Introduction To The Sun And Reading

Published Date: 02 Nov 2017

Case Study 1: Subject-Specific and Developmentally Appropriate Pedagogy

A. Contextual Information for Case Study 1

1. Elements of a Learning Experience in a Unit

Grade: Third

Content Area: Language Arts

Subject Matter: Reading and writing

Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days

State-adopted Academic Content Standards for Students

Reading: Comprehension and Analysis of Grade-Level Appropriate Text

2.5 Distinguish the main idea and supporting details in expository text

Writing: Organization and Focus

1.1 Create a single paragraph:

Develop a topic sentence

Include simple supporting facts and details

Learning Goals for the Learning Experience

Students will be able to do the following with a focus on reading and writing:

Identify the main idea of an expository text

Identify three supporting details from the expository text

Summarize the expository text using the main idea and three supporting details in one paragraph

Instructional Resources Available

Age-appropriate expository text and writing journals

2. Class Description

Students are in a self-contained third grade class. The school is located in a middle-level, socio-economic community. It is the middle of the academic year. Most of the students are eight years old. They particularly need opportunities to learn content in different ways and to revisit content. Many of the students enjoy the school environment and like to socialize with each other. Most of the students are active in after-school activities, including sports, clubs, tutoring, and other community activities, which leaves little time for homework.

3. Developmental Needs of the Students in Grade 3

Experience a structured day

Develop age-appropriate literacy skills

Participate in hands-on experience

B. Questions for Case Study 1

1. Given the contextual information for Case Study 1, think about a lesson you might use with these students that addresses the subject matter learning goals and the developmental needs of the students described. In the columns below describe:

Instructional strategies

Student activities

Instructional resources

Note: Instructional strategies are what the teacher does during instruction and student activities are what the students do during the lesson. Include how you would use the instructional resources as you describe your strategies and student activities.

Instructional Strategies

Student Activities

1. The teacher will tell the class that they are going to identify the main idea and three supporting facts from an expository text about the Sun. In prior lessons, the class was taught what a main idea is and that supporting details are important to make a story effective. The teacher has the word expository written on the board. She will ask the student what they think expository means. After getting their input, she will tell the students an expository text is an informal text that is meant to inform them about a topic. She will then ask the students for some examples of things books or stories they think are expository text.

2. The teacher will then tell the class that a helpful way to pull the facts out of a text is to use a graphic organizer. A story web can be helpful to arrange the main topic and supporting facts. The teacher is going to use chart paper and draw and example of a story web. On her example she will draw the large circle in the middle and label it as the main idea. Then she will draw lines from the circle and label them as supporting facts. A story web can gives student a tool for auditory and visual learning.

Lesson 1: 30 minutes

Introduction to the Sun and Reading

3. The teacher will have pictures of the solar system especially focusing on the sun around the room for the students to look at. She will also have up a three dimensional example of the solar system hanging from the ceiling. The pictures and models throughout the classroom will help engage the students in the lesson. She will instruct the students to walk around the class and think of questions about the Sun and the things they like or dislike about the pictures.

4. The teacher is going to tell the students they are going to read the story, Getting Warmer by Jessica Fries-Gaither. She will remind the class they need to pay attention as she reads so they can identify the story’s main idea.

5. After finishing the story, the teacher will hand out blank paper to the students. She will instruct them to fold the paper in half then in half again so they can do an activity. The teacher will tell the students she is going to reread the story and that the students need to visualize what they hear. She let them know she will be stopping throughout the story to give them a chance to draw what they are visualizing. She will also let them know they can write down a word or two to remind them what the picture is about. This activity gives students to use their auditory skills to develop visualizations. The teacher will reread the story as described.

6. Next the students will share their drawing with their partner. They will each have a chance to describe their pictures and say why they chose that picture to draw.

Lesson 2: 30 minutes

Writing Activity

7. The teacher is going to remind the students what the main idea and supporting facts are. She is then going to tell the students they are going to write a summary using the main idea and supporting facts from the expository text Getting Warmer that we read yesterday. She will tell them that as a class they will first make a story web to assist them in forming their paragraph.

