O’Rourke 1

Amanda O’Rourke
Professor Yochim
EDUC2241-005
24 February 2019
Signature Assignment
Part One:

As a teacher in Brick, New Jersey, my second grade students are from middle and upper

class families. My classroom is on the first floor of our school, adjacent to the resource room.

My class is made up of twenty-two students ranging in age from seven to eight years old. We

have ten females and twelve males. Four of my students, two males and two females, are

classified already. Only fourteen of my students are on target for their grade level in Language

Arts, Mathematics, Science and Social Studies. My four students who are classified already

participate in a pull out program for assistance in Basic Skills within Language Arts and

Mathematics. This leaves my classroom with eight students below grade level, and includes my 4

students who are already classified.

Jeremy is an eight-year-old male in my class who appears to be having a tough time

understanding concepts and performing within my classroom. Jeremy is from a Spanish family

who resides in Brick, he is one of four children. When given homework, he often comes in with

only the multiple choice questions done where he selects “B” or “C” as every answer for the

questions. When being asked questions about our reading story for the week on Day three, after

we have read it aloud as a class each day and have read it twice at home as homework, he stares

blankly and often cannot articulate the answer. When he does answer questions on his

homework, it is in a jumbled mix of Spanish and English, and often articulated incorrectly

anyway. His reading tests, spelling tests, and homework even with modification still only

average approximately forty percent as an overall grade.

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His mathematic skills are almost at grade level, however with the extra assistance and

modifications he will be on target. His math skills are strong, however when explanations of

concepts are given in Spanish, which I have tried, he understands completely. When his math test

and homework directions are read orally in Spanish, he gets 85-100% on his math tests and

homework.

In conclusion, Jeremy responds well to being read directions and tests in Spanish, he also

responds very well when his tests are in Spanish all around. That being said, my main

modification would be to begin to offer his tests in Spanish to see if he understands the content at

least and move forward from there.

Part Two:

My philosophy of education is that every child deserves an environment where they are

educated and can strive to grow physically, mentally, emotionally and socially. It is my utmost

goal to make sure I create a safe environment where students can develop and meet their full

potential. All children are unique and bring something special to their classroom and their

education. I will present curriculum that targets different learning styles in order to make sure

every student is successful in my classroom. I will use hands on learning, projects and themes, as

well as individual work that will keep my students engaged and active in learning with their

personal learning styles that best suit them. As an educator I strive to encourage mastery and

competency of content, transformational learning for my students, the goal of being a lifelong

learner, and critical thinking.

I intend to assess student growth not only formally but informally as well, where every

assignment is not necessarily a grade, but a reinforcement of skills learned. I personally believe

each student is entitled to a portfolio, where a collection of work shows what type of student they
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are, where they perform the best, what assignments they excel upon and what assignments they

struggle with. Not every child is a great test taker, some children perform better within a

presentation. For students who need it, I am willing from day one to offer modified versions of

assignments as well as alternative assignments to best fit the student variability within my

classroom. For students with extensive needs, I am willing to free my time for them in order to

support their success in any way possible that I can.

I will continue to grow as a teacher by being open to learning new things and processes.

My attitudes towards teaching and learning changed positively over time, this is the career I

know that makes a difference in a young child’s life. I will learn new skills by attending every

workshop offered, by furthering my knowledge by collaborating with cohorts, by taking classes

where I feel I need more assistance, but most importantly I will observe great teachers so I can

model their characteristics.

Part Three:

As far as academic and cognitive needs, my goal is to get Jeremy to be able to understand

written directions and questions for purposes of tests and assignments. Jeremy responds well to

being read directions and tests in Spanish, he also responds very well when his tests are in

Spanish all around. That being said, my main modification would be to begin to offer his tests in

Spanish to see if he understands the content at least and move forward from there. I would also

like to focus on vocabulary with Jeremy as well so he understands what is being asked of him in

directions. For example, words like identify, explain, etc. Another goal would be to slowly

introduce his tests in both Spanish and English, so for example, a ten question test would have

two questions in English, then the next time around three, and so on to see how he responds.
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I would also like to focus mainly on literacy competence because in mathematics, the

processes are being retained, his difficulty resides in reading the directions and questions. I

would like to work on his ability to retell stories and use sequencing. The application

“StepByStep Sequencing for Kids and Adults Freemium” on the IPad will help him learn

what sequencing is by using everyday tasks like getting dressed, etc. I have my students do

a sequencing activity when we read our story for the week on day two, where they draw the

sequence of the story. I would like Jeremy to keep this activity next to him when we read

the story so he can reference it and be able to understand how to retell the story based on

the sequence of the story. This will also help him learn to paraphrase and summarize the

story each week by learning the sequence and ability to retell. Jeremy is very strong when it

comes to answering “Who, What, When, Where, Why and How” questions orally and written.

