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
literacy-lesson
Victoria_Camie_ActivityAnalysisRedesignandModification