Contextual Information A. I am in a Kindergarten classroom of 25 students. The content area that I covered for this lesson was mathematics.

There are a few students with special needs in my classroom. There are two students who have speech and hearing needs, and one student who has physical needs. B. There are three low students in my classroom who do not know numbers through 10, and who do not know all of the letters and sounds of the alphabet. These students impact my instruction; because I have to make sure that I meet their needs for assessments and not just focus on the middle and high students. When assessment time comes, I do have them orally tell me what they are thinking, and how they got the answer they did. If they are struggling with a number, I have them start from zero and count to that number. The student who has the mobility need, I make sure that when she needs assistance, and I am there to meet her need. C. The community that I am in is a low economic area. Therefore, the students do not have many resources at home. This is a big factor, because they are limited. They leave what they learn at school at school. Standards and Learning Goals A. The learning theory that will guide my lesson planning is Constructivism. The reason behind that is I am referring back to previous knowledge my students have been taught, to help them learn something knew. They will be making that connection from something previously learned, to help them learn something new. During my shared reading lesson I had students come up and highlight question words and sight words. I referred back to our first question word, and what made that word a question word. B. RL.1 With prompting and support, ask and answer questions about key details in a text. RL.2 With prompting and support, retell familiar stories, including details. RL.4 Ask and answer questions about unknown words in a text. RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RI.10 Actively engage in-group reading activities with purpose RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear. SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. C. My learning goal for this lesson is that the students will be able to recognize/spell the word "who" and explain why it is a question word. The related content that the students have encountered with is how to tell if a word is a question word, and they have already been taught one question word. The first activity is a review of what a question word is, and where our chart is in our room about question words. This is the referring back to previously taught information.

D. The content focus of this lesson will be to identify the word "who", and what type of word is "who". The related content that the students have previously encountered will be what makes a word a question word, and how do we know it is a question word. E. Some difficulties that students might encounter will be my lower students identifying letters. I will address this by having magnetic letters, word cards, and just focusing on the beginning letter. Instructional Strategies A. One instructional strategy that I plan to use is indirect instruction. I am going to allow the students to think of times that they can use question words. They will have to come up with their own questions using the word "who". We will also compare and contrast the difference between question words, and regular words and how they change our sentences. Another strategy is that they will have to chant the word multiple times to. B. The instructional strategies connect to the learning goals and facilitate student learning by the activities giving them practice on finding the word, which will help them recognize and remember what the word looks like. C. Shared reading is mostly done in whole group. This is a time for the students to work together as a class, and learn from each other. Learning Activities A. The learning activities that I plan to implement into the lesson is to chant the new word, find the beginning letter, think of where they have heard it used, find it in our story, and come up with their own sentences using the new word. I chose the activities because they all require them to think on their own. I like activities that are fun, but activities that have them thinking hard. B. The activities chosen address all students in the classroom. The simplest activity will be for the students who only may know the beginning letter, and the more difficult activity will be for the students to think of their own sentence, and use the word correctly. C. My class demographics influence the layout of my learning activities by making sure that I meet the needs of those lowers students. I want to make sure that they are getting something beneficial from the lesson as well. According to the demographics all students but two can identify all letters and their sounds. So knowing that I still need to meet the needs of those two lower students, while challenging the class as a whole. Materials, Resources, and Technology A. The materials and resources that I will use to support instruction is a big book called Mr. Grump, magnetic letters, and the smart board. I will use these

materials because all of them are important to help enhance all students learning. B. I plan to use the smart board for my technology source. C. The chosen technology will enhance my instruction, by being another way to see the word "who". This allows the students to come and interact with the board by spelling the word. Understanding Each of the Two Focus Students and Differentiating Instruction Focus Student 1: A. Focus student's 1 strengths is that she is a gifted little girl. She excels in all that she does. One challenge that I see is that she is so high above the others, she loses train of thought and goes blank when she gets board. Even though she is extremely intelligent, she is missing out on information that she needs. B. For focus student 1, the challenging part of the lesson was for them to come up with a sentence. She also is a great writer. So I knew that she would be capable of coming up with an excellent sentence to share. C. The evidence that will be collected will be the morning work that they write in their writing journals. The students will be asked to write the word, and to write a sentence with the word. I will be looking for the correct punctuation mark, which would be a question mark indicating that they know it is a question word. Also, that they asked a sentence. Focus Student 2: A. Focus student's 2 strengths are that he is very tactile. If he is given something that he can work with, he can try to make out what you are wanting. Challenges that this student faces are that he does not know his letters or their sounds. He also has a speech deficiency. B. I will have magnetic letters, word cards, and allow him to focus on just the beginning letter. C. Evidence that I will collect from this student will be orally given. I will have the student tell me the beginning letter, or tell me more if he is capable. Analyzing the Lesson for the Whole Class A. The lesson was very interactive and engaging because of the text that we read. They all loved Mr. Grump. The class also enjoys making up different sentences, even if they are not right. So the activities that I had planned were all engaging for the students. The evidence that I gathered was that if the students could recognize the word "who", and tell me what kind of word it was. All students were able to recognize the word, except one. All were able to tell me that it was a question word. B. The students were able to come up and chose the word "who" out of a list of words in the book, and tell me that it was the word they were looking for.

They gave me the reason that it was the word, by the sentence having a question mark at the end of the sentence. C. If students were having difficulty recognizing the word, I referred to our word wall because we had already used that word as a sight word. This really helped some students, because it was another way of finding the word and using their strategies to read the word. D. The steps that I took to foster teacher-to-student and student-to-teacher interactions was referring back to what a question word was, and allowing the students to feed off their peers answers. This was a very engaging time, because the students came up with some funny questions that all the students loved. E. The ways that I facilitated learning were scaffolding the students who needed that incentive, and I referred back to previous words that were on our question word wall.

Analyzing the Differentiated Instruction for Each of the Two Focus Students A. Focus student 1 was more than able to recognize the word. She came up with an excellent sentence. Focus student 2 was able to repeat the word, and look for the letter that made the "whh" sound. B. The differentiations of the lesson helped Focus Student 1, by seeing the word multiple times, and hearing it spelled, along with coming up with a sentence. I believe that these ways also helped Student 2 as well. Student 2 may have not been able to recognize the letters that the other students were spelling, but it was still a repetition of the word that would help with his schema of the word. Reflecting on the Lesson for the Whole Class A. For the student who did not achieve the learning goal, I plan on reviewing that word daily. The repetition of seeing and hearing the word will help students gain knowledge of the word and its meaning. This all will build their schema. B. I will use the analysis and evidence of the lesson to guide me next time where I need to focus more for the students as a whole, and also to the lower and higher students. I will revise the areas of my instruction that were weaker, and find better strategies that would help my instruction so that it will make the lesson more engaging. Reflecting on the Lesson for Each of the Two Focus Students A. I will use the analysis and evidence to see how far I can push my Student 1, and where I need to stop for my Student 2. I do not want to overwhelm Student 2 and get him frustrated with himself.

B. The differentiation that I will apply to future lessons are ways that I can really challenge Focus Student 1, and ways that are just enough for Focus Student 2 without having any frustrations. One way that I can challenge focus student 1 would be to have her think of other question words that she may know, and write a sentence with those. For my focus student 2, I would have him play the mix and fix game with magnetic letters that spelled the word, while he was looking at an example of the word. Eventually I will take it away, mix it, and have him fix it on his own.