AnnalizPanida

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November30,2015
Lesson Reflection & Analysis of Student Learning
LessonReflection
The5EWaterCycleLessonthatItaughtmythirdgradestudentstookaboutthreeclass
sessionstocomplete.Onthefirstsession,IfocusedontheEngageandExplorepartofmylesson
plan.Iengagedmystudentsbyhavingthemwatcharapmusicvideothatbrieflyintroducesthe
WaterCycle.Manyofthemenjoyedthevideoandaskedtoreplyitagain.Myobjectiveformy
studentswastolistentothesongandtoreadthelyricssothattheycouldgainsome
understandingaboutthewatercycle.AchallengeIencounteredwiththisvideowasthesmall
numberofstudentswhowereinterestedinsinginganddancinginstead.Otherthanthat,mostof
mystudentsunderstoodtheconceptofthewatercyclemovinginacontinuouscycle.Afterthe
video,Idisplayedbitsandpiecesofthelyricsthatdefinedthestagesofthewatercycleontoa
PowerPoint.Ireadthelyricsaloudandhadmystudentsguesswhichstageofthewatercycleit
wasdescribing.Thiswasagreatwayofgettingmystudentsfamiliartotheacademiclanguage.
InanotherslideofmyPowerPoint,IshowedtheclassapictureofhowwatermovesonEarth
andwhereeachphaseofthewatercyclecanbefound.Next,Ididaquickkinestheticactivity
wheremystudentshadtodemonstratethedifferentphasesofthewatercycleusingcertainparts
oftheirbody.Thisactivitywasaddedtomylessonattheverylastminute.However,Ithinkit
helpedmystudentstoquicklyremembersomeofthevocabularywordsanditsdefinition.After
this,wetransitionedintotheExplorepartofthelesson.ButbeforeIhadmystudentsexplorethe
WaterCyclethroughthemakeitrainactivity,Ibrieflywentoverthescientificmethodonmy
anchorchartsothatmystudentsknewwhattodoontheworksheetsprovided.Then,Ihadmy
studentsdevelopahypothesisofhowtheythoughtIwouldmakeitrainusingthematerialsin
frontofthem.Theyunderstoodtheconceptofmakingahypothesisprettywellbecauseitisvery
similartomakingaprediction,andtheyhavepracticedmakingpredictionsasaclassinlanguage
arts.Beforetheexperimentation,IalsogaveexplicitinstructiononsafetyandhowIwanted
everyonetositandbehave.Verballyexplainingthisreallyhelpedwithclassroommanagement.
Allinall,Ithoughttheexperimentprocessransmoothlyandwentreallywell.Mystudentswere
veryengagedandinterestedonhowIusedthematerialstomakeitrain.Theywereabletomake
clearconnectionsbetweentheexperimentandthewatercyclethatoccursoutside.Throughout
thisexploration,mystudentsalsohadtheopportunitytodrawandlabelanyobservationsthey
saw.Someoftheirdrawingscameoutreallygoodanddetailed.Inthefinalpartoftheir
exploration,mystudentshadtoanalyzethedatatheycollectedanddetermineiftheirhypothesis
wascorrectbyansweringtheposedquestion.Ithoughtthispartwasreallytoughformeto
explainandformystudentstounderstandbecausetheyhaveneverdonethisbefore.SoI
selectedseveralstudentstosharewhattheywrotejusttohelptheirpeersout.Furthermore,since
Ihadacoupleminutesleftofclasstimeandsomeofmystudentsweregettingantsywaitingfor
theirpeerstofinish,IdidaquickexperimentwhereIusedaneyedroppertodropwaterontoa
cottonballtoshowcondensation.Asarewardforstudentsworkinghard,theygottousethe
eyedroppertodropwaterontothecottonball.Thisincentiveactuallyencouragedtheother
studentstoworkhardontheirassignment.
AchangeIwouldmaketothisfirstsessionwouldbeontheexplorationpart.Ibelievethe
introductiontothescientificmethodmighthavecausedsomeconfusionandinterestofmy

