Contextual Information a) Describe your classroom.

Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. When you first walk in the first grade classroom, on your left you will see hooks for coats and backpacks, a filing cabinet, and a set of classroom computers for student use. To the right of the classroom, you will find a sink and cabinets. The cabinets above and below the sink are filled with paper, stamps and other things the teacher uses around the classroom. There are also two closets filled with monthly activities that the teacher uses to switch out as the months change. You will also find the teachers kidney shaped table/desk used for guided reading groups or oneon-one time. In the back of the classroom, you will find 3 bookshelves filled with personal books that the teacher incorporates in her lessons, and a round table used for the creation station. In the front of the classroom, you will see a carpet used for morning message, shared reading, and interactive read alouds. Students will also come to the carpet to be read to. Beside the carpet are the teachers personal laptop and the Smart Board. Beside the Smart Board is another table where the writing station is located. Above this table is the workstations chart, which shows where each student will go to for their station. In the middle of the classroom is where the students desks are located. There are four groups and fours desks or islands. If a student has trouble being in a group, the teacher removes them from the group, and they are put somewhere by themselves; the teacher calls this the students island. The teacher teaches her class the main subjects, Reading/Language Arts, Writing, Mathematics, and Social Science. Science and Social Studies times are combined so one week the class may work on Science and the next week they may work on Social Studies, it depends on what standards they are working on at the time. So far, the students have been learning about subtraction, addition, parts of speech (nouns, verbs, adjectives, prepositions...etc.), the difference between needs and wants, all about maps, and much more. There are 21 students in the classroom; 9 girls and 12 boys. Four students receive Speech/Language Services, and one child goes to resource every day. One of the students is on tier 2B, and another is on tier 2. b) Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. Two of my students are Hispanic, which causes a little bit of a language barrier. Throughout my lessons, I make sure that I speak clearly so they understand what I am trying to teach. One of them catches on to things very quickly, so I barely have to check for understanding. The other Hispanic student has trouble when it comes to understanding so I usually will work with him one-on-one. Since I have some background in the Spanish language, I will speak with him in Spanish to make him feel more comfortable around me. Once he realized that I could communicate with him through Spanish and English, he opened up a little more to me, which made it easier for me to help him. A couple of my other students are ADD and ADHD, and they like to be kept busy. I make sure that I give them tasks like helping out so they dont zone out or wander off. I have to constantly keep an eye on them because they tend to get off task quickly and will cause a disturbance in the class. For the students who receive language services, I make sure to model how to talk. I pronounce my words carefully and always rephrase or reword questions that I ask throughout lessons to help avoid any confusion. A few of

my students have peanut allergies, so I have to be careful of what I bring in to eat. I must also be mindful of what types of snacks to bring in for parties or for rewards. As I teach this semester, I must be mindful of all the different learners that are in my class. Each child learns differently so I make sure I incorporate different strategies and methods so that I reach just about everyone in the class, if not all. There will always be some way for me to incorporate some type of song, book, craft or visual model in my lessons because I know for sure that each student can better understand through one of these strategies. Knowing how your students learn can definitely help you in the long run because you know that they will catch on to lessons much quicker. c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. The school offers tutoring and after-school programs. This is beneficial for students in the class who need more one-on-one time. Because a teacher cannot spend the majority of his/her time with one student, tutoring programs can play a huge role in a childs life. There are a few of my students who go to tutoring, which makes it so much easier for me because I do not have to spend too much time with them, helping them understand the days lesson. The after-school programs are also beneficial for students. They help students with their homework, which is also good for students whose parents cannot provide that help when they get home. After schoolprograms not only help with homework, but they check it for accuracy too. Many times, I have checked homework, and noticed incorrect answers even though homework was fully complete. Completing homework does a child no good, if the answers are not correct. Thankfully, the school offers such programs, which affects influences my teaching and my students learning in the classroom. Textbox 2.1.1: Selecting a Single Assessment a) Identify the state and/or national content standards and the specific learning goal(s) to which the assessment is aligned. The standards that align with my assessment are: Standard 1-5: The student will demonstrate an understanding of the positions and motions of objects. (Physical Science); Indicator 1-5.1: Identify the location of an object relative to another object. The learning goal of this assessment is: The students will be able to identify the location of an object relative to another object by using descriptive words (In front of, Behind, Between, On top of, Under, Above, Below, and Beside). b) Provide an in-depth description of the assessment. Provide a rationale for choosing/designing the assessment based on its alignment with the standards and learning goal(s) that meet the students needs. For this particular lesson, there will be two assessments: a pre-assessment and a postassessment. For the pre-assessment, students will be given a sheet of paper with four boxes and asked to follow certain instructions using the positional words (In front of, Behind, Between, On top of, Under, Above, Below, and Beside). The four boxes are labeled A, B, C, and D. In each box, students will be asked to draw a shape, and then draw a number in a certain position in relation to the shape. This activity will be done individually. As a class, the students will be asked to stand in front of their chair, behind their chair, beside their chair, and between their chair and desk. These two assessments were chosen because they will give me a good idea of

