my own teaching, because of how well the students

    respond to it. I have my students repeat key words and phrases at key points throughout my lesson. I also

    stop in mid-sentence and my students will finish the sentence. This shows me whether they truly

    understand what I am talking about, and it also shows that they are being attentive. I absolutely love this

    instructional strategy.

    I have also noticed that my students prefer the learning strategy of drawing things out. Many of

    my students prefer to draw a picture to show a subtraction problem, rather than use the counting back

    strategy. Since that tells me that my students are more visual learners, I have been doing lots of modeling

    of using that strategy by showing them on my fingers. That seems to work a lot better, so I will continue

    to use that for this particular lesson.

    3. Supporting Student Learning

    Respond to prompts a-e below to explain how your plans support your students learning related to the

    central focus of the learning segment. As needed, refer to the instructional materials you have included to

    support your explanations. Cite research and theory to support your explanations.

    a) Explain how your understanding of your students prior learning, experiences and development

    guided your choice or adaptation of learning tasks and materials, to develop students' abilities to

    successfully meet lesson segment outcomes.

    I know that my students have backward number word sequence because during the lesson on

    subtraction strategies they had no trouble counting backwards fluently and accurately. The importance of

    this is stressed in a book called, Teaching Number in the Classroom with 4-8 year olds (Wright, 2006). As

    I mentioned previous, our students have been introduced to addition word problems and subtraction

    strategies. They are familiar with what parts a number sentence should have, including the addends, a

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    sign of operation, an equal sign, the answer, called the sum or the difference, and a label for the answer. I

    have taught the students a lesson about addition word problems, so they are familiar with the format that

    this lesson will be in.

    b) How are the plans for instruction sequenced in the learning segment to build connections between

    students prior learning and experiences and new content skills and strategies?

    This lesson comes after the students have already been exposed to several subtraction strategies,

    such as drawing a picture to model the problem, using the number line, counting backwards, and using a

    ten frame. Prior to this lesson, they have also been working with addition word problems. So, the

    students have already built the schema for the components of a word problem. The lesson that I planning

    is also scaffolded. I start off with an I Do, where I model the steps for solving a subtraction word

    problem, then I give them a little more independence in the We Do, where I guide them through solving

    two word problems as a whole group. Finally, they complete the You Do, at their seats with no support

    from their peers, and very little support from me as I circulate through the room.

    c) Explain how, throughout the learning segment, you will help students make connections between skills

    and strategies in ways that support their abilities to deepen their content learning.

    For the Do Now portion of the lesson, I will hang up an anchor chart that has an addition word

    problem on it for the students to recall the steps for solving word problems. This will refresh their

    memories, and get them thinking in the right direction. I will do a think-pair-share at that point, so that all

    the students have an answer to share and they all experience recalling that information. I will also go

    through the old anchor chart for word problems that I created that has the steps for solving word

    problems. We will review the subtraction strategy of counting backwards, as well.

    c) Describe common developmental approximations and misunderstandings within your content

    focus and how you will address them.

    Subtraction can be viewed as taking away items but it can also be viewed as difference.

    I will need to provide word problem examples in my lesson that show case both ways to view

    subtraction, because I dont want to provide a singular view of subtraction (Cotton, 2010.) So, for

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    example, a take away problem might include wording such as: There were five apples but then I ate two.

    How many apples are left now? A difference word problem could be: There were five boys and two girls.

    How many more boys were there than girls. So, when I ask students in the Do Now what subtraction is,

    or what subtracting means, when they say taking away, I would point out that it could also be to find

    the difference between two numbers.

    d) Describe any instructional strategies planned to support students with specific learning needs.

    This will vary based on what you know about your students, but may include students with IEPs,

    English learners, or gifted students needing greater support or challenge.

    To support my student who has a speech problem and my student who is learning English, I will

    ask questions that require deeper thinking, but short, simple responses, because it is very difficult for him

    to explain things, especially when it requires a great deal of explanation. I will also provide my students

    who are lower more support as I am circulating during the independent activity.

