Instructional Cycle 1

Extensive Support Needs (ESN)

Part F: Written Narrative: Reflection on What You Learned Template

Extensive Support Needs (ESN)

Step 3: Reflect—Part F: Written Narrative: Reflection
on What You Learned Template
Directions: Respond to the following prompts (no more than 4 pages), referring to evidence from your
submission from Step 1 and/or Step 2 (e.g., narrative, lesson plan, lesson plan rationale, video clips,
annotations). Type your responses within the brackets following each prompt. Do not delete or alter the prompts.

1. How did getting to know your students’ assets and learning needs

a. support the affirmation and validation of the students’ cultural and linguistic
backgrounds?
[ Students in the classroom were able to connect their cultural and linguistic backgrounds by
using food as a visual to connect fractions to the real world. As stated in Step1, the students
understood the concept of half and whole of a unit and when describing fractions, I always
referred to a food that could be cut into parts so that they were able to refer to their cultural
background of food to help them understand the concept.]

b. allow students to access and engage with the literacy or mathematics content?
[ All students in my classroom are verbal, so they can engage with me verbally when asked
what the answer to my question is. As stated in Step 1, FS3 is unable to come up with answers
on his own, so I created fraction flash cards to be presented in a field of three. With the
assistance of an instructional aide, they were able to point out the correct flash card that
corresponded to the fraction in question from the field of three that was presented to them.]

2. How effective was your instructional approach in supporting learning for the students and/or
for each of the 3 focus students to meet the grade-level content-specific learning goal(s)?
[The instructional approach in supporting learning for my student was successful as the lesson
was tailored to meet their individual needs that meet their grade level learning goals.]

a. Whole class or small group (If you are working with only 3 focus students, you do not
need to respond to this prompt.)
[ ]

b. Focus Student 1
[By using cookies as an introduction to the lesson, I was able to slowly introduce a new concept
without the fear that a new concept would be introduced. Positive affirmations were used to
keep the positivity up throughout the lesson and there were no behavioral concerns in the
lesson. FS1 show competency in fractions in their verbal participation, as well as in their exit
ticket, they scored 80% correct. They participated in the lesson was able to give mostly correct
answers, when corrected they showed no behavioral outbursts. This lesson was effective in
learning fractions for FS1.]

Copyright © 2024 by the California Commission on Teacher Credentialing Page 1 of 2

May Lee State Office Complex, 651 Bannon Street, Suite 600, Sacramento, CA 95811 4 pages maximum
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 Instructional Cycle 1
Extensive Support Needs (ESN)
Part F: Written Narrative: Reflection on What You Learned Template

c. Focus Student 2
[FS2 is very food motivated, so introducing the lesson with a sweet food, there was immediate
engagement into the lesson. They showed competency in fractions in their verbal participation,
as well as in their exit ticket they scored 80% correct. Confidence was shown as they made a
mistake in answering the problem, but no behavior was shown after the verbal mistake. The
lesson was very effective in learning fractions for FS2.]

d. Focus Student 3
[FS3 was happy to be given cookies at the beginning of the lesson but was unsure what to do
with it. With the help of an instructional aide, the student enjoyed breaking the cookie and eating
it. When it came time to answer questions prompted by the teacher, they were given a field of
three to match the fraction to answer from. Using this accommodation to present their
knowledge verbally when called on, with the assistance of an instructional aide, they were able
to score 95% correct on their exit ticket, by matching corresponding fractions to the exit ticket
prompt.]

3. How effective was your instructional approach in creating a language-rich environment and
supporting learning for the English learners in your class/small learning group—including
those who are Fluent English Proficient (reclassified English learners), Heritage language
speakers, or multilingual learners—and Focus Student 1 (FS1) to achieve the ELD goal(s)?
[Math and especially fractions have their own vocabulary, so we were able to touch on the word
“whole” and “one whole” as used in fractions/math. The lesson was presented in a whole group
setting, so listening to others and their answers enhanced the language-rich environment.
Chromebooks were available to all students to look up words but were not utilized as the
students felt comfortable making verbal guesses/answers with confidence.]

4. What specific in-the-moment instructional adaptations (accommodations and/or

modifications) for the students and/or the 3 focus students did you incorporate to support
them to meet the learning goals? Why did you make these specific adaptations
(accommodations and/or modifications)?
[In the moment instructional adaptation occurred when the google form created to be the exit
ticket for the students was not received on the student side. Paper exit tickets were made hastily
and given to students as for exit tickets.]

5. How effective was your collaboration with and/or facilitation of instructional support
personnel in assisting students in meeting the grade-level learning goal(s) and ELD goal(s)
of the lesson?
[This lesson was successful because of the collaboration of instructional support personnel. FS1
has a 1:1 instructional aide that was in the classroom to support in any behavioral outburst that
they may have. Knowing that they were there, and if FS1 had a behavior, I know that the
student would be moved to another area to address the behavior, and I would be able to
continue to teach the lesson to my other students. FS3 also has a 1:1 instructional aide, and
with their help, accommodation for the delivery of contents (using flash cards in a field of three)
as well as the presentation of knowledge was able to be accommodated to this student’s need.
With this accommodation and instructional support staff, I was able to teach a successful lesson
in fraction in which this student was able to participate and show mastery.]

Copyright © 2024 by the California Commission on Teacher Credentialing Page 2 of 2

May Lee State Office Complex, 651 Bannon Street, Suite 600, Sacramento, CA 95811 4 pages maximum
All rights reserved. V03