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

learner with support and reference by suggesting that the apple may taste sweet like candy. Both learners nodded in agreement as I proceeded to write all of our responses down. I then administered a question and answer Relationship (QAR) with the focus learner. the QAR engaged the learner in activating background knowledge by generating and sharing ideas. For my Baseline data, I recognized That the focus learner struggled with understanding the topic of the lesson with no pre-engagement before the read aloud. so providing the focus learner with some form of Engagement before the read aloud it provided the learner with an outlet to Explore their thinking, understanding, And as well as engage with other classmates. During the second phase of the lesson, the focus learner was able to engage in a think and share whilst answering critical thinking questions as i read the text material.The think and share allowed the focus learner to pause and think about what would happen next in the story. Allowing the focus learner to make inferences provided my learner opportunities to digest the information and practice newly-formed skills of sequencing.
Differentiating the text material also encouraged engagement with the focus learner. By highlighting key words and pre-cutting sequencing pictures, numbering sequencing boards, and labeling pictures the focus learner was provided multiple ways of entry to actively engage, understand, and participate in the lesson. During the lesson, I noticed that the learner was able to engage more richly into the lesson and demonstrated a deeper understanding of the concept of the lesson compared to the baseline. The learner demonstrated this deeper level of understanding through the question and answer segment and also during the retelling of the story. previously during baseline, the learner focused on one aspect of the story that she personally liked and ignored the task of the lesson which was sequencing to demonstrate comprehension of the story. However, due to the supports that are integrated into the lesson, the Learner was able to achieve a level of understanding during the first lesson.
The numbering on the sequencer board and the worksheet, that I provided to the focus learner during the retelling of the story, allowed the learners to use her strength in ordinal numbers to connect with the story.

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

connections.]