A.

ACADEMIC CONTENT SELECTION

Grade Level
5th Grade
Content area
English Language Arts
Subject matter
Reading Comprehension
1. List the state-adopted academic content standards or state-adopted framework
that you will cover for this unit of study.

Reading Comprehension

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual
evidence and prior knowledge.

Writing:

2.2 Write responses to literature:

a. Demonstrate an understanding of a literary work.

b. Support judgments through references to the text and to prior knowledge.

Develop interpretations that exhibit careful reading and understanding.Reading Comprehension

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual
evidence and prior knowledge.

Writing:

2.2 Write responses to literature:

a. Demonstrate an understanding of a literary work.

b. Support judgments through references to the text and to prior knowledge.

Develop interpretations that exhibit careful reading and understanding.

2. Describe the unit of study that addresses those standards.

Students will read the novel Tuck Everlasting by Natalie Babbitt. throughout reading the novel, students will be asked
to demonstrate their comprehension and analysis of the literary work through various methods including written and oral
responses.

3. What is/are the academic learning goal(s) for this unit of study?

1. Comprehend and analyze the reading

2. Write a comprehensive journal

3. Deliver and oral presentation

Class Information

Age range of students

9-11
Number of male students
15
Number of female students
16
Total number of students
31

B. STUDENT CHARACTERISTICS

Linguistic Background

What information that may influence instruction do you want to learn about your
students?

What is the primary language spoken at home?

What is their literacy level in English?

What is their literacy level in their native language?

How will you learn about your students? Describe the methods you will use and
why you have chosen to use those particular methods.

For some of the questions, I will use an in-class student survey. For other questions, I will
gather information from the students' test scores and previous teacher recommendations.
I will do an in-class survey because it will allow me to help answer the students' questions
about the survey and get instant feedback from the students. I will also be able to inquire
more information if a response prompts me to.

The standard test scores will help me get a base line of what the students' academic and
literacy level is.

Previous teachers may have helpful insight on the students that will allow me to understand
each student better.

How will you use this information in planning academic instruction in your
selected content area?

Having this information will be helpful in my planning of lessons and instructions because it
will allow me to know my students' needs. If I am aware of language barriers or difficulties,
I will know to communicate to my students and will be able to make lesson adaptations. I
can modify my lectures, explanations, choosing texts and activities.

Academic Language Abilities, Content Knowledge, and Skills

What information that may influence instruction do you want to learn about your
students?

What academic difficulties are they having in my class or other classes?

Does the student have learning disabilities or other special needs?

What are the student's previous standardized test scores?

How will you learn about your students? Describe the methods you will use and
why you have chosen to use those particular methods.

For these questions, I would refer to their student files, my student records,and previous
teachers input. It is a good idea to understand what the students' previous academic
records were compared to where they are currently. Previous teachers often have valuable
information about each student.

How will you use this information in planning academic instruction in your
selected content area?

This information will help me determine what content areas need extra focus or review
before moving on to new and more challenging concepts. Understanding students' special
needs will help design a lesson that all of my students can be successful at.

Physical, Social, and Emotional Development

What information that may influence instruction do you want to learn about your
students?
Do the students have physical or mental health issues?

Do they have any social challenges (example, trouble with social interactions, PTSD,
anxiety)?

How will you learn about your students? Describe the methods you will use and
why you have chosen to use those particular methods.

For these questions, I will refer to student files and former teachers, and other school
faculty. There may be much more information gathered by listening to other staff compared
to reading a student's chart; the numbers may not tell the whole story.

How will you use this information in planning academic instruction in your
selected content area?

Students learn best when they feel that they are in a safe environment. Understanding
students' mental and emotional needs, I will be better equipped to provide them with a
classroom environment they can feel safe in.

Cultural and Health Considerations

What information that may influence instruction do you want to learn about your
students?

What kind of diet are they eating?

Do they have any religious or cultural beliefs that may challenge the curriculum?

What kind of life experiences have they had?

How will you learn about your students? Describe the methods you will use and
why you have chosen to use those particular methods.