how well my students understand the location of objects in relation to another. I will be able to see if they understand the concept of an object being between another object, an object being on top of another object, etc This will help me know what I need to work on them with when describing locations of objects. For the post-assessment, students will be asked to write one sentence containing one of the eight positional words that the teacher will write on the Smart Board, and then draw a picture that goes along with their sentence. Each student will be given a sheet of paper. They will be asked to locate an object in the classroom and describe its position in relation to another object using one of the positional words that we talk about during the lesson. They will first draw a picture, and then write their sentence. This assessment was chosen as a post assessment because now I will be able to see what they have learned during the lesson. They have to be able to use the correct term to describe the object they chose in the classroom. From this, I will be able to see if they can meet the learning objective or not. c) Describe the rubric/scoring guide you have selected/designed. How will you communicate its use to your students? The students will be scored based upon two criteria: drawing the object in the correct position and using the correct term. They will receive a 2 for drawing the object in its correct position and using the correct term; they will receive a 1 for drawing the object in its correct position, but not using the correct term; and they will receive a 0 for not drawing the object or using a term (no participation). Students will choose an actual object in the classroom, and have to describe its location in relation to another object by drawing the objects just how they see it in the classroom; their sentence has to correctly describe their drawing. As they are creating their drawings, I will constantly emphasize their need to use the correct term when describing the location of their chosen object. Before students begin working on this assessment, I will show them the rubric and explain that this is how I will tell if they could follow directions, and if they fully understand what they were just taught. I will read the rubric to them, and explain that this is not a pass or fail grade, but just a way for me to see what they have learned, and what I can do to improve for future lessons. d) What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. My pre-assessment will allow me to see what my students know about using positional words, and how they can help you locate objects. My post-assessment will allow me to see what my students have gained from the lesson. If they are able to successfully draw their object and use the correct term to describe its location, then I know that they have met my goal for them, and they have an understanding of positional words in connection to location. If they are unsuccessful or still may have a bit of confusion, I will know there are still students who maybe need extra practice with using positional words. To collect my data, I will use my pre and post assessment sheets. My pre-assessment sheet will be used as a review to see what my students know and may need to know. My post-assessment will be used to see what my students have learned. Evidence of them having learned will be through the pre and post assessment. Using my rubric, I will score them based upon correctly being able to locate an object in the room and writing a sentence about its location, using a positional word. My evidence of their learning will be dependent upon the score they receive on the rubric, which is explained in the previous prompt. Both sheets will be reviewed later, and I will compare each students pre and post data to see if any improvements have been made or if more work needs to be done.