As far as the ability to find evidence in text, he struggles. This lies within his inability to

understand the vocabulary. I would like to have Jeremy listen to the audio book of our story and I

will give him a copy each week to bring home. I believe he lacks the parental assistance at home,

most of his homework help comes from his older brother. With this, I believe there will be

positive results in better understanding the story. He can use the tape to follow along with the

text, I will also give him a paper copy of our story so he can learn to highlight important parts of

the text in order to better assist his ability to find evidence in the text.

As far as his social, emotional and behavioral needs he seems to be meeting them all. He

is not a disruptive student, he asks questions when he needs clarification, although on some

occasions he does get frustrated, but he is reminded to take his time, relax, take a deep breath and

I also offer my assistance in helping him articulate answers. As for his social abilities, he has
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many friends in class and in the school as a whole, as well as his siblings who also attend our

school.

His communication skills are very effective, when he speaks, he speaks in English on

target for a second grader. By hearing him speak, you would never be able to know he does not

speak English as his first language. He only really lacks strength in vocabulary which are more

complicated words, which support is being offered for.

(Attached Separately)
UDL Tools - All Grades. (n.d.). Retrieved from https://www.theudlproject.com/udl-tools---all-
grades.html

As far as UDL, for representation students will use Think-Pair-Share after we listen and

watch our story. They will talk about the story and how they believe the events should be

sequenced. They will also discuss where events could be confused for one another and why. For

Representation we will use echo reading as a class, as we read a line of the story, my students

will repeat this line as well. This helps them to develop fluency, expression and decoding skills.

Lastly, for expression my students work great with sticky notes. They place the sticky notes on
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important places in the story and take a short note, so when they go forth with the activity they

have the ability to look back on their sticky notes. They can use these to organize their ideas and

process information. These are all proven UDL strategies that work for students.

Jeremy will be one of my students who receive the worksheet with modifications. His

worksheet will have the captions of the events for him to draw. Jeremy will be placed where he

can see best and hear best for the video purpose. His group will be strong readers so he will have

assistance. I will have my students each choose a task when put into the groups for group work.

Jeremy’s difficulty in vocabulary and literacy competency will arise problems within

other academic areas because of his inability read and understand directions. Socially and within

his language development, he will have a difficult time expanding his language, thus causing s a

language barrier. By encouraging him to use other vocabulary in his everyday life, he will benefit

and learn to understand the role language plays in everyday life.

Part Four:

Xin, J. F., & L. Affrunti, R. (2019). Using iPads in Vocabulary Instruction for English Language
Learners. Computers in the Schools, 36(1), 69–82. https://doi-
org.ezproxy.stockton.edu/10.1080/07380569.2019.1565888

The purpose of this study was to examine whether English language learners (ELLs)

would increase their vocabulary scores in the areas of word recognition, word meaning, and

word application when iPads were used during vocabulary instruction. Five third-grade ELLs, at

risk of being diagnosed as having learning disabilities, participated in the study.

All students demonstrated low test scores in learning vocabulary words during the baseline.

During the intervention, 36 vocabulary words selected from the third-grade's Dolch word list

were taught and practiced using the iPad application Learning Touch, First Sight Words Pro.
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All students were assessed and their vocabulary scores increased in the areas of word

recognition, word meaning, and word application. Using the iPad and iPad app appears to

provide a potential avenue for ELLs in learning English vocabulary words. This study shows the

use of technology in the classroom as a benefit to English Language Learners and English as a

Second Language students.

Jimerson, S., Patterson, M., Stein, R., & Babcock, S. (2016). Understanding Educational Success
Among Latino/a English Language Learners: Factors Associated with High School Completion
and Postsecondary School Attendance. Contemporary School Psychology (Springer Science &
Business Media B.V.), 20(4), 402–416. https://doi-org.ezproxy.stockton.edu/10.1007/s40688-016-
0100-3

According to this source, beneficial teaching methods for these students are the use of

visuals and group work. Visuals, such as pictures or graphic organizers, are helpful at all stages

but most specifically the earliest levels of proficiency. No matter whose definition of the lower

levels that we refer to, it is clear that ELLs at the lower levels of proficiency rely heavily on

visual aids to construct meaning and learn language. Ongoing research cites the benefits of group

work for ELLs, because cooperative learning involves communication between all group

members. ELLs can benefit from the social and academic interaction with their native speaking

peers in small group collaborative work.

Broderick, M. (n.d.). Proficiency Levels of English Language Learners. Retrieved from

https://www.hotchalkeducationnetwork.com/english-language-learners-proficiency-levels/

According to this source, Jeremy will be at least at a Level 3 or 4 by the time he leaves

my classroom. At Level 3 Proficiency, Jeremy will be able to Ability to use and understand a

series of related sentences in oral discourse. Ability to use and understand simple written English

but errors at times impede meaning. Ability to use general and some specialized vocabulary.

Level 4 of proficiency is Ability to use and understand a variety of complex sentences in oral
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discourse. Ability to use and understand written English at grade level with instructional support.

Ability to use some specialized and technical vocabulary.

