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  • Eslrationale 1

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    Katherine Rolfe Evidence of student learning (ESL) project consisted of a portion of a unit plan that I created during my internship. The unit I focused on for the ESL was the Common Core kindergarten standard of decomposing numbers within ten. In creating the project I had to make modifications for three of my students with IEP's, to best suit their needs.

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    Katherine Rolfe Evidence of student learning (ESL) project consisted of a portion of a unit plan that I created during my internship. The unit I focused on for the ESL was the Common Core kindergarten standard of decomposing numbers within ten. In creating the project I had to make modifications for three of my students with IEP's, to best suit their needs.

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    28 vues3 pages

    Eslrationale 1

    Transféré par

    api-308971036
    Katherine Rolfe Evidence of student learning (ESL) project consisted of a portion of a unit plan that I created during my internship. The unit I focused on for the ESL was the Common Core kindergarten standard of decomposing numbers within ten. In creating the project I had to make modifications for three of my students with IEP's, to best suit their needs.

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    sur 3

    KatherineRolfe

    EvidenceofStudentLearning
    Rationale
    TheEvidenceofStudentLearning(ESL)Projectconsistedofaportionofaunitplanthat
    Icreatedduringmyinternship.Creatingunitplansispartofeverydaylifeasaneducatorthat
    requiresateachertoknowandunderstandthecurriculumthelearners.IncreatingtheESLI
    neededtotakeintoconsiderationmystudentspriorknowledgeandunderstandingofkey
    elementsneededforbeingsuccessfulintheunit.TheunitIfocusedonfortheESLwasthe
    CommonCorekindergartenstandardofdecomposingnumberswithinten.Priorknowledgeand
    understandingofadditionandsubtractionwasneeded.Beforethisunitanassessmentof
    performedtoensurestudentshadthenecessarybackgroundtomoveforward.Duringtheunit
    observationaldatawastakentodirectinstructionandgroupings.Attheendoftheunitan
    informalassessmentwasgiventoassessstudentslearningoftheskillofdecomposingnumbers.
    ModificationsweremadetothelessonforthreestudentswithIEPs,tobestsuittheirneeds.
    IncreatingtheESLprojectIhadtomakemodificationsforthreeofmystudentswithIEPs.For
    oneofthestudents,theyareworkingwithnumbersenseandunderstandinghowtocount.The
    othertwostudentshavegoalsfocusedonworkingwithbeingabletomakegroupswithten.
    Duringtheunitinstructionfocusedontheirindividualgoalsandnotdecomposingnumbers.This
    supportsmyknowledgeofCECstandardone,three,andfive.InthesestandardsIneedto
    understandmyindividualstudentsandtheirneeds,knowingthecurriculumandincorporating
    meaningfullearningforallstudents.

    CECstandardtwo,focusesonincludingallindividualswiththelearningprocess.During
    theESLunitIworkedwithmysupportstafftoensurethatallstudentswereincludinginthe
    grouplearning.Threeofthestudents,aspreviouslystated,havegoalsthattheyworkedonduring
    thelessons.Theywereabletoreceivetheirinstructionalongsideofpeersduringthe
    decomposinglesson.Thiswasmadepossiblebyhavingsupportstaffsittingwiththemduring
    smallgroupinstruction.Thestudentswereactivelistenersduringinitialinstructionand
    participatedwhenpossible.OncestudentsinthegroupmovedontomoreindependentworkI
    wouldwork1:1withthestudentontheirowngoal.IfIwasworkingwiththegroupthena
    supportstaffmemberwouldworkwiththemontheirgoals.
    Ineededtocommunicateclearlyanddirectmysupportstaffontheindividualinstruction
    toensureconsistency.ThisdemonstratesmyunderstandingofCECstandardsix,providing
    guidanceanddirectiontoparaeducators,tutors,andvolunteers.
    DuringtheESLunitIconductedinformalandformalobservationalassessments.CEC
    standardfourfocusesonanunderstandingofassessmentsandusingthemappropriatelytoguide
    instruction.IntheESLforeachlessonobservationalnotesweremadetodirectthefollowing
    day'sinstructionandgrouping.AftertheinitiallessonIregroupedstudentsaccordingtothose
    whoneededreteachingoftheinitiallessonandtothosewhowerereadytomoveontotheday2
    lesson.Thefinallessonconsistedofformalobservations,whereIwaslookingforspecificskills
    tobedemonstratedbythestudents.
    IntheplanningoftheESLunitIworkedwithmyspecialeducationcoteachertoensure
    appropriateinstructionwasbeinggiven.ThissupportsCECstandardseven.Instandardseven
    oneneedstobeabletocollaboratewithotherstoensureappropriateinstructionisbeinggiven.

    AftercompletingtheESLprojectIfeeltohaveastrongerunderstandingofplanningfor
    allmylearners.Ifoundthatintheplanningprocessitwasastruggletoensurethatalllearners
    wereincluded,despiteindividualgoals.Thisisaconstantstruggleinmyclassroomthisyear
    sinceIhavethreestudentswhohavegoalsthatarebelowlevel.Weworktoensurethattheyare
    beingexposedtothekindergartencurriculumwhilestillreceivinginstructionontheir
    individualizedgoals.

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