Textbox 2.1.2: Preparing Learners for the Assessment a) What instructional strategies will you use as part of the assessment? Provide a rationale for your choices. Several different instructional strategies will be used as part of the assessment(s). I will use prior knowledge, active learning, modeling, and independent project throughout my lesson. I chose to incorporate prior knowledge so I know what my students know or dont know about the content of the lesson. In order to see where my students are individually, they will need to complete this activity on their own It is important to know what your students know about a topic you are about to introduce because a teacher should always be aware of what their students already know. This information is vital because you need to what your students know before you can help them master what they are going to learn. I chose active learning because it is important that teachers keep their students engaged and interested. As part of my lesson, we will play a game searching for objects in the classroom based upon a positional word. Throughout my experience, I noted that students work well in groups, and work well when they have peer help, so this activity will be done as a whole. If students are not interested in the lesson, it is easy to lose their attention. Incorporating games can really be a fun way for students to learn material! Another instructional strategy I plan to incorporate in my lesson is modeling. Modeling is a very important part of a lesson. Here is when you help students learn the material by showing them exactly what you want them to do and what you expect. When students know what you expect, then that makes following directions and completing a task much easier. Also, modeling can be a good way to guide students who are visual learners. One last instructional strategy I plan to use in my lesson is an independent project. Students will be asked to complete an activity on their own, after having much practice together as a group. Incorporating independent work time is important so you can see what students have gained from the lesson. Independent work will also be done as a pre-assessment, to acknowledge what students already know, or may need to learn more about. b) What learning activities and student groupings will you use to prepare your students for the assessment? Provide a rationale for your choices. My first learning activity will be a pre-quiz, which will be done individually. I want to see how well students understand the concept of positional words. I need to know if they can be successful in using positional words to locate objects. For my next activity, we will play a game as a group. I will give the different groups clues of where an object or person is located using our positional words, and they have to tell me what it is. This will be done as a whole just so students can get used to using positional words to locate objects. Once we have taken our quiz and played the game, students should now be ready for the final assessment, which is to pick an object in the classroom, and write a sentence telling where the object is using one of the positional words that we have talked about throughout the lesson. Their final assessment will be completed individually so I know what they each have received from the lesson. c) What materials and resources, including technology, will you use to administer the assessment? Provide a rationale for your choices. To administer my assessment, I will use the Smart Board, two worksheets. The Smart Board will be used for writing the positional words when students are completing the final

activity. There will be no other uses for the Smart Board because everything else the students do will be done by hand. I want to use the Smart Board for this part of the lesson so children can see how to spell the words and see the list that we had been using throughout the lesson. The other two worksheets will be used during their pre-assessment and the final activity. The preassessment is a simple quiz to check for previous knowledge and understanding, so that will be all the students need to use. For the final activity, students need a handwriting sheet of paper with a blank space at the top. The handwriting portion of the paper is for their sentence. They will also be working on their handwriting, so I thought using this type of paper will give them continuous handwriting practice. The blank space at the top is for their picture that they will draw.

Textbox 2.1.3: The Two Focus Students a) Identify two Focus Students with different learning needs and for whom you will need to modify the assessment. Provide a rationale for selecting each of the students. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. Focus Student 1 tends to lose focus easily, and that causes him to get behind as we are working. He needs to see things visually as material is introduced. He is a very hands-on person, and likes to be kept busy, so I chose him because the activities in this lesson suit him very well. Focus Student 2 learns best by being a part of the lesson. I chose her because through previous observations, she understands material better when she, or others, can be used to demonstrate information the teacher has just taught. When Focus Student 2 becomes a part of the lesson, her performance tends to improve. Because of this, I tend to call students up, along with Focus Student 2, and use them as part of my lesson to explain a concept. b) Based on their specific learning needs, how will you modify the assessment for each of the two Focus Students? Provide a rationale for each decision. Based on the learning needs of Focus Student 1, I will incorporate modeling in my activities. For the post-assessment of my lesson, students are required to write a sentence and draw a picture. What I ask of them, may be confusing, so I have created a model of what I expect. My model that I will use will show everyone exactly what I want each student to do and how I want him or her to complete it. I observed that Focus Student 1 works well when there is a model or guide to follow as he is completing his work. To call his attention to the model, I will ensure that it is colorful and easy to follow. Although he learns best through modeling, if the model is too distracting or too confusing, he will not be receiving the proper accommodations. I have created a model that is simple, colorful, and just enough detail so that he can understand what is expected, and how his work should be similar. Based on the learning needs of Focus Student 2, I will use volunteers at the beginning of the lesson to demonstrate what we will learn. Since Focus Student 2 learns best by being hands on, I thought it was appropriate to use volunteers (including herself) to help me teach the lesson. Many times, I have noticed Focus Student 2 getting excited when being called to come up to the Smart Board and write an answer on the board, or simply being a volunteer to help me visually explain a concept. Physical movement in the classroom is very important because you can definitely lose your students attention that way. For Focus Student 2, physical movement is a plus when it involves her learning. When she is physically engaged, her performance improves

because I have noticed that she retains information much better when there is some sort of physical movement involved. This is especially apparent when we are working with the big book. Movements are always incorporated along with the reading, and the students come up with the movements. She is always the first one to raise her hand, and make suggestions for other phrases in the story that I did not even think of! Because of this, I know that incorporating physical movement in this lesson will be an advantage for her. I like to make my students feel as if they are a part of the lesson, so what better way to do that, than to actually use my students!