8. The teacher will reread the story. Then, as a review, the teacher asks the students get out their drawings from the prior day. This will remind them the details about the sun. The teacher will have the students get with their partners and discuss the story and any questions they may have.

9. After partner work the teacher will remind students with a story web is by bringing out the example from the previous day. She will leave that example up as they make a story web of their own.

10. The students will be asked to pair share again and try to select what they think the main idea of the story is.

11. The teacher is going to draw sticks to choose a pair to share what they believe the main idea of the story is. She will write them on the board and have the class vote on which they think is the main idea.

12. She will then have them partner up and come up with supporting facts. She will walk around while the class is brainstorming to make sure all groups are on task. She will draw names to have the students give one supporting fact for the main idea. She will write these on the story web.

13. Once the story web is complete, all students can pick which supporting facts they want to use for their summary. The students will use their writing skills from previous lessons and will write a one paragraph summary about the Sun. This paragraph will include a main idea and three supporting facts.

1. The class will pay attention and listen attentively as the teacher introduces the lesson. When they are asked the students will give their ideas of what expository means. After expository is defined the students will respond to the teacher with some examples of expository stories.

2. The students will watch the teacher draw the example story web. They will ask any questions they have about story webs if they are unclear.

Lesson 1

3. The students will walk through the classroom and look at the pictures and models of the Sun. They can go back to their desk and write down any questions they think of. They will also write down anything the like or dislike about the pictures.

4. The class will listen attentively as the teacher reads the story, Getting Warmer by Jessica Fries-Gaither. They will try to identify the main idea and any supporting facts they hear.

5. The class will fold their blank piece of paper in fourths as the teacher instructs. They will listen again as the teacher rereads the story and try to visualize the things described in the story. When the teacher stops they will draw a picture of what they visualized and write down a word or two to remind them what the picture is about..

6. The class will get in pairs. They will each take turns telling their partner what they drew and why they chose that image to draw. The technique of Pair Share allows students to develop ideas with each other and ask questions to each other and problem solve together.

Lesson 2

7. The students are listening attentively to the directions the teacher is giving.

8. The students will get out their sketches from the day before. They will discuss with their partner the details they drew from the story.

9. The students will listen carefully to the teacher explaining the concept of a story web and prepare themselves to fill out the story web.

10. The students will talk with their partner and decide what they believe the main idea of the story is.

11. If the students are called on they will share what they think the main idea is. If they are not called on they will still listen to the other students. They will in the class vote on what the main idea is.

12. The students will work with their partner to come up with supporting facts. If they are called on they will give a fact. If they are not called on they will listen as other students share their ideas.

13. Each student will pick which supporting facts they want to use. They will then use their skills for writing and write a paragraph in their journal summarizing Getting Warmer by Jessica Fries-Gaither. The paragraph will include one main idea and three supporting facts. If the students have time they can draw a picture to accompany their paragraph.

2. Based on your knowledge of the subject-specific content and of student development, explain why the instructional strategies, student activities, and resources you listed in question 1:

are appropriate for this class

This class needs activities that engage them and keep them interested. By providing images and models in the class they students are able to visualize and even be hands on with the material they are learning. The class is given the opportunity to walk around and look at images prior to the lesson. The story web is a tool to teach ways to brainstorm. They were able to work with a partner to prevent them from feeling stuck and to make sure each student is engaged. Students are using their listening skills as the teacher reads and instructions. By allowing he students to draw images it is engaging the kinesthetic learners. Day two there was a lot of review for the students to remind them what was covered the day before. This lesson plan allows all students to be successful in writing their paragraph regardless of their individual reading or writing abilities.

address the developmental needs of these students

The developmental needs of each student can be met by this lesson plan. Students are given an opportunity to develop their creativity, fine motor skills, auditory skills, and their communication skills. Students have to use advanced thinking when they listen to their story and have to visualize what they are hearing. This sparks their imagination and they get to express their thoughts through the drawings. This engages their creative side as well. Allowing the students to walk around keeps the students mobile. It is important that students are not required to sit in their desks all day. The lesson also keeps moving with all of the Pair Share activities so students do not get bored too easily. The Pair Share also aids the students in social development.

help these students make progress toward achieving the state-adopted academic content standards for students in this content area