For these questions, I will gather information from the parents or guardians. Sending home
a survey at the beginning of the year will give me the information I need and send a
message of parent involvement . The parents will probably have the most accurate
information about their child, and best insight of the child's perspective.

How will you use this information in planning academic instruction in your
selected content area?

Understanding the student's beliefs and cultural identify will help me provide a curriculum
that they can best relate to. Knowing what kinds of life experiences the student have had
makes it easier to give the students examples that relate to their lives (example, there are
students who live 20 minutes from the coast and yet have never been to or seen the beach
and ocean; they may find more challenging when learning about marine life compared to a
student who has experienced going to the beach).
Knowing when a student may be help home for a religious holiday or celebration will help
me plan accordingly.

Interests and Aspirations

What information that may influence instruction do you want to learn about your
students?

Do they participate in any extracurricular activities?

What interests do they have?

What is their favorite and least favorite subject?

What goals or aspirations do they have for themselves?

How will you learn about your students? Describe the methods you will use and
why you have chosen to use those particular methods.

For these questions, I will use an in-class student survey. I will be able to get information
immediately, and be able to answer any questions the students may have.

How will you use this information in planning academic instruction in your
selected content area?

Understanding what interests and sparks the students will help me plan lessons that they
will enjoy learning about. Knowing student’s activity levels will also help me plan what kind
of homework would be appropriate for each class.

Step 2: Learning about Two Focus Students

Student 1: An English Learner

(REQUIRED) Gender

 Male

Age
11
Why did you select this student?
I selected this student because he is an English Language Learner and I am interested in
learning more about him, his classroom challenges, and how I can help him be successful in
my classroom and in the future.

What did you learn about this student's linguistic background?

Native language is Chinese. Primary home language is Chinese, some English.

What did you learn about this student's academic language abilities in relation to
this academic content area?

High student considered GATE.

Reads at 7th grade level with high comprehension, and strong writer in his native language.

What did you learn about this student's content knowledge and skills in this
subject matter?

English proficiency is below grade level; but with the use of translations tools, can improvise and keep up with other
students in the class. Struggles to communicate in English.

Again, he struggles unfamiliar vocabulary words, but comprehends when translated. Most comfortable
communicating through writing as opposed to speaking.

What did you learn about this student's physical, social and emotional
development relevant to this academic content area?

Student very active in school and activities after school and on weekends.

He appears to be at a normal physical and emotional development level.

New to the school and often quiet around classmates; due to a communication barrier. There
are a couple of other students whom he communicates and socializes with who also speak
Chinese.

What did you learn about this student's cultural background, including family and
home relevant to this academic content area?

Lives with parents and 2 siblings in Silicon Valley. Family is upper middle class.
Mother speaks only Chinese. Father speaks Chinese and minimal English.

Father was transferred for work; works in the technology industry.

What did you learn about this student's special considerations, including health
issues relevant to this academic content area?

Has no known health concerns

Excellence attendance

What did you learn about this student's interests and aspirations relevant to this
academic content area?

Student has a high interest in reading and writing.

Enjoys learning

Favorite subjects are science and computers.

Describe other information relevant to this academic content area that you
learned about the student (e.g., attendance, extracurricular activities).

Student is a competitive swimmer and practices 5 days a week.

Attends Chinese School every Sunday.

Has aspirations to attend MIT for college.

Student is very intelligent, but lacks confidence in his English communication skills; has the desire to be more social
with peers

Student 2: A Student Who Presents a Different Instructional Challenge

Gender

 Female

Age
11
Why did you select this student?
I selected this student because she is a non English Language Learner, and she has different
challenges in the classroom.

How is the instructional challenge that he or she presents different from that of
the other student?

This student has learning disorders and physical impairments.

What did you learn about this student's linguistic background?

Primary home language: English

What did you learn about this student's academic language abilities in relation to
this academic content area?

Low language skills- cerebral palsy and learning disabled diagnosis

Enjoys books

Reads at second grade level- phonics poor, fluency at second grade level, oral comprehension at grade
level, reading comprehension at end of second grade level

Receives in school resource assistance and has aide.

