WGU D091 Task 1 |Latest Update with Complete
Solution
A. Using Images to Build Speaking, Listening, and Descriptive Language Skills – Case
#191
Description
This lesson focused on whales, emphasizing their physical features and adaptations.
The objectives were for students to articulate their thoughts clearly using topic-related
vocabulary and to practice active listening. The teacher drew upon observations of
students’ speaking, listening, and visual comprehension skills, as well as prior writing
samples and peer interactions, to assess concept transfer from earlier units on animal
characteristics.
While reviewing images of animals, the teacher noticed that some students lacked
shared background knowledge, making it difficult for them to describe the animals
beyond simple observations—such as only mentioning the whale’s color. In response,
the teacher implemented differentiated instruction through tiered learning stations, each
targeting the same core skills but with varying levels of complexity and support. For
instance, one group received additional guided instruction, while another read books in
pairs, and more advanced learners conducted independent research online.
Feelings
At the start, students were eager but hesitant. They attempted to describe the whale
photo but struggled due to limited vocabulary. When one student noted the whale’s
black color, others echoed the comment—indicating both their attentiveness and
uncertainty. Despite the initial discomfort, students grew more confident as they became
familiar with vocabulary related to whales. This growth was evident in video footage
where students engaged in partner conversations at stations, practicing their new terms
with increasing comfort and fluency.
Evaluation
, The instructional adjustments were highly effective. All students received access to the
same core concepts, presented in developmentally appropriate and accessible ways.
During tiered instruction, tools such as audio support and videos enabled students to
describe whale features more accurately and with greater detail than before. The shift
from simple color descriptions to rich, descriptive language highlighted the success of
this approach.
Analysis
The teacher's decision to adapt the lesson stemmed from her deep knowledge of her
students, as well as the range of abilities within the mixed-grade classroom. Reading
journals and observing conversations revealed vocabulary gaps that hindered
comprehension. By responding with tailored support, the teacher ensured all learners—
regardless of reading level or language proficiency—could engage meaningfully with the
content.
Conclusion
This lesson reinforces the value of using formative assessment to shape instruction.
When teachers track students’ understanding and challenges, they can tailor instruction
to meet diverse needs. Differentiated strategies not only support struggling students but
also allow advanced learners to stretch their thinking.
Action
Two strategies from this lesson that I plan to implement are peer review and teacher-
student conferencing. Peer review encourages students to share feedback with one
another, fostering collaboration and offering fresh perspectives on the material. Teacher-
student conferences, on the other hand, provide a more personalized way to identify
gaps, clarify misunderstandings, and support individual growth. These methods,
alongside formative assessments, create a more responsive and student-centered
classroom environment.
B. Writing Cause and Effect Sentences – Case #190
Solution
A. Using Images to Build Speaking, Listening, and Descriptive Language Skills – Case
#191
Description
This lesson focused on whales, emphasizing their physical features and adaptations.
The objectives were for students to articulate their thoughts clearly using topic-related
vocabulary and to practice active listening. The teacher drew upon observations of
students’ speaking, listening, and visual comprehension skills, as well as prior writing
samples and peer interactions, to assess concept transfer from earlier units on animal
characteristics.
While reviewing images of animals, the teacher noticed that some students lacked
shared background knowledge, making it difficult for them to describe the animals
beyond simple observations—such as only mentioning the whale’s color. In response,
the teacher implemented differentiated instruction through tiered learning stations, each
targeting the same core skills but with varying levels of complexity and support. For
instance, one group received additional guided instruction, while another read books in
pairs, and more advanced learners conducted independent research online.
Feelings
At the start, students were eager but hesitant. They attempted to describe the whale
photo but struggled due to limited vocabulary. When one student noted the whale’s
black color, others echoed the comment—indicating both their attentiveness and
uncertainty. Despite the initial discomfort, students grew more confident as they became
familiar with vocabulary related to whales. This growth was evident in video footage
where students engaged in partner conversations at stations, practicing their new terms
with increasing comfort and fluency.
Evaluation
, The instructional adjustments were highly effective. All students received access to the
same core concepts, presented in developmentally appropriate and accessible ways.
During tiered instruction, tools such as audio support and videos enabled students to
describe whale features more accurately and with greater detail than before. The shift
from simple color descriptions to rich, descriptive language highlighted the success of
this approach.
Analysis
The teacher's decision to adapt the lesson stemmed from her deep knowledge of her
students, as well as the range of abilities within the mixed-grade classroom. Reading
journals and observing conversations revealed vocabulary gaps that hindered
comprehension. By responding with tailored support, the teacher ensured all learners—
regardless of reading level or language proficiency—could engage meaningfully with the
content.
Conclusion
This lesson reinforces the value of using formative assessment to shape instruction.
When teachers track students’ understanding and challenges, they can tailor instruction
to meet diverse needs. Differentiated strategies not only support struggling students but
also allow advanced learners to stretch their thinking.
Action
Two strategies from this lesson that I plan to implement are peer review and teacher-
student conferencing. Peer review encourages students to share feedback with one
another, fostering collaboration and offering fresh perspectives on the material. Teacher-
student conferences, on the other hand, provide a more personalized way to identify
gaps, clarify misunderstandings, and support individual growth. These methods,
alongside formative assessments, create a more responsive and student-centered
classroom environment.
B. Writing Cause and Effect Sentences – Case #190
