Explain why you believe the teacher made the changes or adjustments in the below passage by including how formative assessment data may have influenced those decisions. I teach a 2nd and 3rd grade combination class at a K-5 Spanish Dual Immersion school. Eleven of the 21 students in my class are 2nd graders, and 10 are 3rd graders. There are 10 girls and 11 boys. The students are multi-lingual and multi-ethnic and a reflection of the community. The lesson used for this portfolio focused on eliciting students' descriptions of whale characteristics after viewing picture files during a gallery walk activity. The activity's speaking, listening, and viewing goals are to 1) speak in complete sentences using vocabulary related to the topic while viewing pictures, 2) take turns listening and speaking, and 3) speak clearly and at an appropriate pace considering the audience. I used information analyzed from student expository writing samples. I used observations from think-pair-share activities. I used pre-assessment information gained from student-to-student audio recordings to establish communication goals for the class. I analyzed students' written work in English, collected after a gallery walk activity, to establish students' transfer of concepts learned about animal characteristics from prior experiences. I used observational data from think-pair-share activities to develop listening abilities. I collected observational data from them as they previewed various animal pictures prepared explicitly for this purpose. I integrated speaking skills into the interdisciplinary area by having them discuss and describe whale characteristics in pairs. Students used adjectives and vocabulary related to the physical characteristics of whales in their discussions. I used listening skills into the interdisciplinary area by listening to partners describe the physical features of whales. I used viewing skills into the interdisciplinary area by having students view various picture files of whales posted around the classroom. They used digital voice recorders to record their observations with their partners. They read online automated books about whales and took an online comprehension quiz at the end of the reading session. I used a document camera with a projector to project an online book about whales and used the text for shared reading. Using the document camera, I projected large photos of whales to model the speaking, listening, and viewing activities in which the students were to participate. The following instructional resources were used: non-fiction leveled books, picture files, graphic organizers, a vocabulary bank, a non-fiction language structures chart and graphic organizer, post-it notes, color coding language structures with highlighters, computers connected to the Internet, online books, and discussion cards. I established a learning environment in which they felt comfortable speaking and were respectful listeners by modeling appropriate behavior, consistently reinforcing this behavior, and acknowledging it. Students are aware that English and Spanish learners make up our classroom, and, depending on the language of instruction, they equally serve as role models for one another. They built background knowledge through shared and pair reading of books about whales. They identified language structures in their whale books by highlighting phrases, allowing them to organize facts about whales. They completed a graphic organizer categorizing facts using specific language cues (e.g., all whales, some whales, Humpback whales). They worked in pairs and wrote short phrases using Post-it notes that described the whale features they viewed on the classroom posters. They self-evaluated their speaking skills by listening to their previously recorded conversations using a headset and marking their scores on a rubric. They worked in collaborative groups of 4 in discussion groups. They used question cards related to whales and worked collaboratively to retrieve the answers to the questions from their books about whales. During the think-pair-share activity, they knew they could be selected to share out loud what they had discussed in pairs. They viewed images and photos of whales on posters, on the projector screen, and in online books. They participated in think-pair-share and listened to their audio recordings to self-reflect. After listening to their peers describe what they viewed on the projector screen, they had to process, recall, and restate accurately what their partner had said in their own words. I used teacher-to-student interactions to further students' speaking, listening, and viewing abilities. I reviewed in a whole class discussion the performance expectations for the listening and speaking activity they would engage in. I used student-to-student interactions to further their speaking, listening, and viewing abilities. They worked in pairs to record their observations on the posters using Post-it notes.

Explain why you believe the teacher made the changes or adjustments in the below passage by including how formative assessment data may have influenced those decisions.

I teach a 2nd and 3rd grade combination class at a K-5 Spanish Dual Immersion school. Eleven of the 21 students in my class are 2nd graders, and 10 are 3rd graders. There are 10 girls and 11 boys. The students are multi-lingual and multi-ethnic and a reflection of the community. The lesson used for this portfolio focused on eliciting students' descriptions of whale characteristics after viewing picture files during a gallery walk activity. The activity's speaking, listening, and viewing goals are to 1) speak in complete sentences using vocabulary related to the topic while viewing pictures, 2) take turns listening and speaking, and 3) speak clearly and at an appropriate pace considering the audience. I used information analyzed from student expository writing samples. I used observations from think-pair-share activities. I used pre-assessment information gained from student-to-student audio recordings to establish communication goals for the class. I analyzed students' written work in English, collected after a gallery walk activity, to establish students' transfer of concepts learned about animal characteristics from prior experiences. I used observational data from think-pair-share activities to develop listening abilities. I collected observational data from them as they previewed various animal pictures prepared explicitly for this purpose. I integrated speaking skills into the interdisciplinary area by having them discuss and describe whale characteristics in pairs. Students used adjectives and vocabulary related to the physical characteristics of whales in their discussions. I used listening skills into the interdisciplinary area by listening to partners describe the physical features of whales. I used viewing skills into the interdisciplinary area by having students view various picture files of whales posted around the classroom. They used digital voice recorders to record their observations with their partners. They read online automated books about whales and took an online comprehension quiz at the end of the reading session. I used a document camera with a projector to project an online book about whales and used the text for shared reading. Using the document camera, I projected large photos of whales to model the speaking, listening, and viewing activities in which the students were to participate. The following instructional resources were used: non-fiction leveled books, picture files, graphic organizers, a vocabulary bank, a non-fiction language structures chart and graphic organizer, post-it notes, color coding language structures with highlighters, computers connected to the Internet, online books, and discussion cards. I established a learning environment in which they felt comfortable speaking and were respectful listeners by modeling appropriate behavior, consistently reinforcing this behavior, and acknowledging it. Students are aware that English and Spanish learners make up our classroom, and, depending on the language of instruction, they equally serve as role models for one another. They built background knowledge through shared and pair reading of books about whales. They identified language structures in their whale books by highlighting phrases, allowing them to organize facts about whales. They completed a graphic organizer categorizing facts using specific language cues (e.g., all whales, some whales, Humpback whales). They worked in pairs and wrote short phrases using Post-it notes that described the whale features they viewed on the classroom posters. They self-evaluated their speaking skills by listening to their previously recorded conversations using a headset and marking their scores on a rubric. They worked in collaborative groups of 4 in discussion groups. They used question cards related to whales and worked collaboratively to retrieve the answers to the questions from their books about whales. During the think-pair-share activity, they knew they could be selected to share out loud what they had discussed in pairs. They viewed images and photos of whales on posters, on the projector screen, and in online books. They participated in think-pair-share and listened to their audio recordings to self-reflect. After listening to their peers describe what they viewed on the projector screen, they had to process, recall, and restate accurately what their partner had said in their own words. I used teacher-to-student interactions to further students' speaking, listening, and viewing abilities. I reviewed in a whole class discussion the performance expectations for the listening and speaking activity they would engage in. I used student-to-student interactions to further their speaking, listening, and viewing abilities. They worked in pairs to record their observations on the posters using Post-it notes.