What did you learn about this student's content knowledge and skills in this
subject matter?

Reads at second grade level- phonics poor, fluency at second grade level, oral
comprehension at grade level, reading comprehension at end of second grade level

Receives in school resource assistance and has aide.

What did you learn about this student's physical, social and emotional
development relevant to this academic content area?

Very passive – a few close friends

Low language skills- cerebral palsy and learning disabled diagnosis

What did you learn about this student's cultural background, including family and
home relevant to this academic content area?

Lives with older mother and father, 2 siblings (12 years and 10 years older) .Parents involved and
concerned.

Caucasian

What did you learn about this student's special considerations, including health
issues relevant to this academic content area?

Frequent illnesses and absences

Receives in school resource assistance and has aide.

What did you learn about this student's interests and aspirations relevant to this
academic content area?

High interest in reading and books

Participates in private tutoring after school

Describe other information relevant to the academic content area that you learned
about the student (e.g., attendance, extracurricular activities).

Participates in private tutoring after school

Frequent illnesses and absences

Step 3: Planning for Academic Instruction for the

Whole Class
At what point in the sequence of the unit is this lesson? Put an X next to one:

 Between the beginning and the end of the unit of study

List the state-adopted academic content standard(s) or state-adopted framework
you will address in the lesson.

5th Grade California English/Language Arts Standards:

Reading

2.0 Reading Comprehension (Focus on Informational Materials)

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that
supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual
evidence and prior knowledge.

Expository Critique
2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and
appearances of characters in a work of fiction and discuss the importance of the contrasts to the
plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes
(whether implied or stated directly) in sample works.
Writing

2.0 Writing Applications (Genres and Their Characteristics)

2.2 Write responses to literature

2.4 Write persuasive letters or compositions

Listening and Speaking

2.0 Speaking Applications (Genres and Their Characteristics)

2.3 Deliver oral responses to literature

What is (are) your academic learning goal(s)? What specifically do you expect
students to know or be able to do as a result of the lesson?

Students will be able to analyze and comprehend the piece of literature we read in class,
Tuck Everlasting by Natalie Babbitt. Students will also be able to demonstrate the
understanding of new vocabulary words, identify literary elements in the text, answer text-
based questions, and journal prompts.
How is (are) your academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?

My academic goals are related to the state-adopted content standards in that all assignments will be used to
demonstrate reading comprehension and literary response and analysis. The daily literary reading and discussions,
vocabulary review and writing tasks create a link associating the unit objectives and the content standards.
How will the content of the lesson build on what the students already know and
are able to do?

This lesson takes place in the middle of the unit. The class is familiar with reading texts in
class and having group discussions as well as writing in their journals. The students have a
vocabulary routine of setting aside new vocabulary words and adding them to their on-going
vocabulary list. This lesson builds on what the students are already familiar with of reading
new vocabulary words and incorporating them into their own writing. The students each
have a journal where they know how to write a response to the daily prompt. The lesson will
build off of the previous day’s reading and writing of the literary story.

How will the content of the lesson connect to the content of preceding and
subsequent lessons?

Each lesson will build upon the story content and daily writing exercises. Students will have
previous knowledge and experience writing journal entries and using new vocabulary words.
The content of each daily lesson is important because the story builds from day to day, and
discussions and questions will be based on both the daily reading as well at the story as a
whole. New information will presented in each lesson; past and future lessons are equally
important because they will help keep the student’s interest and involvement of the novel.

What difficulties do you anticipate students could have with the lesson content
and why do you think these difficulties will arise?

I anticipate that some students may have difficulties learning and grasping new vocabulary
words; especially for the English Language Learners in the classroom. There are a few
students in the classroom who read below grade level, these students may have difficulty
reading and comprehending the story content. Some of the students may have difficulties
relating to the main character in the story, and the experiences she is going through; some
of these ideas could be completely new and foreign concepts for some of the students.
Some students may struggle with the writing and analysis portion of the lesson; some
students are academically performing below grade level.