These activities will help students make progress in achieving the academic content standards because it is engaging across the multiple intelligences, various learning styles and engaging prior knowledge. These activities incorporate previous learning about main ideas and supporting facts. This knowledge is then used to develop a summary about the Sun. At the end of the lesson, the students are capable of writing a paragraph that includes a main idea and three supporting facts. They have also gained some knowledge in science by using the Sun as the foundation for this lesson. The students will be assessed based on their summary in their journal. They are given the opportunity to practice their writing skills and achieving a state standard simultaneously. The standard is to be able to distinguish the main idea and supporting details in an expository text. They are also getting practice in developing a topic sentence. Their paragraph will include simple supporting facts for the topic sentence.

— END OF CASE STUDY 1 —

Case Study 2: Assessment Practices

A. Contextual Information for Case Study 2

1. Elements of a Learning Experience in a Unit

Grade: Second

Content Area: Mathematics

Subject Matter: Money

Time Period for Whole Unit: Three weeks

State-adopted Academic Content Standards for Students

Number Sense

5.0 Students model and solve problems by representing, adding, and subtracting amounts of money.

5.1 Solve problems using combinations of coins and bills

Mathematical Reasoning

1.0 Students make decisions about how to set up a problem.

1.2 Use tools, such as manipulatives or sketches, to model problems

Learning Goals for Whole Unit

Students will be able to do the following:

Identify and describe coins (pennies, nickels, dimes, quarters, half-dollar) and bills (one and five dollar)

Add two or more coins of different values

Identify multiple ways to show a specific amount

Use coins and bills or sketches to model addition of two amounts

2. Teacher Reflection on Student Assessment for This Unit

"I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test, all of which came from the teacher’s guide. I feel, though, that I need additional information on what students really know and understand, their misconceptions, what they learned during the instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan so I can have a more complete understanding of how well these students learned the subject matter."

3. Assessment Plan

Day 1

Day 6

Day 11

Day 15

Goals Assessed

Identify the value of coins and bills

Add two or more coins of different values

Use coins and bills or sketches to model addition of two amounts

Identify multiple ways to show a specific amount

Type

Formal diagnostic test from curriculum guide; multiple choice; formative

Formal quiz from the textbook; multiple choice; formative

Formal quiz from the textbook; multiple choice; formative

Formal final chapter/unit exam from textbook; multiple choice and fill in the blank; summative

Purpose

Assess previous knowledge and skills

Assess acquired concepts and skills

Assess acquired skills and concepts

Assess acquired knowledge and skills from instructional unit

Implemen-tation

Individual assessment; paper and pencil; teacher corrects with an answer key

Individual assessment; paper and pencil; teacher corrects with an answer key

Individual assessment; paper and pencil; teacher corrects with an answer key

Individual assessment; paper and pencil; teacher corrects with an answer key

Feedback Strategies

Tell students of scores and inform students of correct and incorrect items

Inform students of correct and incorrect items

Inform students of correct and incorrect items

Inform students of correct and incorrect items

Informing Instruction

To determine what needs to be reviewed and where to begin teaching

To determine who has learned the material presented

To determine who has learned the material presented

To determine the level of each student’s achievement toward the goals

B. Questions for Case Study 2

1.a.

Identify one strength in the assessment plan and explain why it is a strength in relation to the learning goals of the unit.

The fact that this assessment plan includes a diagnostic test at the beginning of the unit is a strength. It is important to know what each student in the class already knows about the material. Each student comes into the classroom with a variety of prior knowledge and the teach needs to begin teaching at the level where the majority of the class is. This also helps the teacher identify which students need extra help at the beginning of the lesson to gain knowledge that the rest of the class has. This also makes sure that the teacher is not teaching material that students already know. Formal assessments are one way to learn if students are processing and are actually learning the material that is being taught.

1.b.

Identify one weakness in the assessment plan and explain why it is a weakness in relation to the learning goals of the unit.

A weakness of this assessment plan is that there is only one type of assessment. The teacher is focusing on formative multiple-choice assessments. The fact that there are only multiple choice information limits what information the teacher can ascertain from the results. Students can guess and still score high enough even if they do not understand the material. Also some students may not be able to understand the way a questions are written, especially ELL students. They may understand the concepts but may not be able to express that in these multiple-choice assessments. This style also does not address the various learning styles. If the teacher were to incorporate informal assessments she could see the students actually being hands-on with the types of money.

