Standard 7
Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Performance
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7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
Essential Knowledge
7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
Based on the information I received on specific students from data taken from other educator, I created an outline of what the information given meant to the student and teacher. I also provide an overview on the issues regarding certain learning, behavioral, cultural difficulties that may be encountered in the classroom.
Performance
7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
In my classroom, I have no current ELL students. However, I do have one former ELL student who tested out in the 6th grade. With this in mind, I have been keeping a close eye on her during our reading of The Giver. Since the start of our reading I have spoken with her five times to ask if she needed guidance or help.
Throughout the reading she has been resistant to ask questions. She also states that she has no trouble and understands both the assignments and the book. However, after reading over her double-entry journals I could see she was struggling with her comprehension. She was unable to pick up on the changes in connotation and her main focus was vocabulary words. In order to better understand what I could do to help her, I scheduled a meeting with our schools ELL professional to discuss my student N.T. I met with her on Tuesday 4/21 where I expressed some of my concern regarding N.T.
The ELL professional Ms. Newman-Heinz shared with me more of N.T's background. Together we were able to develop a plan for N.T. We discussed using chapter summaries for N.T and explaining that the book is not literal. One of N.T's struggles includes literal comprehension. It is important to explain each idea and emphasize that the vocabulary in the book is not literal. I will begin working with N.T starting 5/02. I will be using summaries of the chapters and the connotation of words such as "release."