What evidence will you collect during the lesson or at the end of the lesson that
will show the extent to which the students have learned what you intended?
I will be collecting both formal and informal evidence through the duration of the lesson. As
we read the novel, I will be frequently asking questions to check for understanding and
comprehension of the new vocabulary and of the story content. I will also be collecting
written work and journal entries throughout the lesson. At the end of the lesson, I will be
collecting a closure written response as well. I will use the ongoing daily evidence to
determine what my students are absorbing and what may need extra attention before
moving forwards.

9. Think about how you will sequence your instruction of the academic
content to be covered in this lesson.

Communicating the academic learning goal(s) to the students

Instruction Plan
Please note the sequence of your Instructional Plan by indicating a letter (a., b., c., and so
on) before each part.

I will write the daily agenda on the white board and review it with the students so they are
aware of the goals and objectives of the lesson. We will do a review of the previous lesson
or other important information retaining to today’s lesson.

Rationale
Please use the identical letter from the plan you wrote to match the rationale for that
portion of the plan.

I will use both written and oral explanation of the lesson goals. By explaining the lesson and
what will be achieved, students are more likely to buy into it. Students like to know what
they will be doing and why they will be doing it.

Instructional strategies

Instruction Plan

A. We will begin the day’s lesson with a review from the previous lesson.

B. We will go over new vocabulary words. Define and write them into our vocabulary
journals.

C. We will read the chapter aloud in class; popcorn style (after a student is done reading a
paragraph or passage, they will choose another student).
D. Throughout the reading, I will ask students comprehension questions to make sure they
are following along and understanding. Also introduce pieces of Realia that are related to
the reading.

E. Students will write journal entries and reflect upon the day’s reading. I will write
preselected questions and prompts for the students to write about. The first journal entry
can be done as a class; the class can be broken into small groups and each group can
respond to one of the comprehension questions. Students should practice using complete
sentences, with the option to use pictures or diagrams to further explain their thoughts.
Once all the groups finish their answers, I will bring the class back together as a whole
group to share the different questions and responses. Show the class what you expect from
their own journal entries and give them a rubric to follow.

F. Explain to the class that from this point forwards subsequent journal entries will be
completed individually in their own notebooks. Sharing responses from each previous lesson
will be a great way review and open up the lesson during the next session.

G. While students are writing their journal entries, I will be circulating around the classroom
to monitor progress.

H. At the end of the novel, students will write a letter to the author in regards to their
thoughts and questions about the novel. This will allow students to practice their writing
skills while reflecting on the story they read.

Rationale
Please use the identical letter from the plan you wrote to match the rationale for that
portion of the plan.

A. I will orally review the previous lesson to help refresh the student’s memories, reiterate
new vocabulary, and allow students to share their journal responses from the previous day.
As the novel progresses, the hope is for students to better express their comprehension. If
the entries are not what you expect, stop and revisit the discussion as a class and figure out
where the comprehension is being lost.

B. Explaining and reviewing new vocabulary words is essential for the students to
comprehend the reading. Various techniques will be used each day.

C. We will read the story aloud to help practice our listening, speaking, and silent reading
skills. Combined, these different techniques will help strengthen the language proficiency of
our English Language Learners.

D. It is important to keep the students engaged and make sure they understand the
content. By asking questions throughout the lesson, you are less likely to lose the students
understanding and not have to back-track as far. Realia will help students better understand
and connect key points to tangible object.
E. By explaining the lesson and what will be achieved, students are more likely to buy into
it. Students like to know what they will be doing and why they will be doing it.

F. Writing journal entries allow students to demonstrate their comprehension and analysis of
the story. Each day, the students will make progress towards their final project of the
lesson.

G. This is a great time to help individual students who may need extra focus, and monitor
and use informal assessments.

H. It is important to teach the students how to think and ask questions. Responding to my questions is not enough to
get them thinking on their own.

