h. When planning a learning segment, it is important to consider students’ prior knowledge, dispositions in the classroom, and academic areas that some students struggle with. My next steps for learning in the classroom would take into account the amount of information gathered from the learning segment. Since the majority of the class demonstrated mastery, I will scaffold instruction from here. I will work with struggling readers and writers in small groups to improve reading comprehension through reading and retelling and using visual aids. Students were generally able to define and explain how we find “who, where, when, and what” from the book, but about 1/3 of the class struggled with how to determine “when” an event occurred, as mentioned previously. I believe that these terms could have been elaborated on more from the teacher standpoint. The largest number of students struggled with vocabulary use, which is why I believe students need a reengagement lesson on the terms that were required of the learning segment. In terms of whole group instruction, I will continue to work on sequencing skills and use of transition words. The majority of class needs help when retelling a story as they rely too much on teacher prompting and aid. Students have the ability to retell a story on their own, but do not have the confidence to do so. Even my level C and D readers relied of teacher prompts, then they seemed to know the answer. In this classroom, there are 4 struggling readers and writers, who had the support and accommodation of a print off anchor chart. I would like to provide visual aids on the print off anchor charts, as well as shorter sentences, in the future. To continue teaching these students, I will model the strategy of retelling during small group instruction. I will fill out mini anchor charts while reading to demonstrate the understanding of first, next, then and last. When students have the opportunity to witness a story being retold, it provides opportunity for them to observe and practice this strategy. For students who have mastered the strategy of retelling, I will have these students demonstrate a deeper understanding for the story in their writing. These students will be expected to cite information in their writing relating to who, what, when, and where as well as first, next, then or last. These students will be asked to sequence more events as their understanding deepens, and use the words “beginning, middle, and end” or “first, next, then, after, last.” These students will use their knowledge gained from this lesson to scaffold instruction and knowledge for the next lesson. To aid students in their ability to accurately retell the events from a story,>