    4.Supporting Student Understanding and Use of Academic Language

    Respond to the prompts below to explain how your plans support your students academic language

    development.

    a) Identify the key academic language demandand explain why it is integral to the central focus

    for the segment and appropriate to students academic language development. Considerlanguage

    functionsand language forms, essential vocabulary, and/or phrases for the concepts and skills

    being taught, and instructional language necessary for students to understand or produce oral

    and/or written language within learning tasks and activities.

    The key academic language demand is focused around subtraction and word problems. The students

    must first have a working definition of a word problem and a number sentence. To explain a word

    problem, I will say that it is, A story with words and numbers that has a problem that needs solved. The

    students need to know that a number sentence includes addends, an operation sign, an equal sign, and a

    sum/difference. Finally, students must be introduced to clue words that they can look for in story

    problems to decide whether they need to add or subtract. Those clue words they need to identify are

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    difference, less than, minus, take away, left, and how many more. There are other words and nuances that

    could clue students in to whether they are adding or subtracting; however, I chose the most common

    words and only a few because the students are just beginning to work with word problems, and it needs to

    be scaffolded. To help the students understand and use the vocabulary, I will use call-and-response in my

    teaching. I will repeat the key words and phrases several times during the lesson, and I will have the

    students repeat them, as well.

    b) Explain how planned instructional supports will assist students to understand academic language

    related to the key language demand to express and develop their content learning. Describe how

    planned supports vary for students at different levels of academic language development.

    To help the students understand and use the vocabulary, I will use call-and-response in my

    teaching. I will repeat the key words and phrases several times during the lesson, and I will have the

    students repeat them, as well. This may look different for students at different levels of academic

    language development. For example, my English learner will benefit from seeing the vocabulary on the

    anchor chart, hearing the words, and repeating them back. I will choose higher level students to locate

    those clue words in example word problems, by raising their hand and voicing them verbally. For my

    student who has a speech impairment, I would have him point to the clue words in the story problem.

    5. Monitoring Student Learning

    a) Explain how the informal and formal assessments you select and/or designed will provide evidence you

    will use to monitor student progress toward the standards/objectives. Consider how the assessments will

    provide evidence of students use of content specific skills and strategies to promote rigorous learning.

    I am using the informal checks for understanding throughout my lesson. For example, during the

    We Do portion, I will be calling on students to help guide us through the steps for solving a subtraction

    word problem. I will purposely be calling on struggling students, because I know that my higher level

    students will understand. I will need to know if I need to spend more time modeling, before I send my

    students to work on their independent practice sheet at their desks. I will also do the informal assessment

    of circulating through the classroom and stopping to assist students who are struggling. I will also be

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    asking deeper level questions to students who are achieving on the independent practice. Finally, I will

    have a formal assessment of an exit ticket. The exit ticket is one subtraction word problem. There is

    space for the student to do any work they need to on paper. There is also a blank where the student will

    create their own number sentence. I chose this type of assessment it really shows me that students can

    create their own number sentence. It shows me that they understand how to structure a number sentence.

    c) Describe any modifications or accommodations to the planned assessment tools or procedures

    that allow students with specific needs to demonstrate their learning.

    I will accommodate my lower-level students by giving them more time to complete the

    assessment. I will also give my lower-level students more chances to answer during the guided practice

    on the rug with me, because thats where I can really see where they are struggling with the problems.

    Planning Commentary Part II

    A. Analyzing Student Learning:

    1. Summarize student performance in narrative and/or graphic form (e.g., table or

    chart).

    After grading and analyzing the data from this assessment, I found that 8 out of our 20 students or

    40% remembered to label their answer on all three number sentences. On the first story problem 14 out of

    20 or 70% students formatted their subtraction sentence correctly and got the correct answer. On the

    second subtraction story problem only 9 out of 20 students or 45% formatted their subtraction sentence

    correctly with a correct answer. On the third subtraction story problem, only 7 out of 20 or 35% of

    students had their number sentence formatted correctly with a correct answer. They had the right

    numbers, but the wrong operation sign. So, for example on the third story problem, several students

    wrote 10 + 18 = 18 instead of 10 8 = 2. This had to do with the clue words I used in each story

    problem. The first story problem had the clue words, How many are left and the second and third

    story problems had the clue words, How many more so students thought they had to add instead of

    subtract.