Student activities

Instruction Plan

A. Students will participate in the class discussion and review from the previous day’s
reading and writing assignment. May take notes by listening to other students’ responses

B. Students will review and write down the new vocabulary words

C. Students will read the text aloud to the class (popcorn style) and follow along as others
read aloud

D. Students will answer class discussion questions

E. Students will write and reflect in their journals based on the teacher prompted question.

F. Students will prepare a ‘letter to the author’ after reading the entire novel.

Rationale

A. A classroom discussion and review of the previous lesson will remind students where they
left off and what they previously learned.

B. Discussing and writing new vocabulary in their journals will give them a place to reread
and refer to later.

C. Reading aloud will help all students with written and oral language skills. This is a great
bridge and scaffolding activity for all students.

D. Answering mid-text questions will help the teacher monitor student comprehension and
keep students focused

E. Practicing their writing skills will help all students with their English language
development, and allow students to express their knowledge and comprehension of the
story.
F. This is the end of the novel that will act as a closing activity and allow students to
practice a new writing form.

Student grouping

Instruction Plan

Students will read the novel aloud as a class (one student at a time).

During vocabulary review and development, students will work in small groups or with
partners. During the first journal writing entry, students will also work in a small group.

Most of the work will be completed individually, with a chance for students to share their
responses to the class later.

Rationale

Independent reading of the passages allows the teacher to monitor each student and their
reading skills of pronunciation and fluency. Teacher may take notes on each student while
they are reading, but should not stop the student and correct them unless they need help.

Small group and partner work is highly encouraged when learning new vocabulary. Students
learn vocabulary best when they get to practice using it with one another.

Students need to practice writing individually; this allows the teacher to assess each student
on their own quality and not the work of a group.

Materials, technology, and/or resources, including the use of

instructional aides, parents, or other adults in the room

Instruction Plan

The book Tuck Everlasting by Natalie Babbitt

Student journals

Vocabulary list of new words

Pen/pencil

Dictionaries or computer access

Realia

Rationale

Most of the materials listed are standard classroom items.

The realia will need to be based on the literature’s content.

Progress monitoring of student learning

Instruction Plan

I will continue to monitor student progress throughout the duration of the lesson and
activities. As we read the text, I will be listening and taking notes on each student’s reading.
I will also be stopping and checking for understanding. As students practice their vocabulary
words and journal entries, I will continue to circulate the classroom and check student
progress.

Rationale

Checking for understanding at multiple points throughout the lesson will allow the teacher to
stop and explain if necessary. This will also allow students to ask questions
immediately. The teacher will be albe to assistant any students who may be struggling.

Given the difficulties you anticipate students could have with the content, what
additional steps would you take to foster access and comprehension for all
students?

Anticipating that some students may have difficulty learning new vocabulary words, I will have the students
working in pairs and small groups to foster a learning environment that promotes the practice of using the new
words. Students will have access to both dictionaries and the internet to look up definitions. I would also try to pair a
fluent bilingual student with a beginning English Language Learner. I would allow students to use translator tools if
they have them.

Anticipating that some students may have difficulty comprehending the reading, we will be pausing to discuss the
story as we go along. The sooner we can clear up any confusion, the less likely students are to lose focus.

Anticipating that some of the students may struggle to relate to the main character in the story, we will be pausing
throughout the readings. At which point, I will make it personal for the students by comparing their lives with the
characters. The use of realia will help bring the story to life.

Anticipating that some of the students may struggle when writing their responses to the novel, I will use SDAIE
strategies to make my instruction clear before we begin. I will use models and examples of what I expect from their
work. I will be focusing on the content of the responses and not the proper language and grammar. Students will be
allowed to express their thoughts through words and or pictures in their journals.

How would you share the results of student academic learning with students and
families?
I would collect the daily writing journals at the end of day and review the responses. I
would make sure the students comprehend the story, and understand the questions they
were asked to respond to. I would be looking at the content of the journals and not the
technical form of their writing. Each student would have a rubric to follow, and I would
make comments in their journals based on the rubric.

I would require the students to take home their journals and have a parent review and sign
their work. This helps the parents stay involved in their child’s work and can see the
progress they are making. Open communication between student, teacher and parent is
very important, especially if there are any concerns.

