Focus Learner Analysis

I presented the focus learner at the beginning of the lesson with an apple, this benefited the learner by providing the learner with a concrete concept before the read-aloud occurred. The apple helped the focus learner make connections and acknowledge what she already knew. At 01:02 I asked the students “how does an apple taste like?” both the focus learner and classmate hesitated. So at 01:09 I suggested that they try an apple slice to refresh their memory. At 01:17 I repeat “How does it taste like ?”. The focus learner responds with “ it tastes like apple!” (1:19) and her classmates interjects and says “ it taste like strawberries”. Between 01:22 and 01:38 I accepted both answers and placed them on my chart paper regardless if it was right or wrong. At 01:37 I provided my focus

Ordinal numbers and sequencing are connected in a way that the learner could comprehend the story that she is familiar with. By placing the sequencing pictures whilst I read the story on the sequencing board, demonstrates to the focus learner how to put a story in order and that a story has a beginning, middle, and an end. During the lesson the focus learner with able to correctly sequence and retell the story.Throughout the lesson, the focus learner displayed a deeper understanding of the story in this lesson by demonstrating higher level thinking and making educated responses. The learner's ability to sequence the story correctly was a big leap of progress for the focus learner because during baseline she was not able to get any of the sequencing correct. Moreover, during Baseline the learner did not demonstrate an understanding of sequencing, however, during the lesson she displayed a level of understanding by answering questions, making inferences and making