Textbox 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class
a)

How did your rubric/scoring guide align with your learning goal(s) for the lesson? Provide a rationale. The learning goal of this lesson was for students to be able to identify the location of an object relative to another object by using descriptive words (In front of, Behind, Between, On top of, Under, Above, Below, and Beside). In order for me to know that my students can do so, I had them pick an object in the classroom and write a sentence about its location in relation to another object. Once they turned in their work, I looked over it and scored it with a rubric. They receive a total of 2 points: 2 points if they can draw the object in its correct position and use the correct term; 1 point if they drew the object in the correct position, but do not use the correct term; 0 points for just drawing a picture or not completing the activity at all. This rubric allowed me to score students based upon their ability to find the location of objects relative to another object. If they could do so, they received the full 2 points. This simple rubric assessed the learning goal by showing if the students understood the material from the lesson, and if they could follow directions.

b) Describe the graphic representation of your collected data. Based on your graphic representation, analyze the assessment data to determine your students progress toward the learning goal(s). For my pre-assessment, students received a score out of 4, depending on if they were correct or not in correctly placing the number in the location given in the instructions. If they got one wrong, they received a 3/4 which is equivalent to a 75. If they got 2 wrong, they received a 2/4 which is equivalent to a 50, and so on. For my post-assessment, students received a score out of 2, depending on if they were able to correctly draw their chosen object in the correct place and use the correct term to describe its location. If they drew the object in its correct position and used the correct term, they received a 2/2 which is equivalent to a 100. If they drew the object in its correct position, but did not use the correct term, they received a 1/2, which is equivalent to a 50. If they did not participate, they received a 0/2 which is a 0. Based on the graph, 13/21 students, or 62% of the class, understood and met the learning goal. 8/21 students, or 38% of the class, did not quite reach the learning goal. Out of those 8 students, 3 made an improvement from the pre to the post-assessment, while the other 5, made a decline in score. Overall, I am quite satisfied with the results because over half the class reached my goal for them. Those who did not quite reach that goal, I can think of other modifications or accommodations I could make for

future lessons to help them reach the learning goals, such as re-teaching. Using this information from the graph, I can teach this same lesson again, but with the necessary changes so that each student completes the post assessment with 100% accuracy. c) How efficient was the data-collection process that you selected? Cite examples to support your analysis. I believe that the data-collection process I selected was very effective because I carefully sequenced the lesson to provide appropriate support for each student. I began with a preassessment that provided me with data, which showed me what students knew, or did not know about the material; this was my first step in the data-collection process. My second step in the data-collection process was my post assessment. After playing a game, students were able to complete the final assessment, which closed out the lesson and brought everything they learned together. That data received from the post-assessment allowed me to see if students did or did not achieve the learning goal. By comparing the data for each student from their pre and postassessment, I was able to learn what things I need to review with the class, which students made improvements, which students stayed the same, which students did not improve and how I could have planned the lesson better. d) How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples to support your analysis. The instructional strategies, learning activities, student groupings, and materials/resources were 100% effective for student learning because there was improvement and success from the pre-assessment to the post. Although there were one or two students who completed the assessment incorrectly, it was not a huge issue to point out; it was simply due to not following directions. According to the graph, 13/21 met the learning goal, which is more than half! This means that 62% of the class was able to meet the learning objective that was set. Each strategy was appropriate because they were planned with each student in mind as the lesson was formed, but I felt that modeling and active learning were most effective. Plenty of times, I have noted that my students learn best through these two strategies, so I figured these two would be best to use from the start. Through observation, I noted that whole group activities sit well with this class. As I watched students work collaboratively in groups, I saw no problems, and everyone worked as a team. From this, I know that group activities are a good activity to use as part of a learning activity , and that it is most effective. The materials/resources were appropriate for this lesson because these were necessary in order for me to teach my lesson. As I planned the lesson, these materials were necessary for students to reach the goal I set for them.