Step 4: Lesson Adaptations for the Two Focus

Students
Student 1: An English Learner

Academic learning goal(s) or your expectations of what the student should

know or be able to do as a result of this lesson.

This particular ELL student is very bright, but is an early English Language Learner
and often needs extra help and time translating. He is capable of completing the
same academic learning goals, and I will not change or lower the standards for ELL. I
will allow him extra time to finish his work, and use translator tools when necessary.
If possible, I can have the new vocabulary words translated ahead of time, or give
him the list the night before. The use of images and diagrams will help all students,
not just the ELL comprehends the new vocabulary. The use of games, word maps,
puzzles and other techniques will help reinforce the new vocabulary. Allowing this
student to pair up with another student who may be fluent bilingual may help him
practice the vocabulary. The use of realia will help bring the story to live and give
this student a better comprehension of the novel’s culture. When reading his work, it
will be important to take into consideration the translation barrier, and try to dissect
what his content is saying.

Evidence of student learning you will collect during the lesson and/or at the
end of the lesson.

I will be collecting all of the student’s writing journals at the end of the day to
review their responses. For this student, I will also be collecting his vocabulary
journal. This student’s biggest challenge is his vocabulary, so I will be putting a big
emphasis on this portion of the lesson. I will make sure this student has a list of
sight words readily available, as well as content specific words for the novel. I will
review his vocabulary journal and help include other visual examples or definitions if
necessary.

This may appear to be more work for him to turn in, but it is an additional way for
me to monitor his progress. These adaptations will allow me to answer his questions
and give him more feedback that will help him retain more information we discuss in
class.

Communicating the academic learning goal(s) and/or expectations to the

student.

When communicating the learning goals and expectations to the ELL student, I will
be sure to use sheltered English techniques such as the use of visual aids and
gestures, speaking clearly, slowly, and simple sentences. Making sure the student
has a list of any vocabulary words that may have to do with the directions. I would
also repeat the instructions one-on-one with this student and allow him to ask any
questions he might have.

The use of specially designed academic instruction in English allows me to use

techniques that will be clear and understandable for ELL. Repeating the instructions
may help clarify any misunderstandings.

Instructional strategies

I will extend the learning time by offering the student extra help before school, after
school or during lunch or recess. During this additional time, I will pre-teach him
vocabulary and other language to help him be prepared during the lesson. I will also
provide this student with an outline guide of what each day’s learning focus, allowing
for him to follow along easier.

These adaptions give my student the best opportunity to have a quicker language
acquisition, allowing him to perform better in all academic areas.

Student activities

I will give this student the vocabulary words for the next day that will allow him to
translate the words before the lesson. This can be done at home or before class. I
will allow this student to take home his writing journal to finish his responses if
necessary. During the vocabulary acquisition in class, I will make sure this student
is paired with a fluent bilingual student who may help him translate.
There is little time and a lot of work that needs to be accomplished in each lesson.
BY providing this student with adaptations, he will be given more time and structure
to learn the same material. By allowing this student extra time to write his
responses, I am allowing him to demonstrate his knowledge without a time
constraint.

Student grouping

During all of the activities, I will allow this student to work closely with a peer tutor
who is proficient in both English and Chinese. The student tutor can help assist the
ELL student with the vocabulary work, note taking, readings, and writing process.

Flexible student grouping will encourage the ELL student to communicate and
practice his oral language with other students.

Materials, technology, and/or resources, including the use of instructional

aides, parents, or other adults in the room

The adaptation resources for this student would include additional vocabulary lists, a
guided outline, and electronic translator tools.

Providing this student the necessary translation tools will allow him to translate any
unclear words so the vocabulary does not interfere with the reading comprehension
or writing process.

Progress monitoring of student learning

I will be monitoring student progress in the class by asking questions for students to
answer aloud. For this student who may not feel comfortable public speaking, I will
ask him one-on-one. This will help provide him with a safe and anxiety free situation.

