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