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studentsbecauseitwaslikeawholenewconceptwasbeingtaughttothem.Although,IthinkI
wouldstillhavemystudentscreateahypothesisandmakeobservationstotheexperiment.I
thoughtthedrawingstheycreatedcameoutamazinganddemonstratedtheirunderstandingof
whatwashappeningintheexperimentverywell.Iwouldalsoleavethemakeitrain
experimentasisbecauseIthoughtitwasengagingandfunformystudentstoexplorehowthe
watercycleworked.
Inthesecondsession,IfocusedontheExplainpartofthe5Elessonplan.Irefreshedmy
studentsmemoriesofwhatwedidlastsessionandsomeofthevocabularywordswelearned.
Then,Ihadmystudentscreateafourdoorvocabularyfoldablebook.Somepartsofthis
instructionwentwellandsomepartsdidnotgosowell.Firstofall,thewholeprocessofgoing
thougheachstepoffoldingandcuttingthebookwasdifficultforafewstudents.Halftheclass
understoodmydirectionsandtheotherhalfwascompletelyconfusedandlost.Ilearnedthatitis
veryimportanttoscaffoldandbedetailedandspecificwhenshowingstudentshowtodo
something.Overall,Ithoughttheirvocabularybookscameoutgreat,IdontthinkIwould
changeanything.Ihadafewstudentswhotooklongertocompletetheirbooklets,soIgavethem
myexampletolookatandfollow.Thepartmystudentswerenotabletocompleteinthisclass
sessionwastheiroriginaldrawingofthewatercycle.
Inthethirdsession,IfocusedonEngaging,Explaining,Elaborating,andEvaluating.I
engagedmyclassinthebeginningwiththeWaterCycleRapvideobecausetheyhavebeen
requestingthatIshowthatvideotothemagain.Afterwatchingthevideoasaclass,Ifacilitated
anopendiscussionaboutthewatercycle.Iencouragedstudentstosharewhattheyknowand
whattheylearnedfromthevideobypromptingguidedquestions.Next,Idisplayedbitsand
piecesofthelyricsthatdefinedthestagesofthewatercyclesinaPowerPoint.Iselectedstudents
toreadthelyricsaloudanddeterminewhichstageofthewatercycleitwasdescribing.ThenI
showedtheclasspicturesofthetypesofprecipitationbecauselastweek,theywerecuriousto
knowwhatsleetandhaillookedlike.InanotherslideofmyPowerPoint,Ishowedtheclassa
pictureofhowwatermovesonEarth.Afterthat,Ihadstudentsdemonstratethedifferentphases
ofthewatercycleusingcertainpartsoftheirbody.Thiskinestheticactivitywasreviewfromthe
previousSciencesessions;ithelpedwithexplainingthedifferentstagesofthewatercycleand
whatitdoes.Forelaboration,IledtheclasstothefloorandreadaloudTheMagicSchoolBus
WetAllOverBookabouttheWaterCyclebyPatRelfandCarolynBracken.Mystudents
enjoyedthestory,however,Ihadtocutitshortduetotime.Soafterthis,Iwentoverthe
VocabularyFoldableBooksthattheycreatedinthepreviousclass.Iexplainedthattheyneeded
tofinishtheirVocabbooksbyincludingtheiroriginaldrawingofthewatercyclewithlabels.I
modeledavagueexampleontheboardjusttogivethemanideaofwhattheyweresupposedto
do.Becausesomestudentsfinishedatdifferentpaceslastclass,Imadeachecklistontheboard
onwhatIexpectedtoseeintheircompletedbookletsandwentoveritasaclass.Thishelped
studentstobeaccountablefortheirownlearning.Lastly,aftergivingtheclassaboutthirty
minutestocompletetheirVocabbooks,Icollectedthem,andthenendedthelessonwitha
multiplechoicewatercyclequiz.
TherearetwochangesIwouldmaketomyinstructionalpracticeinthisthirdsession.
Thefirstchangeinvolvesusinginstructionaltimeefficiently.Ithinkmytransitionfromthe
VocabBookactivitytotheWaterCycleQuizwastooquick.Ididnotgivemystudentsanytime