I will read and respond to his journals and vocabulary lists the same as the rest of
the class. With his journals, I will read him my response and make sure he
understands my comments.
It is important not to give English Language Learners a short time restraint when
trying to express his knowledge. By allowing him to work on his journal outside of
the lesson time frame, he is given sufficient time to translate and respond.

Sharing results of the student learning with the student and/or the family

I will have a one-on-one conference with this student to ensure a proper

communication about his work. Writing comments in his journals is not enough. We
will discuss his strengths and weaknesses, and evaluate the techniques used in the
classroom. English is minimally spoken at home, and his parents may not be able to
fully comprehend his status. In person meeting with the parents may or may not be
the best form of communication, depending on their level of English fluency and
comprehension; emails may be the easiest form of communication.

If progress is being made, we will continue to teach and learn with the current
techniques. If progress is not occurring, we will reevaluate our action plan. Keeping
the parents in constant contact of the student’s progress and needs is important;
with a family who speaks minimal English in the home, it is best to communicate
clearly.

Student 2: A Student Who Presents a Different Instructional

Challenge

Academic learning goal(s) or your expectations of what the student should

know or be able to do as a result of this lesson.

The learning goals are the same for all students in the class. I would like to see this
student read, comprehend, analyze, and write about the in-class literature. This
student will be required to participate in the same activities and exercises, but the
activity will be scaffold to allow her to be successful.

When planning lessons, it is important to teach to the high and scaffold to the low.
You should not allow one student in the class to complete a different assignment, but
rather provide extra tools and resources to allow the individual student to complete
the task.

Evidence of student learning you will collect during the lesson and/or at the
end of the lesson.

I will be collecting student journals at the end of each class. This student will have a
modified journal depending on her severity of her physical impairments. If the
student is unable to physically write, she will either use a computer based technology
to type, communicate to her aid who can type for her, or use a voice recording
system to share her answers.
Allowing the student to communicate and respond in the easiest and most effective
mode is essential in monitoring her progress. Her in class aid will help her with the
logistics of the work, but they thoughts and expressions will be that of the student.

Communicating the academic learning goal(s) and/or expectations to the

student.

This student is orally comprehensive at grade level, and does best when she hears
the information. I will be using multiple modes to communicate the academic goals
and expectations of the students. I will have them written on the white board, and
verbally state them to the students; I will also use visual aids, gestures, and have
examples.

By using SDAIE (specially designed academic instruction in English), I will accommodate

most students in the classroom. Every student has their preferred learning style.

Instructional strategies

With this student, she needs extra help and practice with her reading fluency and reading
comprehension. As a class, we will be reading the novel aloud, and she will be following
along in her own individual book. During the reading, we will be frequently stopping to
discuss different points, examples, and or vocabulary; during this time with the assistance
of her aid, I will have this student be filling in a story map (a graphic organizer). During
the writing portion of the lesson, this student may have extra prompting questions which
will help guide her to answering comprehensive questions.

This student has both physical and learning disabilities. She is an auditory learner; she
gets to practice her reading skills while following along. She will have her aid to help her
reread and clarify the questions she needs to answer. This lesson will be scaffold for her
by asking her extra prompting questions and by filling in a story chart structure. Filling in
a chart will help her identify defining characters, setting, events, problem, and resolution.
Student activities

For this student, she will participate in all the student activities as the class. During
the popcorn style reading, she will follow along in her own book. She will not be
called upon if she is uncomfortable with her speech impairments, but is always
encouraged to volunteer if she is feeling comfortable doing so. She will listen and
participate in the class discussions. During the discussions, she will fill in her story
chart to help her keep notes. She will participate during the vocabulary reviews and
activities with her small group. With the help of her aid, this student will write in her
journal.

This student will have the adaptions of not having to read aloud so she can focus on
learning the objectives rather than worrying about feeling embarrassed or
uncomfortable speaking or reading to the entire class. This student will have
assistance from her aid when writing because of her physical disabilities. She will use
the story chart to help with her learning disabilities.