2. Suppose you found the following additional assessment in a supplementary resource. Think about how the additional assessment could improve the teacher’s assessment plan.

Additional Assessment

Each student is given a box of plastic coins and bills. The box contains examples of each type of coin and bill. Students will use various coins and bills to demonstrate the sum of two given amounts. In addition, students will use coins and bills to show two different ways to make a given value.

Explain to the teacher how the assessment might be used to improve the plan by answering the following questions:

2.a.

When in the plan would you use the assessment?

This assessment would be best used on day 11. At this point the students have been taught how to model different amounts using bills and coins. At this point in the lesson the students need to show they can use different coins and bills to represent a specific amount.

2.b.

What goals would be assessed by the assessment?

The students would be assessed on being able to model and solve problems by representing, adding, and subtracting amounts of money. This focuses on them modeling the behavior as opposed to basic math. Since transactions with money are hands-on it is important that students be assessed on their hands-on abilities.

2.c.

What type of assessment would it be?

This type of assessment is informal. This assessment is going to require the teacher give the students a variety of problems to solve with their coins and bills. She will walk around while they are solving the problems and see which students are getting the answers correct. She can also ask the students individually to solve a problem. This is a good opportunity for her to see what material needs more review. She can also have the advanced students begin to ask students to express the amount of money in a different way. This is a preview for the upcoming material.

2.d.

What would be the purpose of the assessment?

This assessment serves the purpose of determining if students can use bills and coins to show amounts. This shows the teacher if students have absorbed enough material to achieve the learning goals. This type of hands-on activity helps the students that are kinesthetic. Students are not sitting back taking notes. They are using money as they would in the real world. This is a part of the experience that a teacher needs to build for students.

2.e.

How would you implement

the assessment?

I would have a list of amounts that I want the students to show with their bills and coins. I would want to call these numbers out and write them on the board one at a time. I feel like giving problems one at a time will help make sure each student is solving each problem. I will be walking around to see that each student is on task and correctly solving the problems. I will take anecdotal notes so that I will have a record of which students understand the concepts and what students need further assistance. It is important that I write the amount on the board so that the students can refer back to it. After each problem I will select a student to show what answer they got and tell why.

2.f.

What feedback strategies would you use?

The feedback for this type of activity needs to be very positive. I do not want the students to get discouraged. I would ask students, "How did you get that answer?"or ask them to explain, how they approached the problem,. This will help me understand not just if they are solving the problem correctly but if they have the correct thought process to solve the problems. Students can correctly guess answers but if they have the problem-solving skills and can understand what they are doing they will be able to apply the skills.

2.g.

How would the results of the assessment inform instruction?

This assessment would tell me if the students are actually acquiring the skills to achieve the learning goals. It allows the teacher to see not only if the students can solve the problems but also to question then train of thought. If a teacher can understand a student’s thought process they will be able to correct any incorrect processes or know that they fully understand the concept. This can give the teacher a guide to know what the next step in teaching is to meet the needs of the students.

3. Explain how using the additional assessment as you described in question 2 improves the teacher’s assessment plan and what specific information would be gained about what the students understand about the content area, their misconceptions, and their progress toward achieving the learning goals.

By including a hands-on assessment plan the teacher is able to not only see if students can solve their problem but also to find out what thought process they use to solve the problems. This will show the teacher where students are struggling or what concepts they understand and do not need more teaching. The incorporation of the informal assessment makes sure that students can learn and be assessed using the various learning styles.