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    2. Discuss what students appear to understand well and where they continue to

    struggle, including any misunderstandings, developmental approximations,

    confusions, or needs (including a need for greater challenge).

    This assessment revealed to me that the vast majority of the students in my second grade

    classroom understand and can apply their knowledge of how to structure a number sentence. With the

    exception of only one student, all of my students wrote out the two numbers being subtracted, the

    operation signs, the equal sign, and an answer. The assessment also pointed out areas where the students

    need to be retaught more explicitly. For example, I saw that only a handful of my students remembered to

    label their answer in their number sentences. We discussed this during whole group instruction; however,

    I did not explicitly write out in the directions that they should label their answers. Students are continuing

    to struggle with forward and backward number sequence. We used the strategy of counting back for the

    subtraction problems, but students who are still struggling with counting forwards and backwards would

    skip numbers and end up with the wrong answers. The other thing that students need more practice and

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    reinforcement in is determining which clue words indicate addition will be needed and which ones

    indicate that students must subtract.

    3. Consider common patterns across the class as well as groups of students with

    similar strengths or needs. Cite evidence to support your analysis from the 3 student

    work samples you selected.

    A common strength that I noticed among my students was that, with the exception of one student,

    they all remembered how to structure a number sentence. A common error that I saw my students making

    was that they forgot to do the last step when solving subtraction word problems. The last step is to label

    your final answer. Several students got the right numbers in their answer, but I had to deduct a point for

    leaving off their label. For example, on Johnika, Venus, and Camerons assessments, they forgot to label

    every single problem. I noticed that even my higher level student struggled with identifying that she

    needed to subtract on problems 2 and 3. This helped me identify that the wording is what the students

    were struggling with on those two problems. In both problems I used the clue words how many

    more Those words lead even my high students to believe that they should be adding, even though we

    had only been working with subtraction word problems during this lesson.

    One thing I would definitely work on my lower group with is on backward number sequence. As

    shown on Johnikas work, she has trouble with not only backward number sequence, but one-to-one

    correspondence in counting, as well. For example, on her first story problem, she drew a picture, which is

    a great strategy that I encouraged her to use, but she only drew 11 birds to begin with, instead of 12,

    causing her to get the wrong answer in the end. This is something that 2 of my other lowest students also

    struggle with.

    4. Refer to your learning progression analysis you created from your student work

    samples. Describe individual learning strengths and weaknesses of your high

    performing and your low performing student.

    My high performing students strengths were that she can structure her number sentence

    correctly. She also has backward and forward number sequence which helped her arrive at an answer that

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    would make sense on number 1. Her struggle on this assessment was using the clue words to help her

    determine whether to add or subtract on each word problem.

    My low performing students strengths were that she also had all the components of a number

    sentence, excluding labels, which is something all students struggled with remembering. Another

    strength Johnika has is that she is using the strategy for subtraction problems of drawing a picture to

    solve. She knows the concept that subtracting is taking away, because she was crossing out objects in

    each picture she drew. Where she struggles is in knowing that her number sentence should start with the

    big number, then take away the smaller number to find the final answer. She was writing her final answer

    first, and then subtracting the small number. She also needs a lot of practice with her backward number

    sequence and one-to-one counting correspondence.

    5. If applicable, describe evidence from the student work samples that demonstrate the

    extent to which students are able to understand and/or use the language associated

    with the identified language demand (vocabulary, function/form, and instructional

    language) in ways that develop literacy skills and strategies.

    For this lesson, I was very focused on providing explicit instruction to my ESL student, Jose. He

    is an English learner, and he struggles with his language development in English. I included his work

    sample, because he was one of the few students who remembered to included labels in his work, and he

    earned a 94% on this assessment. I could see in his work that he clearly understood which clue words he

    was to be looking for, because he underlined them in his work. During the instruction, I used many

    opportunities to involve Jose in the discussion, including the strategy of No-Opt-Out. His work reflects

    that he was able to understand the identified language demand for this lesson.

    B. Feedback to Guide Further Learning:

    1. How did the feedback you provided to each of the 2 focus students address the individual

    students needs and learning objectives? Reference specific evidence of submitted feedback

    to support your explanation.

