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eporting their arguments and counterarguments, I had to summarize/condense their thoughts in order to write an argument or counterargument that the class would have been able to use in their letters. By doing, I not only validated their responses, but made the arguments and counterarguments clearer for the entire class to understand. (REQUIRED) 5. Describe the strategies you used to monitor student learning during the learning task shown on the video clip(s). Cite one or two examples of what students said and/or did in the video clip(s) or in assessments related to the lesson that indicated their progress toward accomplishing the lessons learning objectives. (TPEs 2, 3) In the first clip, I monitored student learning by circulating the classroom and making sure that they were identifying the arguments and counterargument that I wrote in my letter. As I circulated the classroom, I made sure that the students were on task and if they were taking their time to start, I refocused them by asking, “What are the two arguments?” The first clip shows students actively reading my letter to find the arguments and counterargument, which means that they not only understood the directions, but will also be able to provide those components in their letters. Students were also working in groups, so they were supporting one another as they sought out the arguments and counterarguments. For the second clip, I monitored student learning by clarifying their arguments and counterarguments. Some of the reasons that the students were giving could have been interpreted as arguments as opposed to counterarguments and vice versa, so I had to refocus them and make the appropriate interpretations.
Summary of Student Learning Category 3 2 1 Position Position is clearly stated. (73%) Position is stated, but unclear. (7%) Position is not stated. (20%) Arguments Arguments are clearly stated and supported. (37%) Arguments are stated, but are unclear and not supported. (63%) Arguments are not stated. (0%) Counterargument Counterargument is stated and supported. (7%) Counterargument is stated, but is unclear and not supported. (40%) Counterargument is not stated. (53%) Spelling/Grammar There are no spelling or grammar errors. (0%) There are 1-3 errors in spelling and/or grammar. (33%) There are 4 or more errors in spelling and/or grammar. (67%) Organization The letter is wellorganized and written. (7%) The letter is either not wellorganized or written. (76%) The letter is not well-organized or written. (17%)
Page 1 and 2: Form: "*PACT - Elem Literacy - 1. C
Page 3 and 4: 2 (REQUIRED) 4.4.c. How many studen
Page 5 and 6: Consider students prior knowledge,
Page 7 and 8: Form: "*PACT - Elementary Literacy
Page 9 and 10: Do you agree with the reactions by
Page 11 and 12: (REQUIRED) 6. Explain how the colle
Page 13: Describe any routines or working st
Page 17 and 18: apparent for some or most students.
Page 19 and 20: they need to become a better writer
Page 21 and 22: Form: "*PACT - Elementary Literacy
Page 23 and 24: Overview Lesson Plan Title: Taking
Page 25 and 26: Practice/ Application the students?
Page 27 and 28: Multicultural/Social Justice Object
Page 29 and 30: Overview Lesson Plan Title: Taking
Page 31 and 32: 10 arguments and counterargument in
Page 33: Rush Limbaugh Mocks Chinese Preside

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