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tolookovertheirbookletsbeforedoingthequiz.IcollectedtheirbooksonceIsawthata
majorityoftheclassfinishedtheirdrawing,andthenIexplainedthattheyweregoingtotakea
quiz.IfIhadgivenmoretimeforstudentstofinishtheirdrawingandtostudytheirbooklets,I
thinkmorestudentswouldhavemetthelearningobjectiveofunderstandingthedifferentstageof
thewatercycle.AccordingtotheTimeonTask:ATeachingStrategythatAccelerates
Learningarticle,itstatesthatuneventransitionsbetweenactivitiesandinefficientclassroom
managementproceduresthatdisruptthelearningflow,suchasdisorderlymaterialdistributionor
disorganizedassignmentcollectioncouldlimitlearningorcausestudentstolooseinterest.In
mycase,IfeelthatIlimitedthelearningofmystrugglingstudents.
AnothermodificationIwouldmaketomyinstructionalpracticewouldbetolookfor
higherthoughtprocessesandperformanceoutcomes.TheBorichreadingstatesthathigher
thoughtprocessarecriticalthinking,reasoning,andproblemsolvingbehaviorsthatalone
cannotbemeasuredbytestsofcognitiveachievement(2015).Ishouldhaveprovidedmore
opportunitiesformystudentstoengageincriticalthinking.Mylessonshowsalotofdirect
instructionwhereinformationisprovidedandmemorized.Inmywholeclassdiscussions,I
wouldmodifyinstructionbyaskinghigherorderquestionsthatwillgetmystudentsthinking.
Forexample,Icouldhaveaskedthemhowtheythinkweatheriscloselyrelatedtothewater
cycle.Thisensurescriticalthinkingbecausestudentswouldhavetomakeaconnectionbetween
thetwovariables.ThatquestionalsoappliestotheSciencestandard.
WorkCited:
Borich,G.(2015).Observationskillsforeffectiveteaching:Researchbasedpractice(Seventh
ed.).
TimeonTask:ATeachingStrategythatAcceleratesLearning.RetrievedNovember20,2015,
fromhttps://feaweb.org/timeontaskateachingstrategythataccelerateslearning
AnalysisofStudentLearning
Inmystudentlearningobjectives,studentsneededtounderstandthedifferentphasesof
thewatercycleandwhatitdoes;comparethewatercycletotheworldtheylivein;anddescribe
howthewatercycleisrelatedtoclimateandweather.TheevidenceIusedtoevaluatethe
learnersoutcomesarefromtheirFoldableVocabularyBookletsandWaterCycleQuiz.Inthe
booklet,studentshadtocreateanoriginaldrawingoftheirunderstandingofthewatercycleon
Earth.Theywerealsoaskedtolabelthedifferentstagesintheirdrawing.Thisrelatestothe
objectiveofunderstandingthewatercycleandcomparingittotheworldtheylivein.Inthe
multiplechoicequiz,studentswereassessedonhowwelltheyknewthewatercycleandwhat
eachstagedoes.TheobjectivethatIwasunabletoanalyzewaswhetherstudentsareableto
describehowthewatercyclecouldrelateclimateandweather.Ididnothaveanyformof
assessmenttoassessthemonthisobjective.SothisissomethingImightneedtoincludeinmy
futureinstruction.
Lookingatmydatasheet,Ibelievemostofmystudentsmetthelearningobjectives
towardstheendofmylesson.Theymasteredtheunderstandingofthewatercycle,whatitdoes,

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andwhatitlookslikeverywell.IdontthinkIwouldneedtochangemuchtomyinstructional
practicebecauseIusedseveraldifferentwaysofexplainingthewatercycle.Alotofmystudents
werealsoabletodemonstratetheirunderstandingthroughthedrawingtheycreatedintheir
booklets.Ithinkthekinestheticactivityalsohelpedstudentsalotwithrememberingthedifferent
stagesofthewatercycleastheytooktheirquiz.Therewereafewstudents,however,whodid
notfullymeetthelearningobjectives.Thesestudentsareactuallymylowandstruggling
students.Theyhavedifficultieswithreadingandcomprehendingliterature.AcommonpatternI
noticedintheirwatercyclequizwastheirinabilitytoidentifythedifferentstagesofthewater
cycleandwhatitdoes.PartofthereasoncouldhavebeenbecauseIdidnotgivethemenough
timetocompletetheirquizandIdidnotfollowthroughwiththedifferentiationstrategiesIhad
plannedfortheminmylessonplan.Soforfuturereference,Ineedtoworkonfindingwaysto
betteraccommodateanddifferentiatethelearningneedsofallmystudents.

