Planning Instruction

This planning instruction lesson was a collaborative with both my Supervised Fieldwork Advisor. The Math lesson was with his guidance and the literature one is with a classmate. Both lessons were focused on a specific group of students that have differentiated needs. It was a ENL classroom setting with some students with IEPS.

The bottom document is an analysis of how my classmate, Victoria & I, make adjustments and observations for students who have IEPs and are part of an inclusive classroom.

Listed students were:

  • two Spanish speakers (one entering and one transitioning) 
    • entering: reading at grade-level in Spanish; gets phonics support; enjoys math, completes work successfully and seems to be on grade-level when given translations in Spanish
    • transitioning: this student arrived a week ago and hasn’t been tested
  • one Portuguese speaker – Transitioning
    • 2nd grade level in reading; on grade-level in math
  • one Mandarin speaker – entering
    • 2nd grade level in reading; 2nd grade-level in math
  • and two Urdu-speaking commanding students
    • one is 2 grade-levels below in reading; receives math intervention in after-school
    • one is above grade-level in reading; completes work very quickly and well in math
  • The class also has two kids with IEPs 
    • one child has ADHD
    • one child receives speech services
Math-lesson-3.1-Lesson-18-Engage-NY_Manayon

literacy-lesson

Victoria_Camie_ActivityAnalysisRedesignandModification