— END OF CASE STUDY 2 —

Case Study 3: Adaptation of Subject-Specific Pedagogy for English Learners

A. Contextual Information for Case Study 3

1. Elements of a Learning Experience for 2 Days in a Unit

Grade: Fourth

Content Area: Science

Subject Matter: Earth Science

Time Period for Whole Unit: Three weeks

State-adopted Academic Content Standards for Students

Earth Science

4. The properties and minerals reflect the processes that formed them. As a basis for understanding this concept, students know:

how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle)

how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties

moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition)

Learning Goals for Whole Unit

Students will be able to do the following with a focus on Earth science:

Identify and classify igneous, sedimentary, and metamorphic rocks

Use diagnostic properties to identify rock-forming minerals

Define the following vocabulary: weathering, transport, and deposition

Describe the process of erosion including weathering, transport, and deposition

Relationship to Preceding and Subsequent Learning Experiences

Science-process skills are important investigation tools, and opportunities for developing them are provided throughout the unit. Some of the skills, such as observation and investigation, have been covered in other scientific units and will again be used in the next unit on ecosystems and living organisms.

2. Outline of Plans for Days 1 and 2

The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the two days.

Instructional Strategies

On Day 1, students will be divided into small cooperative groups. Each group will be assigned one type of rock (igneous, sedimentary, or metamorphic). Groups will identify defining characteristics of their assigned rock using the science textbook, Internet, and supplementary library resources.

On Day 2 students lead a discussion by presenting the defining characteristics of igneous, sedimentary, and metamorphic rocks. The whole class will create a chart listing the characteristics of each type of rock. Cooperative groups will be given ten rocks to sort into categories based on their characteristics. Students will draw an appropriate picture and write a corresponding paragraph in their science journals about the characteristics of igneous, sedimentary, and metamorphic rocks.

Student Activities

Read the textbook about rock characteristics. Use library resources, encyclopedias, or the Internet to research the characteristics of the assigned type of rock (igneous, sedimentary, or metamorphic).

Participate in a group discussion. Groups generate a list of defining characteristics of the assigned type of rock.

Groups share findings with the whole class. The class will generate a chart comparing their characteristics.

Students will draw and write in individual science journals.

Progress Monitoring

Teacher will use class discussions, oral presentations, journal writing, quizzes on scientific terms, and written test to determine level of learning.

Students will receive written and oral feedback from the teacher and oral feedback from peers.

3. Student Description

Guillermo is a 10-year-old fourth-grade English learner. He is from Guatemala and lives with a single mother, three younger brothers, and a younger sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes aunts, uncles, and cousins. His grandparents live in Guatemala. Guillermo’s family immigrated to the United States three years ago. His oral Spanish is fluent, but he is unable to read or write in Spanish. Guillermo reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Guillermo is somewhat shy socially but is well liked and works well in small groups. He is seldom absent from school. The CELDT results indicate an overall score in the early intermediate range, and he has been identified as an English learner.

Student’s Written Response to: "What is your favorite family day?"

A Special Family Celebration

My grandparents have special celebration. They have married 45 year. My mother, my brothers and sister and me make long trip to Guatemala to celebrate. We carry a special gift it is a picture of all family. My tio, tia and primos going to. We like to visit our grandparents and especial celebration. Our family cooks special food of Guatemala for celebration. I remember we all had good time together. I miss my abuelita and abuelito. That is the name we say for grandparent in my country. The celebration is fun we see friends and play. My grandparents very happy. I want to stay in Guatemala but my Mom say we come back to America.

Transcript of Student’s Oral Response to: "Tell me about your soccer game."

I like to play soccer. Saturday I go to field to play with friends. We put uniform on for games. I play center field and goal. It is fun to hit ball. My brothers play. I like it.

B. Questions for Case Study 3

1.

Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

Based on the verbal response and written responses it appears as though Guillermo needs specific assistance with reading and grammar. Guillermo is reading at a second grade level. Science is a subject that has advanced vocabulary. Guillermo is going to need assistance with vocabulary because he does not have the same knowledge base as the other students. Guillermo is also struggling with grammar. His writing sample shows he struggles with basic writing conventions like subject-verb agreements. He leaves out articles in his writing such as, "a" and "the." When he is struggling with an English term he falls back on his Spanish words and just utilizes them. Guillermo’s speaking at writing are very similar.

2.a.

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.

Guillermo is going to be very challenged on day 1 when he has to read the textbook to find information on his type of rock. He is also going to have trouble with using encyclopedias and internet sources. This type of material is inundated with words he will not understand. Guillermo may get easily frustrated with the vocabulary involved in the in-depth task.

2.b.