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Ms.
Panida
Room D7

ProvidingFeedbacktoGuideLearningandStudentsUseofFeedback(changesdirectlyon
yourlessonplan)
FirstName

Annaliz

LastName

Panida

UHEmail

apanida@hawaii.edu

Date

October5,2015

Semester

Fall

Year

2015

AnnalizPanida
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Grade
Level/Subject
Title

3rd/Science

LessonDuration

60minutes

TheWaterCycle

CentralFocus(EnduringUnderstandings)
Adescriptionoftheimportantunderstanding(s)andconcept(s)
WateronEarthmovesinacontinuouscycle.Evaporation,condensation,precipitation,andcollection
serveasthedifferentphasesinthewatercycle.Itcanberelatedtoweatherconditionsandtheclimate.
ContentStandard(s)
TheCommonCoreStateStandards(CCSS)orHawaiiContent&PerformanceStandardsIII(HCPSIII)
thatalignwiththecentralfocusandaddressessentialunderstandings,concepts,andskills
HCPSIII:Standard8:Physical,Earth,andSpaceScience:EARTHANDSPACESCIENCE:Understand
theEarthanditsprocesses,thesolarsystem,andtheuniverseanditscontents
BenchmarkSC.3.8.2
Describehowthewatercycleisrelatedtoweatherandclimate
StudentLearningObjectives
Outcomestobeachievedbythestudentsbytheendofthelessonorbytheendofthemultilesson
learningsegment
Studentswillknow:
ThatthewateronEarthmovesinacontinuouscycle.
Theprocessesinthewatercycle,includesevaporation,condensation,precipitation,and
collection.
Thewatercycleisconnectedtoweatherconditionsandclimate.
Studentswillbeableto:
Explainthestagesofthewatercycle.
Describehowthewatercycleisrelatedtoclimateandweather.
Recognizethestagesofthewatercycleandcomparethemtoexperiencesintheirlives.
Assessments
Theprocedurestogatherevidenceofstudentslearningoflearningobjective(s)toincludeformative
(informal)assessmentsappliedthroughoutthelessonandsummativeassessments(formal)ofwhat
studentslearnedbytheendofthelesson(includeanyassessmenttools)
SummativeAssessment
- Watercyclediagramwithappropriatelabels,illustrations,anddefinitions
- ChoralResponse/GroupQ&A
FormativeAssessment
- QuestionsintheExploreandExplainstages
- Originaldrawingofawatercycleusingarrowsandlabels
- Watercyclequiz
StudentsPriorAcademicKnowledgeandAssets

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Thestudentscontentknowledge,skills,prioracademicexperiences,andpersonal/cultural/community
assetstodrawupontosupportlearning
Studentspriorknowledgemaybeanassettodrawupon.Forexample,wearesurroundedby
waterinHawaiiandithappenstorainfrequently.
AcademicLanguage
Oralandwrittenlanguagethatthestudentsneedtolearnandusetoparticipateandengageinthe
content
WaterCycle
Evaporation
Condensation
Precipitation
Collection
Weather
Climate
InstructionalStrategiesandLearningTasks
Adescriptionofwhattheteacherwilldoandsayandwhatthestudentswilldoduringthelessonthat1)
usesclearstepsthatconveytheuseofmultiplestrategies,supports,andresourcesand2)offers
opportunitiesofferedformultiplemodesofparticipation
ENGAGE
Describehowtheteacherwillcapturestudentsinterest.
- ShowtheentireclasstheWaterCycleRaponTeacherTube,whichwillillustrateand
introducethethreestagesofthewatercycle.
o http://www.teachertube.com/video/thewatercyclerapwithlyrics325850
- Conductanopendiscussionaboutthewatercycleandencouragestudentstosharewhatthey
knowaboutit.
- Showstudentssomelyricsfromthevideothatdefinesthestagesofthewatercycleandhave
themjustifywhichstageitisdescribing.
- Demonstratehowstudentscanrememberthedifferentstagesofthewatercycleusingtheir
bodyandhavethempracticeituntiltheycandoitontheirown.
- Askstudentshowthewatercycleisrelatedtoweather.

Whatkindofquestionsshouldthestudentsaskthemselvesaftertheengagement?
- WhatarethephasesoftheWaterCycle?
- Whyisthewatercycleimportanttohave?
- Howdoesitrelatetoweatherconditionsandclimate?

