Lesson 2 Reflection 1

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students:

• How would prior experience have been assessed?
• Bellwork:
• The teacher will write on the white board, "What keywords should we look for in addition word problems? Please explain why?”
• Students will answer bellwork questions.

• What would you expect to learn from assessing your students' prior knowledge?
• Once I assessed my students' prior knowledge, I would expect to know the level of their understanding; whether I would need to backtrack and reteach or to move forward and continue with the lesson.  

• How would this information be useful in the planning process?
• This information would be useful in the planning process because I would be able to differentiate instruction for the student's as needed.

2. Plans Instruction: Discuss how your goals, objectives, and outcomes are: clearly stated, appropriate for students, and aligned to state standards.
   
   
   My goals, objectives, and outcomes are clearly stated because the standard is stated according to the Common Core Standards.  I matched my objectives and outcomes to the according standard.   These are appropriate for students by creating the lesson and activities for their level of understanding.

3. Designing Instruction: Include a link to your lesson plan and discuss how your instructional design is: contextually and logically organized, uses varied instructional methods that meet individual student needs and target higher order thinking skills, and aligns with research based understanding of technology integration.

• My instructional design is contextually and logically organized because I am very specific on the "I do", "We do", and "You do". My instructional design pertaining to the use of a variety of instructional methods meeting individual student needs consists of bellwork, table work, use of manipulatives, individual work, listening, reading, speaking, asking higher order thinking questions, and incorporating the use of technology. This instructional design aligns with research based understanding of technology integration by using a doc camera and computers. The students' will listen to the teacher read an addition word problem. The teacher will model on the doc cam how to solve a word problem using manipulatives, and then the students will follow along with their manipulatives. Afterwards, students will use computers to play an interactive math game (two digit addition word problems).  http://www.ixl.com/math/grade-2/addition-two-digits-word-problems

4. Planning Assessment: Embed or link to your assessment tools and describe how you will demonstrate the performance of linked goals and/or objectives, student engagement in higher order thinking, and meeting individual student needs.

• Objective: Students will be able to use addition within one hundred to solve one step word problems by using manipulatives.
• Assessment: 
• Students answer word problem questions on their white boards.
• Students work independently on their addition word problem worksheets.
• Student engagement in higher order thinking will take part at the beginning of the lesson; during bellwork.  Then again, when solving the word problems as a whole class.
• Meeting individual student needs consists of bellwork, table work, use of manipulatives, individual work, listening, reading, speaking, asking higher order thinking questions, and incorporating the use of technology.