EDUU 511 Velazquez_Signature Assignment

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Brandman University *

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Jan 9, 2024

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1 511 – Signature Assignment Signature Assignment Zobeida Velazquez UMASS Global EDUU 511 Professor Cathy Creasia June 25, 2023

2 511 – Signature Assignment Pre-Lesson Information Alma Ramirez, Age 8, Grade 3 1. Provide a brief summary of the focus student. Alma is an eight-year-old girl, Hispanic of Mexican descent that is in the third grade. Her parents and siblings moved to the United States when she was four years old. As soon as they came to the U.S. her parents enrolled her in kindergarten. At home, the family speaks only Spanish, but at school she can communicate in English. She communicates in both languages but is not literate in Spanish. She only recognizes some words but that’s it. She is having trouble developing literacy skills in English and is reading at a level of a first grader. For the past three years she has received intensive English support hoping that she would at least be at a Level 3. After taking ELPAC test, her score put her at a Level 2. Her writing is at the same level as her reading as a first grader. She is struggling with decoding and remembering phonics rules. Math is easier for her, but when it comes to word problems, she struggles since her reading level is too low. Alma is very shy and does not participate much in class unless it is required. She is a mature and responsible girl since she helps taking care of her younger brothers, she enjoys watching TV in Spanish, playing soccer, visit her family in Mexico every year, and she enjoys cooking. 2. What life experiences does the focus student have that need to be considered during instructional design? A life experience that needs to be considered during instructional design include that she moved to the US when she was young with her family and her two younger brothers. Even after being living in the US for almost four years, her family still has not

3 511 – Signature Assignment learned how to communicate in English. They main language at home it is still Spanish meaning she does not have much support at home regarding homework or providing help when it comes to reading and writing in English. Since Alma mentioned that she does not like school, I will need to considered other options to attract her to stay positive and motivated in school such as the fact that she likes to watch TV, enjoys sports, and cooking. 3. What prior academic knowledge does the focus student have related to the lesson you are teaching? Alma’s reading and writing levels are at a first grade. She knows that letters are for reading or that they represent a meaning when read together. She knows letters have sounds too. Alma knows that to be able to complete a work she needs to word out each sound of each letter and that together make up a word. When is an easy word she does not have difficulty, but when it comes with a new or more complex word, she has trouble decoding it. The lesson I’m focusing on is math, so that means she would not have much trouble since it comes easier for her to understand math. 4. What other social-emotional, cultural, and developmental considerations will you need to take into account in this lesson? Alma is a Hispanic female student that her first language is Spanish and not English. Even though she has done all her school years in the United States, at home Spanish is the main language and that does not help her at all. One thing that I will need to work when teaching the class is to consider offering small group activities since she does not like to participate much in front of the class. Another consideration that I will need to take is to make sure I put extra help in that small group setting for Alma. Meaning that I will make sure a fluent English speaker is there to assist her when reading and when needed. Another thing that will

4 511 – Signature Assignment be needing to be consider is to provide to the whole class detail instruction. Since Alma’s parents do not understand English, it will be easier for her to work by herself at home. Alma is very capable when working with math, my only concern will be math problems since her ELPAC score is below her grade level. On learning A-Z web page, it is said that at level 2 the student can understand phrases and short sentences in oral discourse and use and understand simple written English with instruction support. Knowing that she will not understand all the vocabulary, I will need to provide visual aids when teaching the lesson and support her translating to her first language any content from the lesson that she does not understands. TJ Roberts, Age 9, Grade 3 1. Provide a brief summary of the focus student. TJ is a 9-year-old boy that lives with his parents and older siblings. His parents are well-educated and support him at home and at school. His older siblings help him too with homework and school and social situations. He was diagnosed with ADHD and dysgraphia. Like anyone with ADHD, TJ struggles to concentrate for long periods of time, listening for long periods of time, and working with others. When it comes to writing, he struggles since his dysgraphia does not help him. Having dysgraphia has made him fall behind in his writing. When he writes, most of the time he makes mistakes by printing incorrectly the letters but on the bright side, he knows when he is incorrect and recognizes it. On the downside, something that the teacher had notice is that he requests to go to the restroom when he must write. As I mentioned before, he has difficulty getting along with others. Whenever he feels pressure or believes that he cannot complete the assignment, he gets frustrated and upset and sometimes he even cries. TJ has

5 511 – Signature Assignment been in a behavior management due to his impulsivity that leads to hitting. His has demonstrated that it is hard for him to get along with his classmates since he hugs them, pokes them, and even hits them. Some of the things that he enjoys are reading, science, animals, dinosaurs, and sharks. TJ parents have him practicing karate and soccer and he likes it. Based on his behavior TJ seems to be developmentally behind socially. He does not interact much with his peers and instead he looks forward to speaking with adults. 2. What life experiences does the focus student have that need to be considered during instructional design? The life experiences that should be taken into consideration include his learning disabilities ADHD and dysgraphia. Also, it might be possible that he has some level of autism due to his lack of interactions with his peers. TJ dysgraphia needs to be taken into consideration since I would have accommodated the lesson plan to assist him during the class to take notes. An assistive device could be used to help him take notes, or even record the lesson for future reference. Since TJ has dysgraphia, I would have to include some type of writing instruction that will include the assistive technology and it will help him with his motor skills. Something that I would also consider are the characteristics of Autism that TJ appear to have. I would include a class routine with a detailed schedule and if any changes are made, discuss them with TJ beforehand. One thing to consider are the restrooms breaks he takes right before a writing task is assigned during class and ask him to take him before giving the instruction that we will be writing. I will provide paper with different-color or raised lines to help from letters in the right place and I will also show examples of a finished assignment. Since TJ shows impulsive behavior and short attention span, I will help him to break long assignments into smaller that way he will have time to stand up, or take a break in between tasks. The last thing that needs to be consider is TJ

6 511 – Signature Assignment behavior. To manage his behavior, a behavior plan with a reward system is going to take place by using nonverbal signals to get student’s attention, talking through behavior problems one-on-one and checking frequently on student’s frustration level. 3. What prior academic knowledge does the focus student have related to the lesson you are teaching? TJ enjoys science as much as math and animals. These subjects do not require much writing or thinking about ideas to write about. These subjects have more hand on activities than writing they are more logical. Both subjects’ science and math you can work independently and does not require for TJ to engage with his peers and he can work on his own. Since TJ enjoys sports specifically karate and soccer, you can allow him to utilize these skills to diminish his emotional outburst or as a reward for good behavior. TJ enjoys school and has a very supportive family that is well educated that help him a lot too. 4. What other social-emotional, cultural, and developmental considerations will you need to take into account in this lesson? One of the first social-emotional that needs to be addresses with TJ is his behavior and his social difficulty being around his peers and make sure he understands the expected behavior when working in groups. Since TJ tends to overreact or react impulsively, a calming technique will be taught to TJ to use when his behavior overreacts. Neuro Health mentions that a good calming technique is to encourage deep breaths and teach them to count to 10, 20, or even 100 can help the child regain control (NeuroHealth). TJ will have to step back and take a minute or as many as he need to practice the implemented technique and then continue with his assignment. TJ tends to get distracted easily; I will allow him to take breaks from the task to allow him to release his extra energy. With TJ’s LD, I will teach him techniques to warm up his hands like stretching his fingers before he begins writing

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