Explain why the strategy or activity you chose could be challenging for the student. Use your knowledge of English learners and your analysis of the student’s learning needs in your explanation.

Guillermo is reading at a second grade level. The task on Day 1 requires that he research a specific type of rock using a textbook, the internet, library sources and encyclopedias. All of this material is going to be above his reading level. This science lesson has especially difficult vocabulary. Since he is being required to use sources other than his textbook like encyclopedias and the internet Guillermo will almost definitely come across material he does not understand. This type of material is not designed for Elementary students and certainly not an English Language Learner. According to Guillermo’s CELDT score he is at the Early Intermediate level. At this level he can understand and speak conversational English but struggles with academic English. It is very likely that the information used in his research is going to be written on an Academic Level that he is struggling with. He may be able to read the material but he is most likely not going to comprehend the information he is reading. He needs further development in his reading level.

3.a.

Describe how you would adapt the strategy or activity you identified above to meet the learning needs of the student. Consider specific subject matter pedagogy when writing your description.

The first thing I would provide for Guillermo is an audio recording for Guillermo of the information from his textbook. It is important that he hear how words are pronounced so he can learn to properly pronounce them himself. This allows him to follow along in his book while he listens to the recording. I will make sure there is inflection in the reading so that he can hear how fluent reading sounds. I will also provide him with some of the basic terms he will need to know and their definitions. I will make sure I can provide him with where he can do his research. By previewing the research, I can make sure he is getting material he can more easily understand, as well as present him from being overwhelmed with too much material to get his research from. This allows him to focus more on the academic learning then trying to find the correct place to get the material. I will bring in samples of the various types of rocks. These rocks will be labeled and have some of their significant characteristics marked. These visuals will help Guillermo and other students. They will be able to touch and feel the rocks and actually see what they are learning about. I will also give him a graphic organize to use to help arrange his thoughts. I will make sure it is a format that I have used with him previously so he is familiar with it. This will just give him a way to organize his research.

3.b.

Explain how your adaptation would be effective for the student in making progress toward the learning goals of the lesson. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)

This adaptation allows Guillermo to still do some research on his specific type of rock but his research will be more guided. Based on the fact that he is not reading at grade level, I would be able to gear research material to a level that he will understand but still learn from it. This will allow him to actually understand what he is reading. The graphic organizer can help Guillermo organize the information he finds into a format he is familiar with and can use. This organizer combined with the visuals of the rocks will help Guillermo define and describe the specific rock he is researching. The real life visual allows Guillermo to use his sense of touch, and sight to more effectively describe the rock. This can increase his understanding of some of the complex terminology.

3.c.

Explain how your adaptation would be effective for the student in making progress toward English language development. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)

Guillermo will be able to progress with his language development, because I have given him an auditory example of the material. By being able to hear the pronunciation of the words he can work on being able to correctly learn them himself. The fact that he can hear the inflection in my voice as well can lend to not only understanding the material but also to learn how it sounds when a person reads with fluency. His samples show that he writes using a very basic sentence structure. He needs to become more familiar with complex sentences to develop his speaking and writing skills. By reading along with the recording Guillermo will be able to see complex sentences used in context. Guillermo can take this recording and his text home. Since he does not have a parent at home to help him when he is studying, this recording gives him a sources for his language development. This gives him additional practice with vocabulary and assists him with his comprehension. This can technique can be applied and used to develop his daily use of the English language.

4.a.

Which progress monitoring assessment based on the lesson plan would you choose to monitor this student’s progress toward achieving the learning goal(s)?

I would monitor his progress using journal writing in addition to quizzes on scientific terms.

4.b.

Give a rationale for your choice of progress monitoring assessment. Use your knowledge of content in this unit, and this student’s English language abilities in your rationale.

By allowing Guillermo to use his journal writing as an assessment I am not only teaching him the information but he is getting practice in his writing which will strengthen his English Language Development. He can express in writing what he has learned and I can see what material he still needs assistance with. I think it is important to make sure he understands the vocabulary. While I hesitate to give the pressure of a quiz I think he has been provided with enough visual tools and materials to learn the vocabulary that he will be successful. It is a part of his learning goal to understand the vocabulary so I think that a formal assessment is important.

5.