e) Describe how you engaged students in analyzing their own assessment results to help them understand their progress toward the learning goal(s). After students completed both assessments, I had each student figure out if they had improved or not by looking at their own results and comparing the two. I explained to them that to tell whether or not students make progress in a lesson, teachers look at work done before and after the lesson. I then told them that they were the teachers and they had to look at both

assignments and look to see what they did good on, and what they could have done to improve or make it better. I shared my example with the correct answers for the pre-assessment. I then shared my example for the post-assessment. I had them help me compare the two. I then gave them a scenario. I said that if I missed two questions on the pretest, but when I did my postassessment, I got it right, that means I have made progress. I did a couple of examples, then had them look at their own work and tell me what they notice about their pre and post-assessment.
Textbox 2.2.2: Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students

a) What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples from each of the two Focus Students and other assessment data to support your analysis. Overall, I learned that both Focus Students CAN achieve and meet the goal of any lesson when strategies used are planned with them in mind (and the whole class too). Each Focus Student did a spectacular job of completing their post-assessment with completeness and correctness. They both stayed on task, and were engaged as they completed this activity. According to the graph, Focus Student 1 went from a 75% to a 100%, after completing his postassessment. Focus Student 2 scored a 100 on both assessments. This tells me that this lesson was a success for them. Focus Student 2 seemed to already be aware of positional words, while Focus Student 1 had some knowledge, but I could see where the confusion came from. b) Based on the assessment data and/or your observations, what impact did your modification(s) of the assessment have on the learning of each of the two Focus Students? Cite examples to support your analysis. Because I put thought in my modification for each Focus Student, I saw tremendous improvement in engagement during the lesson, and improvement in their work ethic. Knowing that they both learn best through demonstration and models, I made sure to incorporate these two strategies in order to see these two be successful in this lesson. Looking over their postassessment, I see that they completed it as they were told and it was clear that they met the goal I intended for them to meet. They were very excited to be used as volunteers during the lesson, and I noted a more relaxed demeanor of Focus Student 1 when he saw the model I provided for the post-assessment. c) How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples for each of the two Focus Students to support your analysis. The instructional strategies, learning activities, student groupings, and materials/resources were 100% effective for student learning because there was improvement and success from the pre-assessment to the post. Although there were one or two students who completed the assessment incorrectly, it was not a huge issue to point out; it was simply due to not following directions. Each strategy was appropriate because they were planned with each student in mind as the lesson was formed. Through observation, I noted that whole group activities sit well with this class, and it helps for some to have peer-tutoring. The materials/resources were appropriate for this lesson because they were exactly what was needed to accompany the activities in this lesson.These were especially beneficial for Focus Student 1 and Focus Student 2 because they were engaged throughout the whole lesson. The strategies I

used met both needs of each student, and the learning activities were engaging and interactive. I began with individual grouping to see what they knew about the content on their own. I then switched to whole group because I previously noted that these two students work well in groups, and it is also helpful to have help from your peers. I then went back to individual grouping to see what they have learned and retained. According to Focus Student 1 and Focus Student 2s assessments, they met the goal, so I have reason to believe the effectiveness of my choices for instructional strategies, learning activities, student groupings, and materials and resources.

d) Describe how you engaged each of the two Focus Students in analyzing his or her own assessment results to help understand progress toward the learning goal(s). After both Focus Students completed both assessments, I had them figure out if they had improved or not by looking at their own results and comparing the two. I helped them make a connection by explaining to teachers look at students work before and after a lesson in order to see what they have learned or need help on. I then told them to pretend to be the teacher and compare their own pre and post assessments. I demonstrated how they should do this, and then they quickly got to work comparing both assessments to see what they did good on and what they may need more help on.
Textbox 2.3.1: Reflecting on the Assessment for the Whole Class