Student grouping

This student is very passive and has a few close friends. I will make sure she is
paired with someone she is comfortable with, and in a group whom is patient and
understanding. Logistically, she will be located in a group that has enough space for
her, her aid, and any necessary tools and resources she may need (example
computer, wheelchair).

Pairing this student with someone she is comfortable with will help her feel safe.
Feeling safe will allow her to focus on the academics and not her environment.

Materials, technology, and/or resources, including the use of instructional

aides, parents, or other adults in the room

This student has an in-class aide and she also receives resource assistance. In class,
she will be allowed to use whatever tools are necessary to communicate (assistive
technology product).
The student’s aide will help her with any physical disabilities she needs adaptions
with, and may also help reread and prompt her with extra questions and worksheets
that I provide for her. During her resource time, she will have more help
answering and comprehending the lessons we do in class.

Progress monitoring of student learning

This student will have the adaptation of not having to share her answers or work to
the entire class, to make her feel comfortable with her public speaking ability. I will
speak to her one-on-one and to determine whether or not she is making progress
with the material. I will review her notes and story chart with her to help reinforce
the concepts and encourage her to continue working hard.

This novel is above her reading level, but with the scaffolding of extra prompting
questions, listening to other students read aloud, and filling in a story map, I would
like to see her continue to make progress and improve her reading comprehension.

Sharing results of the student learning with the student and/or the family

As with all of the other students, I would mark comments on her written work that is
submitted each day. With this student, I would review her work and my comments
with her, preferably for a brief moment with her parents when they pick her up from
school. I would continue to take notes and chart this student’s progress and discuss
her strengths and weaknesses. I would set up a meeting time with her parents, aide,
and resource teacher at the end of each grading period where we can share and
discuss her performance and progress. Together, we can decide on the student’s
objectives and what development needs to most emphasis.

This student has involved and concerned parents. They want to stay updated and
have the resources to help her. If I can effectively communicate with the parents
what we are working on, they can better explain this to her afterschool tutor. We
want to work together and not be giving this student conflicting directions.

Step 5: Reflection on Connecting Instructional

Planning to Student Characteristics
What information that you collected for the whole class and/or for the two
focus students most influenced your planning for this lesson?

In your response, describe how and why the information was influential and why you
found it to be so.
What I collected from this class as a whole is that we have 9% ELL with primary
home languages of English or Chinese-Mandarin. 5% of the class is reading below
grade level, 75% is reading at grade level, and 20% is reading above grade level. As
a class, the students are highly motivated to read, and have highly involved families
and parents. Understanding the students’ academic level is crucial when making
lesson plans; it is my responsibility to make the content accessible to all of the
students. Knowing the limitations and challenges that my two focus students have
will help me make adaptations for them.

With a class that has 95% of the students reading at or above grade level, it is
important to focus the lesson on the majority, and make modifications for the
students who are performing below grade level. It is important to teach to the high
and scaffold to the low. Provide tool and resources for the students who need extra
help bridging the content from what they already know to the lesson objectives.

How will you use what you have learned regarding connecting instructional
planning to student characteristics in the future?

This TPA assignment reinforced all of the teaching strategies I have learned in my
credential coursework. TPE #4 Making Content Accessible is one of the key
components to this assignment. It is essential to take the time and get to know your
students both as a class and on an individual basis. Gathering information should
come from the students, parents, student file records, previous teachers, and other
administration. You want to know about their goals, challenges, strengths, and
weaknesses, and you also want to know about their lives outside of the classroom.
Where do you students come from, what kinds of life experiences are they bringing
to the classroom?

When you better understand who you students are and what they need, as a teacher
you will be much more prepared to provide them with resources and tools they are
going to need to be successful. It is important to take the time get to know your
students; it will allow you to make adjustments in the curriculum to become
assessable to all students.

I will use what I have learned from this assignment in the future as an example of
the kind of information I need to gather from my students and their families. I will
use the examples of modifications and different teaching strategies. Each class is
different, and I will be able to use these examples as references, but it is important
to know that what works for one class or student may not work for the next.
Flexibility is essential. I feel that I will be prepared to modify and connect my
instructional methods to my students’ needs.