Using Auras ( Multimedia Overlays Created By The Aurasma

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

Miss Kane’s first grade class at Lutie Lewis Coates Elementary School (also known as Coates Elementary) has twenty students and seventeen of them are considered English Language Learners (ELL) (E. Kane, Personal Communication, October 4, 2016). This is very frustrating for both Miss. Kane and her students because it is very difficult to communicate with many of her ELLs. Out of Miss Kane’s twenty students eight students are Hispanic, five Indian, five Black, and three White. Miss Kane’s class is very diverse and this allows students to feel more accepted because not all students are similar. Coates Elementary as a whole is very diverse: Asian 28.86%, Black 18.26%, Hispanic 37.32%, and White 12.08% (Fairfax County Public Schools, 2015). Miss Kane’s classroom reflects similar diversity as Coates Elementary does. Both Miss. Kane and the Coates staff really show their appreciation for diversity and attempt to treat all children equally giving all students equal opportunity. Coates Elementary is a Title I school; about fifty percent of students receive free and reduced lunch (Fairfax County Public Schools, 2015). This school was placed in the center of poverty and many of these students who participate in the free and reduced lunch program are English Language Learners.

The participants included 1000 kindergarten and 1000 fifth grade (N=2000) students from two elementary schools of Los Angeles Unifies School District (LAUSD). One of the schools was an affluent public school with abundant resources catered to children in need and programs that promote positivity and growth. The other school was also public, but had limited resources due to financial restraints. Of the participants, 50% were female and 50% were from low-income families. All

The observations took place on August, 27, 2015 at Montview Math & Health Sciences Elementary School, 2055 Moline St, Aurora, CO. The school serves 481 students in grades PK-5, Minority enrollment is 89% of the student body. Percentage of students eligible for Free and reduced lunch is 88. The children observed are in a shared-teaching 2nd Grade class of 27 students (14 boys - 13 girls).

There were four first-time kindergarten students in the study that received the intervention, three girls and one boy. Two of the students were black, and two of the students were black. One girl was an English Language Learner. None of the students were receiving special education services. There students were chosen to participate because they were not responding well to the curriculum and not improving.

Over October break, I was able to spend six hours observing in my local elementary school. Polk Street Elementary School houses students that range from Pre-Kindergarten to the sixth grade. Out of 697 students, more than seventy-five percent identify as Caucasian, and only three percent of students are “limited in English proficiency”. Polk Street offers free and reduced priced lunches to students who fall below a certain range on the poverty line. 10.2% of students participate in this program. Overall, the school is made up of middle class, white families who live in the area.

When it comes to the students’ different abilities, she put the students in groups based on

Majority (75%) of the class originated from Somalia, Kenya, Ecuador, Portugal, and Philippines. Although all the students can understand English, 30% of the class consider English as a second language (personal communication, grade 3 and 4 teacher, 2017). The teacher (personal communication, 2017) also mentioned that a number of her students have low income families as evidenced by their eligibility to receive free access to extra-curricular activities like movies, arts, sports offered by the City of Toronto. We also observed that almost 20% of the students do not have appropriate winter wear and three to four of them skip lunch because they did not have food.

Singh (2005) also supported this idea by saying, "Often teachers know the value of certain visual aids, but they fail to utilize them to the fullest because they do not take time to plan their use (p.177).”

After completing the checklist in our book, and reviewing the NCLB subgroups, I believe I will focus on students with disabilities for my Family and Community Engagement Assessment and School-Community Relations Plan. As we know, NCLB subgroups include economically disadvantaged students, students from major racial and ethnic groups, students with disabilities under the IDEA, and students with limited English proficiency. In my district, we do not have any students that receive free lunch or would be considered economically disadvantaged. According to the NJ School Performance Report for my school, 92.5% of our students speak English as the primary language in the home, and 88.4% of students are white. Those that fall into the smaller percentages within these subgroups are varied, and it is difficult to focus on one ethnicity or cultural background due to there being so few students fitting into these categories. I could focus on any of these groups, however the population of students involved would be quite small. Regardless, the steps I would take to link school efforts to student learning would benefit all of these subgroups, even if the student population within them only included a few students.

Freedom Elementary is a Title I school with 99% of the students receiving free/reduced lunch. The entire school receives free breakfast and lunch. Sixty-nine percent of the students are minorities with African American students representing fifty-four percent of the population. Three percent of those students are homeless, two percent are ESL students, and eighteen percent are receiving special education services. The average student is almost two grade levels low in reading. These factors are crucial into closing the gap of students reading two or more levels below grade level. This plan will address the needs of Special Education students, English Language Learners, and the culturally diverse populations across grade levels.

In 2015, there were 795 students enrolled in the school that offers education in grades Pre-K through 5th grade. According to the School Digger profile on J.B. Sutton, 96% of the demographics of the student population are hispanic, and 4% of them are African American. The percentage of students receiving free and reduced lunch is 99.6%—which is staggering. Within my school, 70% of the students are Ells according to the “Beat the odds” website sponsored by the center for the future of Arizona. In 2015, the student to teacher ratio was

I have chosen to research data for one of the Dayton Public Schools’ buildings, Eastmont PreK-8 School. During the 2015-2016 school year, Eastmont had one principal, 42 teachers, and an average daily enrollment of 503 students, of which 100% were economically disadvantaged. During the 2015-2016 school year all students received free breakfast and lunch. The 503 students’ ethnicities were comprised of 349 white, 88 black, 37 Hispanic, 28 multiracial, and 1 other. Sixteen students were limited English proficiency and 127 students had disabilities. Eastmont housed students in grades preschool through eight, but currently houses students up to grade six.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

A source declares that augmented reality may be able to help people to learn a foreign language easily. Some people when they want to learn a new language they face a lot of complications due to the lack of vocabulary and difficulties with describing their ideas. Augmented reality promises to dissolve those obstacles by using multimedia documents. Learning a foreign language using portable devices may provide learners more options than they could gain from a teacher. Those learners decide where, what and when to learn (Liu et al.).