Based on what you learned about this student’s English proficiency, what would be your next steps in planning to facilitate his English language development? Consider specific information from the student description and his written and oral language samples when responding.

The next step in Guillermo’s language development is going to be continuing with his reading and writing skills. He has younger siblings at home so I think he can be encouraged to read to his siblings. This will give him a chance to practice reading and become more fluent. When we go to the library as a class I will help Guillermo select some books at his reading level that he can take home and practice with. I will show him how to find these books. I would also like to challenge him with one more advanced book for him to get a little practice. Since his mom is not home when he gets home from school he can practice by reading the books to his younger siblings. The practice in reading will help him develop fluency. That will help him with his reading skills but he still needs to develop his writing abilities. I would ask him to write a short four sentence summary of the books he read. This can follow a format that would be commonly used to write one main idea and three supporting facts. These summaries will be done in journal form and will not be formally graded but I will be able to provide him feedback on his writing. I think all of these tools will help Guillermo improve his English Language development.

— END OF CASE STUDY 3 —

Case Study 4: Adaptation of Subject-Specific Pedagogy for Students with Special Needs

A. Contextual Information for Case Study 4

1. Elements of a Learning Experience for 3 Days in a Unit

Grade: Fifth

Content Area: History/Social Science

Subject Matter: American Revolution

Time Period for Whole Unit: Three weeks

State-adopted Academic Content Standards for Students

United States History and Geography: Making a New Nation

5.6 Students understand the course and consequences of the American Revolution.

1. Identify and map the majority of military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.

4. Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.

5. Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the United States Constitution.

Learning Goals for Whole Unit

Students will be able to do the following with a focus on the American Revolution

Locate the major military battles on a map of pre-Revolutionary America

Identify the turning points of the American Revolution

Describe the roles of the American, British, and Indian leaders involved in the American Revolution

Compare state constitutions created after 1776 to the United States Constitution

Relationship to Preceding and Subsequent Learning Experiences

The American Revolutionary War will be covered in a manner similar to other historical events. Events are being studied in chronological order. Map-reading skills were covered during the study of other historical events. Following this unit, students will study the United States Constitution more in depth.

2. Outline of Plans for Days 3, 4, and 5

The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the three days.

Instructional Strategies

On Day 3 the teacher will present information about what life was like for a 12-year-old boy or girl during pre-Revolutionary time by reading aloud text from biographies and other primary sources. As a whole class, students will create a chart to list the defining characteristics of life during pre-Revolutionary War time. Students will write a journal entry to compare their own life with the life of children who lived in the pre-Revolutionary War time.

On Day 4 the teacher will ask students to work in small cooperative groups to read biographies and other primary sources about what life was like for a 12 year-old boy or girl during the Revolutionary War. The small groups will generate a list of five characteristics that they will then share with the whole class. The whole class will create a chart that lists the defining characteristics of life during Revolutionary War time. Then students will use the class-generated charts to individually complete a Venn diagram comparing the defining characteristics of life during pre-Revolutionary War times and Revolutionary War times.

On Day 5 students will work in small cooperative groups. Each group will choose one change in life between pre-Revolutionary War time and Revolutionary War time. Then the group will use primary resources, the textbook, the Internet, and other resources to draw conclusions about what led to this particular change. The groups will then present these causes to the whole class. Then students will individually write an essay that explains three causes of lifestyle changes for a 12 year-old boy or girl between pre-Revolutionary and Revolutionary War times.

Student Activities

Students will listen to excerpts from biographies and other primary sources. They will participate in class discussions and help to create a chart listing defining characteristics of life during the pre-Revolutionary War times. Students will individually complete a written journal.

Students will work in small cooperative groups to create a chart listing defining characteristics of life during Revolutionary War times. Then students will work as a whole class to generate a complete list of characteristics. Students will individually complete a Venn diagram comparing the two lists of characteristics.

Students will work in groups to identify the causes of one change in lifestyle between the pre-Revolutionary War time and Revolutionary War time. The cooperative groups will present to the whole class. Students will individually write an essay that demonstrates their understanding of what aspects of life changed between pre-Revolutionary and Revolutionary times.

Progress Monitoring

To monitor student progress, the teacher will use class discussions, written reflections, cooperative group work, and presentations.

