Emily Goss Basic Classroom Plan What age level and subject area is the student?

2/13/14

The student is at the High School grade level. The student does not identify what subject area he is attending at his new school. I assume at the High School grade level that he will attend most of the core classes including language arts, history, mathematics, science, and some form of language.

Does gender make a difference? Yes, I feel gender does make a difference when teaching students from foreign countries with limited language skills. I feel gender is important because it allows teachers to relate curriculum and instruction to the students needs. When writing home to his mother, Travis discussed how he was wearing baseball apparel. Knowing that Travis enjoys baseball can allow the classroom teacher to relate instruction to baseball or other activities Travis enjoys.

What cultural knowledge would be relevant? Knowing where the foreign or ELL student is from can be very relevant to the classroom teacher. Before providing the student with instruction, the teacher needs to understand the students background, learn about his culture, and try to relate to his life.

Does the content knowledge need to change? I feel the content knowledge does not need to necessarily change, but it needs to be adapted in a way that allows Travis to understand the material. Additionally, more content will need to be taught to Travis to prepare him to understand content being taught to his peers. I feel Travis will need to learn an additional amount of content that provides background for content being taught in class. I feel that Travis will not struggle as much with mathematics and science, but when being taught history and language arts background information will need to be taught before he can learn what his peers are being taught.

What are some ideas for differentiation? Ways to differentiate instruction for Travis include coming up with creative ways that can help him understand key material and show what he understands in a way that matches his communication level. Instead of using formal assessments to test Travis in class, informal ongoing assessments can be used to assess what he already knows and what he understands in class. Collaborating with all of Travis teachers is another

important form of differentiation that can be used throughout the classroom setting. If all of his teachers collaborate with one another, they can work together to help provide successful instruction to Travis. Small groups or working with peers is another way to provide instruction to Travis. Working with his peers can allow him to interact with other students, as well as work with individuals with different ability levels. Providing class materials in Travis first language also allows Travis to learn the same materials as his peers as he continues working on his language skills. What learning materials would be most effective? Learning materials that have both the language spoken in class and Travis first language on them will be most effective in the classroom. If Travis is given a worksheet with the language spoken in class, he will be lost throughout instruction simply because he does not speak the language. By providing additional materials, including textbooks with some English and visual aids, it can allow Travis to follow along with what the class is being taught. Additionally, the teacher needs to provide Travis with assignments that meet his language proficiency. He should be given worksheets and homework assignments that are adapted to his needs and abilities.

Would you need to use different classroom management techniques? I feel that the same classroom management techniques can be used as long as the student can communicate on some level in the language spoken in class. If the student can understand certain native words spoken in class, I feel he will be able to use the same classroom management techniques as his peers.

What are your learning expectations for the student? I have the same learning expectations for all of my students. I do not expect less from students with limited communication skills. I expect this student to work hard and at his own rate to complete assignments and learn the curriculum being taught in class. Although I have the same learning expectations for all my students, I dont expect all my students to learn the same way or at the same rate. By the end of the school year I just expect each student to understand the content taught. For Travis, I also expect him to improve his language communication skills by the end of the year.

25 Minute Lesson Plan: When completing a language arts assignment, I would provide Travis with the text written in both English and the native language spoken. Doing this can allow Travis to follow along with the class, but also allows him to understand the class material. After reading the text, the class can answer comprehension questions about the text. The questions Travis receives can be adapted or shortened making it easier for him to answer

them. When answering comprehension questions about the text, Travis can be provided with cues and visuals to help him answer the questions. In addition, the teacher can provide Travis with some extra assistance when his peers are working on their own assignment. The teacher can also ensure she gives Travis enough time to complete the questions in class before moving on. When the class comes back together to go over the questions, the classroom teacher can prompt Travis to answer one of the questions they discussed together.