Special Needs Accommodations For Grade 6 Ell Students

2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools, which simply breaks down into running record, rubrics, checklist

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

For confidentiality, I will use pseudonyms for the students I chose to profile. The first student I chose was Emma. When I began my field experience in February, Emma had just started third grade at Washington Elementary. She was from a well-educated family and was said to have been homeschooled. Emma was intriguing to me, because academically she was very behind and barely knew how to spell, use conventions and struggled to read and write. She was very sweet, but it was evident she was timid, which was probably due to being new as well as behind academically. The second student I chose is Connor. Connor was a very sweet student, but at times struggled in school. One of the main reasons why I chose Connor was because he reminded me of how my

Another learning need revealed in Guillermo’s student description is his low reading level. He is currently reading two years below his grade level; this likely poses an issue when Guillermo is reading grade-level specific content. If he is unable to read at his grade level, that means he is unable to access the content being presented in written form at his grade level, such as textbooks or informational texts.

As children start school he learns more than reading, writing, and math. School is where they learn to give and take with children that they aren’t as familiar with. As Staff states “relating with peers according to the rules” (2011). Children learn that not everyone will have the same rules as their parents have. Especially if their mom is a stay at home mom they learn to do what another person in authority. Preschoolers play like they want they often make their own rules, as grow older they learn to play games that have rules that they need to follow (Staff 2011). And of course with growing older comes responsibility. As the child enters kindergarten and first grade it is expected that they will gain a certain amount of knowledge. Elementary school was hard for me. I struggled through it. I guess I would fit into Erikson’s theory of Industry versus Inferiority. I don’t remember how old I was when I was inferior but I do remember struggling with it. I think that personality can play in there sometimes. So far I’ve been pretty close to Erikson’s

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

Hispanic ELLs students will be tested on their reading and on phonemics. The teacher will give the test to students individually because the teacher needs to hear the student read. The student will be given a book based on their reading level. The book will contain a picture and small amount of words. The picture is a way for students to make connections with the words, but there will be times where the student will not able to make the connections. Pictures are a visual for students so they could associate vocabulary words (Vacca-Ricopoulos & Nicoletti, 2009, p. 70). Once the student starts to read the book the teacher will use a timer to determine how long it took the student to read the book. Once the reading part is over, the teacher will ask the students questions regarding the book. The teacher will have a graded formatted sheet and that sheet will contain information based on the student’s reading capacity and understanding of the book.

In high school, I had a broad understanding of my own classmates’ identities. The things that made them who they are were commonly known. This included socio-economic background, religion, where they lived, and what their parents did for a living. We each had various attributes that played into how we learned, or interacted. Despite our differences, we overall were very similar in the pure fact that we our parents were dedicated to our education, and thus sent us to a private school. Observing at Clay High School, I have seen how different this factor may be other students. The class which I observe is a remediation course. This means that the students are under their reading levels, and may come from backgrounds where parents are not as involved. These kids have bigger things to worry about than a grade. Also, I have noticed that public school teachers may have a different approach than private school teachers. They have a bigger class ratio, which means that an individual relationship with students is harder to maintain. Overall, I have observed how diversity and various environmental factors play into student development and how the teacher acknowledges this.

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

Nine years old L.G is an African American girl in the 4th grade. Originally, L.G was born in Trinidad and resided in America at the age of three. L.G lives in Brooklyn with her mother, father and twin brother. She is close to both her parents and has a decent relationship with her twin brother. L.G is enrolled in a general education class and is currently an A averaged student. However, she is easily distracted with dilemmas surrounding her friendships. Her teacher is concerned that L.G grades may be at risk if her focus is directed more to the girl’s drama than her academics.

The student I focused on for this child art analysis report is an eleven-year-old male, and his name is Rustin. Rustin is in the fifth grade and currently resides in Smyrna, Ga with his father, mother, younger sister, and his pet cat. Both of Rustin’s parents are English speaking Caucasians that were born and raised in Georgia. Rustin is an older brother to his five-year-old sister, and they are both Caucasian and speak English. My student’s living environment consists of a two-parent household in a middle class neighborhood in Smyrna. Rustin’s parents both work full time but are able to stay very involved in their children’s lives. The student remains very active through sports teams such as soccer and tennis. Rustin is an extremely bright

Cassandra, the student I have been observing, demonstrated interpersonal (social) and intrapersonal skills and academic strengths. First, I recognize one of Cassandra’s social strengths was her ability to follow teacher directions. I observed three instances in which Cassandra demonstrated the ability to follow directions compared to her peers. For example, I notice students at three workstations ignoring the teacher directions to clean up. The teacher requested the class to clean up their workstation at least four times within 10 minutes. Cassandra was one of the first students to have cleaned her Lego math activity. A second strength was Cassandra’s ability to help others. After clearing her own workstation, Cassandra helped other students with their cleaning. Indeed, she was able to help two other groups with cleaning up without being asked. A final social strength demonstrated by Cassandra was her interpersonal skills. While working with three other students, I witness Cassandra share materials and ideas without conflict. From my previous experience working with elementary students, I understand that children in Cassandra’s age have a difficult time working with peers. Cassandra, I found, worked well with other students. In one instance she shared her Lego home with those of another classmate at the table to make it bigger.

Jay is one of the highest performing students in class. He is able to quickly catch on and connect the dots from the information he is taught. With this ability, Jay has found every opportunity to suck in any information that was taught in the lesson. During the initial pre-test, Jay, along with the rest of the class, could not bare to finish the rest of the test due to their uncomfortableness with testing on new information. The questions that Jay did answer showed strong previous knowledge that was eager to be built upon. Out of 5 questions answered, Jay correctly answered two questions about the needs of a plant. During in the labeling part of the pre-test, students were not given a word bank, so every student had to brainstorm and

In this case study, a third year first-grade teacher was faced with the dilemma of whether or not to talk to the principal about her concerns. One of her concerns was that two of the other first – grade teachers (who were very good friends with the principal) were always getting the high achieving students that came from wealthy backgrounds in their classroom. Her other concern was that these two teachers always had higher test scores because of the high achieving students that were placed in their classroom. This made her scores look bad because she always received the students that struggled to perform. The third year first- grade didn’t mind teaching the struggling learners but she did feel that ALL students would benefit from mixed classrooms. Therefore, she was faced with the following questions: Should I talk to the principal or not? Should I talk to the other first grade teachers? Should I talk to someone else? Or, should I just ignore the situation to keep things from getting worse?

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with