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    For my high performing student, I gave her checkmarks for each correct component of the

    number sentence she had. So, the points possible for each problem came out to 6 points each. For the

    parts that she didnt include, I did not put a check, I simply wrote in what she should have there. She also

    forgot that the clue words How many more indicate that we should be subtracting. So, my feedback to

    her was underlining the clue words, and writing underneath, Remember, you are subtracting!

    On my lower performing students assessment, I also included checkmarks to show her that she

    had some parts of the number sentence correct, such as the operation sign and the equal sign. I wrote out

    what the problem should actually be, along with the correct answer, as well. Over the picture that she

    drew, where she miscounted, I wrote, Count the birds againWoops! I did that instead of just writing

    the answer, because I wanted her to know specifically why she got it wrong. I also wrote on the second

    subtraction word problem, Your answer is what the number sentence equals. I did that because she was

    writing her answer before she wrote her number sentence, which in turn made her number sentence

    incorrect.

    2. What opportunities were or will be provided for students to apply the feedback to

    improve their work, either within the learning segment or at a later time?

    I gave these back to students the next day as a Do Now during math. My mentor teacher was

    teaching a lesson on subtraction word problems again the next day, so I told her what I had noticed after

    looking over the assessments, and we decided that she would make it very explicit that the clue words,

    How many more mean that we are subtracting. She also made it very clear that our answers should

    always include labels.

    3. (Optional) Using evidence, how well did your language supports or scaffolding promote

    academic language for students with varied language levels?

    As I mentioned previously, during this lesson, I had focused on my ESL student and using no-

    opt-out to check for understanding with him. His assessment showed me that the strategy I was using was

    in fact providing him with the language supports that he needs. He is one of my lower students, but on

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    this assessment he performed better than more than half of his classmates! This was evidence in his

    identification of the subtraction clue words and how he included labels in all of his answers.

    C. Using Assessment to Inform Instruction

    1. Based on your analysis of student performance in the assessment, describe next steps for

    instruction for the whole class.

    My next steps for instruction for the whole class, based on student performance on this

    assessment, were to meet with my mentor and decide where the next lesson on subtraction word problems

    should pick up and what should be retaught the next day. I recommended that there be a heavy focus on

    the tricky clue words that are semi-contradictory, such as How many more I hadnt really anticipated

    that students would struggle so much with those clue words, especially since they were posted on our

    anchor chart. I also recommended that she remind them that all answers have to have labels, since almost

    all of the students forgot to label their answers.

    2. Describe any individualized next steps for the 2 focus students.

    For my high performing student, I met with her one-on-one and reminded her that she needed

    My next step with my high-performing student was to meet with her one-on-one and remind her

    that she needed to take her time and read assignments carefully. She rushed through this assessment. I

    could tell because she normally reads the directions carefully. The directions specifically said to label the

    answers, so I knew that she didnt read them carefully. I also explained that the clue words, How many

    more tell us we need to subtract.

    For my low-performing student, I worked one-on-one with her using manipulatives to practice

    one-to-one correspondence and backward number sequence. She does better in a one-on-one situation, in

    general, so it is hard to say whether this will help her complete the work independently later.

    3. Explain how these next steps follow from your analysis of the student performances.

    The next steps I described above will help those students master the objective I had for this learning

    segment. I wanted my students to be able to solve subtraction word problems and write a number

    sentence for the problems. I noticed through the assessment that the top areas where students were

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    struggling were remembering to label their answer, and deciding whether the clue words were telling

    them to add or subtract. The next steps I mentioned would help students be successful in both of those

    areas.

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    References

    Cotton, T. (2010). Understanding and Teaching Primary Mathematics. Retrieved from

    ftp://ftp.pearsoned-ema.com/HPE_Samples/SampleChapters/9781405899505.pdf

    Wright, R.J., Stanger, G., Stafford, A.K., & Martland, J. (2006). Teaching Number in the Classroom with

    4-8 year-olds. Sage: London, England.

    ftp://ftp.pearsoned-ema.com/HPE_Samples/SampleChapters/9781405899505.pdfftp://ftp.pearsoned-ema.com/HPE_Samples/SampleChapters/9781405899505.pdf