EXPLORE
Describewhathandson/mindsonactivitiesstudentswillbedoing.
- Teacherwillconductanexperimentonthewatercyclewhilestudentswillobserve.
o Takeatallglassvaseandfillitwithextremelyhotwater.(Thisrepresentsthewater
inlakes,rivers,andoceansthatgetwarmedupbythesun.)
o Takeanotherglassjarandfillitwithice(thisrepresentsthecoldairupinthesky)
andputitontopofthevaseofhotwater.

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-

Eachstudentwillwriteahypothesisofwhattheyexpectwillhappenandobserve.
o Watchasthewaterevaporates(turningfromaliquidtoagas)andseehowthewater
vaporrisestowardsthetop.
o Whenthewatervaporcomestogetheratthetopandgetstoocoldandheavy,itturns
backintoliquidandfallsbackintothevaseofhotwater(justlikerain).
Eachstudentwillmakeobservationsanddrawwhattheyseehappeningintheexperiment.
Studentswillreviewtheirhypothesisanddeterminewhetherornottheireducatedguesswas
correct.
TeacherwillemphasizetheacademiclanguagethatstudentslearnedinEngage,andexplain
howitconnectstowhatishappeningintheexperiment.
Teacherwillwritethesevocabularywordsontheboardforstudentstosee.

Listbigideaconceptualquestionstheteacherwillusetoencourageand/orfocusstudents
exploration
- Wheredidthewatergo?
- Howdidthewaterevaporate?
- Whathappenedafterthewaterevaporated?
- Whathappenswhenwedontgetenoughprecipitation?
- Whathappenswhenwegettoomuch?
- Whyisprecipitationimportant?

EXPLAIN
Studentexplanationsshouldprecedeintroductionoftermsorexplanationsbytheteacher.What
questionsortechniqueswilltheteacherusetohelpstudentsconnecttheirexplorationtothe
conceptunderexamination?
- Teacherwilldrawapictureofthewatercycleofthewhiteboardandhavestudentslocate
whereeachstagecanbefound.
- Teacherwillconductagroupdiscussionaboutthewatercycle,thefourdifferentstages,what
eachstagedoesandhowitrelatestoweather/climate.
- Next,studentwillcreateafourflapfoldabletoillustratethestagesofthewatercycleanduse
arrowstoshowtheprocess.
o Thefoldablewillincludethenameofthestageandanillustrationontheflap
depictingthestage.Insidetheflaptherewillbeanexplanationofwhatoccursduring
thatstage.

Listhigherorderthinkingquestions,whichteacherswillusetosolicitstudentexplanationsand
helpthemtojustifytheirexplanations.
- Howdoesevaporationfitintothewatercyclechart?
- Howdoescondensationfitintothewatercyclechart?
- Howdoesprecipitationfitintothewatercyclechart?
- Whydoweexperiencerainandsnow?
- Howdoesevaporationcauseyoutobesohotafteraraininthesummer?
- Doyouhavetoexperienceprecipitationtohaveevaporation?

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ELABORATE
Describehowstudentswilldevelopamoresophisticatedunderstandingoftheconcept.
- ReadaloudTheMagicSchoolBusWetAllOver:ABookAbouttheWaterCycleByPat
Relf&CarolynBracken

Whatvocabularywillbeintroducedandhowwillitconnecttostudentsobservations?
- Evaporation,Condensation,Precipitation,Collection

Howisthisknowledgeappliedinourdailylives?

EVALUATE
Howwillstudentsdemonstratethattheyhaveachievedthelessonobjective?
Thisshouldbeembeddedthroughoutthelessonaswellasattheendofthelesson
- Studentswilldoanoriginaldrawingofthewatercycleusingarrowsandlabels.
- Studentswilltakeawatercyclequiz.
Differentiation
Instructionalstrategiesandplannedsupportstomeettheneedsofindividuals,and/orgroupsofstudents
whorequiredifferentstrategiesorsupport(adaptationstoinstructionalstrategies,thelearning
environment,content,and/orassessments)
Allstudents
- Workwithapartner

SPED/ELLstudents
- Studentsmayworkwithapartnerontheoriginaldrawingofthewatercycle(buteach
studentneedstomakeone).
- Allowthemtousetheirfourflapfoldablebookinordertohelplabeltheirwatercycleon
theiroriginaldrawing.
- Allowthemtousetheirwatercycledrawingtohelpthemdothewatercyclequizorhave
themverballyexplaintheprocessofthewatercycleanditsrelationshiptoweather/climate.