Students will receive written and oral feedback, peer review, and feedback on group work, as well as individual conferencing with the teacher when needed.

3. Student Description

Julie is an 11 year-old girl in the fifth grade. She has difficulty focusing, which has an impact on her ability to complete course work and classroom activities. In the first grade, Julie was diagnosed with attention-deficit/hyperactivity disorder by her family physician. She receives prescribed medication three times per day for ADHD. During first grade, an Individualized Education Plan was developed to meet Julie’s needs. Since then, Julie has been receiving special education support primarily in the regular education classroom. She is included and participates in all general education curriculum. The special education teacher provides two hours of in-class support. She is able to independently read text at grade level. She struggles with both written and oral communication skills and is currently performing at a second-grade level. She often tries to dominate whole-class discussions and group learning situations. On the playground, she attempts to dominate games, and she struggles with organization. Her peers are often frustrated by her behavior.

B Questions for Case Study 4

1.a.

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.

Julie is going to be challenged on day 4 when she needs to work in a small group to generate a list of characteristics. This type of tasks is a time that she likes to dominate. It is going to be important that she allow other students to contribute to the conversation.

1.b.

Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

Julie tries to dominate when working a group and this frustrates her peers. She is not able to gain knowledge from other students and they tend to block her out because of their personal frustrations.

1.c.

Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

To prevent Julie from dominating the discussion I will give each group a talking stick to use. Only the person holding the stick will be able to talk and they will have one minute to share their ideas. I will maintain a timer and let the students know when they are to pass the stick to a new student.

1.d.

Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

This adaptation allows Julie to hear other people’s opinions and allows them to speak without her interrupting. With this technique each student will have time to speak including Julie. She will need to make sure her idea is focused since she will only have a short amount of time to speak. This will help the group understand the personal impact of the war on children their age.

2.a.

Identify one additional instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the student’s other learning needs.

Day 3 the students are required to write a journal entry comparing their life to the children of the pre-Revolutionary War time. Julie struggles with her written communication skills so this task will be difficult for her.

2.b.

Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

Since Julie struggles with written and oral communication skills she will encounter difficulty writing a journal entry. She is going to struggle to organize her thoughts and express them in written form. She is only able to do these tasks at a second grade level. This journal entry requires creativity in showing how her life compares with the life of children during that time.

2.c.

Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

Since she struggles with her writing skills I think it would be more beneficial for her to organize her ideas into a Venn diagram instead of an essay. This diagram can compare her life with the life of children from pre-Revolutionary War times. This would give her a technique to organize her thoughts and still show that she learned the material. In addition I would have her write a short summary of the diagram. This is a good time for her to utilize the Step Up to Writing and write a paragraph. Since this is a skill we use in class I would have posters up in the room for paragraph development using a stop light. Green represents the main idea, yellow represents the details and red tells the student to STOP and restate the main idea. In addition, I will have Julie tell me about her Venn diagram and her paragraph. This gives her a chance to practice her oral communication. Each writing assignment with her will require her to increase the amount she is required to write. This will help her build to get to a level of writing an essay.

2.d.

Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

This adaptation will still allow Julie to build her written and oral communication skills while helping her organize her thoughts using a Venn Diagram. The Step Up Writing skills teach her the proper sequencing for writing a paragraph. She has used the Venn Diagram to show that she is able to compare her life with the life of someone her age during the pre-Revolutionary War time.

3.a.

What progress monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal(s)?

In order to monitor Julie’s progress I would utilize a writing reflection.

3.b.

Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit and this student’s learning needs in your rationale.

I know that Julie struggles with her writing skills but I think it is important that she practice her writing while she has all of the material compiled for her. Her Special Education teacher works with her for two hours a day. I would have the Special Education teacher use her Venn Diagram and journal entry to write a reflection on the material. The teacher can help her be able to describe what she has learned. This is a good way to use the Special Education teacher to focus on the skills that Julie needs to work on. She will need to verbally express what she learned to the teacher and the teacher will help her organize her thoughts into cohesive writing. By giving he a writing assessment is prevents her from dominating in and verbal discussion or assessment given to the entire class.

— END OF CASE STUDY 4 —