a) How does your data analysis inform or guide future instruction for the whole class? Knowing what my students achieved during this lesson, I know just what I need to be aware of and what to do, to set them up for success. As I look over their data, I can think about what I did, and plan ways to help the students get the same results each time when completing an assessment. Since there are a good percentage of students who understood the lesson, I know that I can maybe utilize the strategy of peer-tutoring more often. Throughout my experience, I have learned that this strategy is beneficial for some students, so when planning other lessons, I will use that as one of my strategies. I can also use more examples or demonstrations for future instruction, to explain concepts in order to check for understanding. b) What modifications to the assessment would you make for future use? Provide a rationale. I felt as though my assessments for this lesson were appropriate because they were sequenced well, and they built upon one another, and they provided the information I needed for future instruction. For future assessments, I will make sure that they build upon one another in order to prepare them for the final assessment, which is very important in checking for understanding. I think the students did a wonderful job sequencing from one assessment to the next, as learning was achieved. I would probably have them complete a much more challenging post-assessment, one that will cause them to think deeper and go farther with what they already know. Even incorporating a group activity as the modification would be something to think about using for future use.

c) What modifications for future use would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology? Provide a rationale. I do not think much modifying would need to be done, since there was so much success in achieving my goal for this particular lesson. I will always use students as part of demonstrations since, throughout my experience, I noticed they like to be involved in lessons to help with understanding. During this lesson, I figured it would be much better for them to show me, and the rest of the class, the meaning of the words, rather than me just using objects only. They loved being a part of that process! Therefore, such strategies will always be a part of future lessons. The class works well in groups, so whole group activities will always be a strategy to consider using since they can handle that so well. I also noticed the students enjoy being able to use the Smart Board for activities, so maybe next time, I can find more Smart Board-based activities, to add for extra practice, and because it is an interest of my students. My students are also interested in games, so possibly adding a quick game in the lesson can be a good way to summarize what we have done, and to also keep them engaged. d) In what ways would an assessment that is different from the type used in this task allow students to further demonstrate their achievement of the learning goal(s)? A different assessment from the one in this task would allow students to further demonstrate their achievement of the learning goal by causing them to think deeper and outside of the box; to go beyond what they have learned and use that information to think at a higher level. An assessment that they could complete as a way to further the achievement of the learning goal would be through the use of the Smart Board. I would create a picture and show it on the Smart Board. Students would be asked to observe the picture, and create a couple sentences about the different objects and their location using the suggested positional words.

Textbox 2.3.2: Reflecting on the Assessment for Each of the Two Focus Students

a) How does your data analysis inform or guide future instruction for each of the two Focus Students? Knowing how both Focus Students learn best, the strategies I used, I will always incorporate because according to their work, it aided them in their achievement. As a whole, I noted what worked for them and did not work for them after careful analysis of the lesson. My data analysis allowed me to see that the game we played was helpful because it provided examples of how their sentences for the post-assessment would be set up. This showed me that both Focus Students work well in groups, and that they learn and make progress through the use of a activities such as a game. Focus Student 2 had no trouble with the pre-assessment, but Focus Student 1 was a little confused. Through observation of his assessment, I was able to see what confused him. I can use this information to modify assessments to where he will not become confused. Using their strengths and weaknesses, I can carefully plan future lessons that will meet the needs for both of these students. b) What modifications would you make to the assessment for future use for each of the two Focus Students? Provide a rationale.

Some modifications I would make to the assessments for future use for each of the two Focus Students would be to make directions clear and a little more challenging on assessments. The pre-assessment for Focus Student 2 proved to be a little too easy since she scored a 100 on it. This could also mean that she has had a good bit of practice with positional words, so she already had some prior knowledge. I think Focus Student 1 could have scored a 100% on the preassessment, but he did not follow directions. This may be a mistake on my behalf, or it could really just be something he does not understand. The post-assessments could also be a little more challenging too, but I think because this was the first time they were introduced to it in first grade, the assessments for good for them. But for the future, I will create assessments with a little more challenge, to help them further their understanding, and encourage them to do more than they think they can. c) What modifications would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology, for future use for each of the two Focus Students? Provide a rationale. For both Focus Students, I would still use the same instructional strategies, since I have observed these strategies to be beneficial for both of their learning. I will keep hands-on activities within future lessons for these two because, again, through observation, I have learned that this is how they learn best. For future lessons, I would probably emphasize individual groupings because I have seen their work ethic on their own, and they can do it; they just need the encouragement and the push to do it. Since coloring and drawing is of interest to both, I will keep those as my go-to materials and resources. The Smart Board is a very interactive way to keep their attention, so next time I will consider Smart Board games or activities as an alternative way to keep them engaged and feeling a part of the lesson.