Reflection

I try to give thorough and constructive feedback both orally and written. Individual oral feedback is given on a consistent basis throughout whole-class instruction, monitoring, verbal expressions, and in small-group instruction. If verbally explaining or completing a sentence, I often prompt students until they are successful and give simple types of verbal praise (i.e. Good job, nice sentence, repeat the correct statements and nod my head, ‘I like how he used the word __’). I also give a lot of individual feedback when students are doing partner work. For instance when comparing their data with sentences I say, “Okay, good sentence comparing the data but by how many dots does ___ have more/fewer than you? Put it in a sentence. Nice job, I

He needs a lot of prompting verbally and because he cannot reflect his thinking on paper well, I focus on the content of his sentences. My first comment on his paper ‘See me!’ next to drawn eyes. This is so I can verbally read him my comments and we can talk it over. Since his language proficiency can be a hindrance in his reading, I rather him hear it from me. I thank Student J for his correct use of 5-groups so in the future he remembers how to correctly draw them (Question 2). In Question 3 I circled his labels for the data and wrote next to them “Awesome labels! Try writing the whole word!” He labeled his categories correctly with “R, P, Y” which we had practiced in class but I asked him to try writing the whole word mainly so he gets practice with words and narrows in on each category. I took what he knew and did well on and built on it. In the same problem he adds one too many marbles in a category. I drew an arrow to the category and asked him to look at the purple group again. This way, he knows something is wrong, but I did not lay it out for him. In Question 4 when he was asked to write a sentence, he sentence was incoherent and repetitive. I gave him a strategy (read it aloud and listen to hear if it makes sense/sounds correct) then gave him a cloze sentence frame to try. Here, I am giving him a chance to show me his knowledge in completing this frame. He can see the structure that I am looking for

In Question 2, Student I did not draw out any circles in order to sort the monsters. Rather than drawing the data out for him I asked him to show me how he sorted. He counted each category correctly as shown in his number boxes but completely omitted drawing the data. Student I knows how to complete this task because he did very well throughout the week so I know he can be successful in showing me his work. Student I did not label his categories correctly in Question 3 but labeled them by the number of marbles in each category. Instead of giving him the labels I asked, “What do I need to know about the marbles?” putting the emphasis on each category rather than the numerical values of each category. This question causes him to think and really analyze what is most important about the marbles. Later in Question 4, he had given me a really great sentence: “There are fewer pencils than pens.” I gave him a brief “Yes!” and then asked “How many fewer?” and prompted him to give a new sentence. He started out with a strong statement but there is always room for improvement and better success for a thorough