Cycle 1 Annotation Table
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Introduction 0:02 1:29 “Creating a I am intentionally high energy so that students are excited and engaged for today’s
(Video 1) Positive and Safe lesson. Students are reminded of classroom rules and zoom etiquette also that it is
Learning okay for them to ask questions creating a space environment. Students are also
Environment” given the learning goal for today’s lesson which establishes the expectations for
the class period.
Introduction 1:30 4:05 “Explaining I explain connections to prior knowledge and our learning goal for today’s lessons
(Video 1) Connections to by asking questions using a PowerPoint. Students are expected to engage in
Prior Learning and questions as they recall the information which is challenging them to have higher
Establishing order thinking but also allows for monitoring their understanding of the material.
Expectations for This is an opportunity for students to volunteer creating the freedom for student’s
Content-Specific engagement. When calling on individual students I take into consideration the
Learning”, comfort level they have shown in class when it comes to answering questions and
“Monitoring for sharing ideas. I also use SDAIE strategies as I have visuals to associate with terms
Student we have studied, hands on flashcards that were separated beforehand that students
Understanding and can use for hands on learning, and modeling expectations of using transitional
Next Steps for words to tell a story.
Learning”
Introduction 4:25 4:52 “Creating a I am very intentional with my words and chose to say that I myself am excited
(Video 1) Positive and Safe about what we will be learning in order to keep students’ energy and engagement
Learning levels high. Students are given instructions to what they will be doing along with
Environment”, the expectation that they will be working on accomplishing their learning goal. In
“Establishing the introduction to the lesson, I modeled what their independent practice would
Expectations for look like. We read a story together and then filled out the BME worksheet as a
Content-Specific class to establish a foundation in the content that are learning. Modeling the lesson
Learning” before students practiced on their own was key to their success in understanding
the content. I was then able to monitor the students understanding and determine
if they were confident in their own abilities to move onto the next part of the
lesson. If students did not feel ready to move on, I had backup materials available
to further our understanding.
Middle 0:02 0:26 “Creating a We have just ended our modeling/ guided practice, so I am checking in on students
(Video 2) Positive and Safe to monitor how they feel about the material thus far. I allow for students to give a
Learning thumbs up or down to indicated how they are feeling which promotes a positive
Environment”, and safe learning environment as it does not force students to speak if they are
“Monitoring for uncomfortable, but it allows me to see how they are feeling. If students have any
Student questions, they are free to ask them at this time as well. They will be expected to
Understanding and complete an exit ticket in the next activity. I also emphasize to the whole class but
Next Steps for specifically my FS1,FS2,and FS3 that there is an option to listen to the story they
Learning” are given.
Middle 0:27 0:58 “Establishing Students are given the layout of what the next activity, which is their exit ticket, is
(Video 2) Expectations for going to look like. Students will be using prior knowledge of story elements to
Content-Specific complete the BME worksheet.
Learning”
Middle 0:59 1:53 “Establishing Students will be given the expectations for the group work they will be doing.
(Video 2) Expectations for Students will be put in pairs for this activity so that they are able to help one
Content-Specific another out but also work on communication skills. I explain that they will be put
Learning”, into pairs and that I will be hoping in on breakout rooms to monitor their progress
“Monitoring for and to answer any questions they may have. I purposefully emphasize the fact that
Student it is okay if students are struggling with finding story elements and placing the
Understanding and beginning middle and end. They can use resources such as having the book be read
Next Steps for aloud to them or using their google translator to translate vocabulary whether that
Learning” be to understand the word in student’s native language or finding a synonym to the
word to deepen their understanding.
Middle 1:54 3:08 “Monitoring for Entering the first breakout room the two students need help understanding the
(Video 2) Student setting of where the story takes place. I challenged students to use context clues,
Understanding and analyze the text and the illustrations to conclude where the story took place. With
Next Steps for guided instruction and discussion, they were able to come to the correct solution. I
Learning”, was also able to monitor where students were at in the activity which gave me an
“Engaging idea of whether students needed more time to complete the assignment or not.
Students in
Content-Specific
Higher-Order
Thinking”
Middle 3:09 4:55 “Monitoring for I challenged students to use context clues, analyze the text and the illustrations to
(Video 2) Student conclude where the story took place. With guided instruction and discussion, they
Understanding and were able to come to the correct solution. This challenged students to think out of
Next Steps for the box to find the solution that. Reaffirmed their thought and ideas. I was also
Learning”, monitoring students to get an idea of where they were at in the worksheet.
“Engaging
Students in
Content-Specific
Higher-Order
Thinking”
End 0:02 0:26 “Creating a Students came back into the main room to review what they had just learned and
(Video 3) Positive and Safe completed their exit ticket. I started the beginning of this session high energy with
Learning the intention of encouraging students with words of affirmation and by giving a
Environment”, round of applause which is a visual enforcement of good behavior.
End 0:27 0:47 “Engaging Here I am reintegrating previous concepts that students have learned in the past
(Video 3) Students in lesson in order to show them how we used that previous knowledge to scaffold
Content-Specific and accomplish the learning goal for today’s lesson. Students have to analyze their
Higher-Order worksheets and form their own way of communicating that they know the
Thinking” material.
End 0:48 1:50 “Monitoring for I called on a student who I knew was confident in their ability to use transitional
(Video 3) Student words in order to discuss the structure of a story. This allows for other students to
Understanding and see an example of another student’s idea of BME and will reintegrate that concept
Next Steps for once more.
Learning”,
“Engaging
Students in
Content-Specific
Higher-Order
Thinking”
End 1:51 3:00 “Establishing I ended the day with a recap of what tomorrow’s lesson is going to look like and
(Video 3) Expectations for how we are going to apply what we learned today in the next lessons. I challenged
Content-Specific students to brainstorm idea for what they want their story to look like for what
Learning”, they want their stories to look like.
“Engaging
Students in
Content-Specific
Higher-Order
Thinking”
