ETT4 Task 7
A1. The lessons observed by the two teachers were clear in the lesson presentation. The
Introduction clip, and clips 1,2, and 4 take place in a first grade classroom and introduce us to what word patterns may look like in that grade. Clip 3 and the conclusion video shows us what word patterns look like on a third grade level. Both lessons were clear in what objectives the teacher was trying to achieve. The teachers were both constantly referring back to what they were trying to achieve from the lesson. The first grade teacher in her speaking segment described that during her morning lecture she described the new words that the students would be using that day in order to not to surprise the students with new words. Both teachers have aligned their lessons and word pattern activity correctly and it is clearly evident as to what students are required to learn.
A2. The lesson refers to background knowledge and information from previous lessons because one of the students in the third grade classroom word pattern sort described how she knew what the word “doddle” meant because her mother used the word to describe the way her grandmother walked or acted. Both teachers describe that the students are very fluent in doing the word pattern activity because they use the activity frequently within the course of a school year. In one clip a first grade student is asked to describe what another word for “jam” and the teacher probed for her prior knowledge of what they had learned previously as to what “jam” meant, the student was then able to relate the word “jam” with the word “jelly”.
A3. The lessons have clear delivery methods. In the introduction clip and clip 1 and 2 the teacher is giving direct instruction because she lays out the word sound that students need to match other words to the sounds. She then says the words along with the students and check for proper word

formation. Clip 3 shows the teacher using indirect instruction by just laying the words down and asking students to identify what they notice or what they see. The students are involved in cooperative learning because they are working in small groups so the teacher can better monitor student understanding. In clip 4 the students move into independent practice in the first grade classroom and are conducting an individual word pattern sort on their own. Students work independently and sort their own words as the teacher walks around the room paying attention to individual student’s work and provide one-on-one help.
A4. The lesson addresses a variety of styles and intelligences because it provides both a small group setting to initialize the learning and then students move to a whole group activity to repeat what was learned. The lesson structure from both teachers caters to the needs of students because they provide a hands –on- activity to engage the students who may struggle with attention. The lesson also builds on itself with students first given the word stems, then students have to figure out the root sound, from there the students will work on their own to determine the root sound and sort the words themselves. This gives the students that may require some help the opportunity to see the lesson given in different ways. When the students move to independent learning activity the teacher provides one-on-one help to the students that require more help in understanding the lesson. As the clip moves on, you can see that the teacher in the first grade classroom is aware of the students that are still struggling with the concept and individually helped those students.
In the third grade classroom setting the clips also show the students that have advanced intelligences. Those students are shown to not only understand the words that were being taught, they also were able to demonstrate a deeper understanding of other words and what they meant.

A5. The lesson provides an assessment of student understanding because it is an informal way of gauging student understanding of the lesson by having students in the first grade class sort the words or pictures underneath the proper root word. It also was used for an assessment in the third grade class because students can demonstrate their understanding of a word and the word meaning. This strategy is useful in the classroom as a weekly assessment of students understanding for both classroom lessons.