StrugglingStudents
- Allowstudentsextratimetocompletetheirwatercyclequiz.
- Readthroughthequestionsinthequizaloudtotheclass.
- Havestudentworkwithapartnerwhencompletingtheirfoldablebookandoriginaldrawing.
- Pickonthesestudentstodemonstratethedifferentstagesofthewatercycleinthekinesthetic
activityandhavethemsaythevocabularywordaloud.
- Drawapictureofthewatercycleonthewhiteboardandhavethesestudentscomeupand
labeltheappropriatedifferentstages.

Advancedstudents
- Havethemcreateasongexplainingthedifferentphasesofthewatercycle.
InstructionalResourcesandMaterials
Books,texts,andothermaterialsneededforthelesson

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TheMagicSchoolBusWetAllOver:ABookAbouttheWaterCycleByPatRelf&Carolyn
Bracken
2glassvases
Hotwater
Ice
Computer
Projector/Elmo
Computerpaper

AnalyzingStudentsLanguageUseandAcademicLearning
VocabularyFoldableBooks
Inthisphotomystudentdemonstratedher
understandingofthewatercycle.Heroriginal
drawingintheinsideofthebookletdisplays
theconnectionsheisabletomakeofhowthe
watercyclelooksonEarth.Sheisalsoableto
labeltheappropriatestagesinherdrawingand
showhowitmovesbyusingarrows.
Inthisphotomystudentshowssome
understandingofthewatercyclemovingon
Earth.Hisoriginaldrawinghasallthepartsof
thewatercycle,buthedoesnotlabelthe
differentstages.Thearrowsinhisdrawingalso
showsomeconfusionofhowwaterismoving.
LabelthePictureQuiz
Thisstudentsuccessfullylabelsthestagesof
thewatercycleinthecorrectbox.Heclearly
understandswhathappensineachstageofthe
watercycle.
Thisstudentlabelsallthestagesofthewater
cycleincorrectly.Hestillseemstobeconfused
withwhathappensineachstageofthewater
cycle.Althoughhisplacementofcondensation
andprecipitationwasreallyclose.

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WaterCycleQuiz
Thisphotodemonstratesthestudents
understandingofthefourstagesofthewater
cycleandwhatitdoes.

Thisphotodemonstratesthestudents
misunderstandingofthefourstagesofthe
watercycle.Althoughheisabletodefinewhat
happensintheevaporationandcondensation
stageclearly.

UsingAssessmenttoInformInstruction
Usingtheassessmentdata,Ibelievethenextstepisensurethatmywholeclassisableto
describehowthewatercycleisrelatedtoweatherandclimate,sinceitispartoftheirlearning
objectivesandstandard.IdidnotfitthisintheassessmentsmystudentsweregivenbecauseI
wantedthemtofirstgainanunderstandingofwhatawatercycleisandwhatitdoesbefore
makinganyconnectionstoweather.
Asformyinstructionalstrategies,Ifeelmynextstepistopromotemoredifferentiation
sothatallmystudentsarelearningandunderstandingtheconcept.Inmyinstruction,I
implementedthevocabularyfoldablebookstodifferentiatethelearningofmystruggling
students.Ithoughtthisprovidedagreatexperienceformystudentstolearnnewvocabwordsin
adifferentway.Unfortunately,Ididnotdevotemuchtimeforthemtolookthroughtheir
bookletsandattaininformation.Ialsodidnotexplainorreviewthebookletindepthformy
students.Thus,Ifeelitisimportanttoutilizethevocabbooksmoreeffectively.Moreover,
becausethedifferentiationgapissowideinmyclass,Ialsoneedtofindmoremeaningthings
formyacceleratedstudentstodoastheywaitfortheirpeerstofinish.

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Intermsofassessments,Ithinkitisimportanttotrydifferenttypesofassessmentsfor
diverselearners.Forexample,insteadofdoingamultiplechoicequiz,Icouldassessmy
studentsthroughchoralresponsesandhavethemexplainwhatsomethingmeansverbally.IfI
weretodoanothermultiplechoicequiz,Icouldeitherreadthequestionsaloudorchangesome
ofthequestionsinthequiztomatchtheneedsofmystudents.Ibelievethiswillhelpmy
strugglingstudentstosuccessfullycomprehendwhatthequestionsareasking.