My intervention plan addresses the needs of your student to the best of my abilities. I

chose to partake in a plan that would not overwhelm my student, but instead assist him in the

same activities his classmates partake in. This also does not involve me pulling him out of class.

The activities and modifications do not give him an advantage; however, it does level the playing

field with his peers. He will still feel a part of the class without being pulled out so socially this

will also help him. This plan has all of his areas in concern with a solution.

I will ensure that the plan is effective by checking and modifying the plan every week. I

will see what goals Jeremy reaches, and what he still needs to reach. His plan will be modified to

his needs as they arise. This plan does reflect my teaching philosophy because my philosophy of

education is that every child deserves an environment where they are educated and can strive to

grow physically, mentally, emotionally and socially. It is my utmost goal to make sure I create a

safe environment where students can foster and meet their full potential. All children are unique

and bring something special to their classroom and their education. I will present curriculum that

targets different learning styles in order to make sure every student is successful in my

classroom. For example, my use of video and audio in my lessons. I will use hands on learning,

projects and themes, as well as individual and group work that will keep my students engaged

and active in learning with their personal learning styles that best suit them. The use of group

work plays such a major role in socially developing students and helping them learn how to be a

part of my team. My goal is to bring concepts far beyond the classroom, which is why I made

this plan in the manner I did. I intend to assess student growth not only formally but informally
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as well, where every assignment is not necessarily a grade, but a reinforcement of skills learned.

Not every piece of work a student does will reflect in a grade, but rather an inventory of skills of

where the student is at. For students who need it, I am willing from day one to offer modified

versions of assignments as well as alternative assignments to best fit the student variability

within my classroom. Modified assignments will vary student to student based on their needs,

like for Jeremy. For students with extensive needs, I am willing to free my time for them in order

to support their success in any way possible that I can. There should be no reason that school

takes away from social time for the students, no matter their needs. I am here as a resource, not

to make life harder or more complicated.

Part Five:

I possess several inter- and intra- personal skills which will help me address the learning

variabilities and challenges of my students. As far as interpersonal skills, I constantly be

collaborating with all of my resources in the school who work with my students. My ELL/ESL

teacher, the Spanish teacher, their resource room teacher, etc. are examples of people I will

constantly be collaborating with to help find new ways that work best for my students. I will

always have a positive attitude for my students and their families especially by collaborating

with the family about their child. A positive attitude will help make a safe space for my students.

As far as my intrapersonal skills go, they will be kept outside of the classroom. My personal

thinking and beliefs will be put aside for the success of my students. Personally, I believe every

student has the potential to succeed if they work hard enough, and I will be there to help them

reach their full potential. In the article “The Promise of 2 Language Education”, A common

misconception of teaching ELLs is we are trying to conform them to strengthen only the English

language, which is untrue. I am supportive of a 2 language education because I feel that students
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should be strengthened in their home language as well. By mastering a certain language, it makes

mastering another that much easier. It is also important to note the decline in people being

proficient in being bilingual. My goal is to develop my ELL students further, not conform them

to American concepts. In the article “Family Partnerships”, I am a firm believer in making family

presence an important staple in school events and classrooms every year. By establishing a

relationship not only with students but their families as well, teacher’s create a better bond where

the student’s success is their main priority. By encouraging parent presence and active role,

teachers create a successful student-centered community and show their willingness to work with

parents and every outlet to make sure their child succeeds.

This assignment has assisted me in developing my growth in our essential

learning outcomes. I have grown in the area of ethical reasoning where I have begun to develop

knowledge and understanding of the needs of individuals with developmental and learning

disabilities. After learning the legislation that supports inclusion of those with disabilities and

challenges, I have learned to reason with statements in an ethical manner. I have also learned

how to develop IEPs for students individually. I ask myself, Is this ethical? Is this right? What

should be done? What is being done? I have become more aware of the importance of

understanding the needs of individuals with developmental and learning disabilities and

challenges and their need for additional support. Inclusion itself raises the bar for ethical issues,

where people were not always given the right to an education if they had a disability as well as

given the proper support if needed. This course has taught me that ethically, especially as a future

educator, I had the responsibility to understand ethical reasoning completely by the end of this

course.
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I have grown in the area of critical thinking as well where I have begun to demonstrate

effective problem solving on educational issues and topics relative to inclusion. For example, the

videos watched each chapter that raised questions each time. These videos helped me move past

the surface and dig deeper to ask more critical questions and have a better understanding of these

videos and articles from a critical point of view. By encouraging more critical thought processes

with the course content, I have learned that this form of thought created a different interpretation

of the videos and the articles. After learning how to think critically, I have been able to apply this

in my other classes and in my lesson planning. I have learned how to to use UDL strategies to

help my students critically think and understand their content. This project had me use critical

thinking skills when applying certain aspects, like the lesson plan and my philosophy as a

teacher. I had to critically think about who I am as a future educator and my goal as an educator

for students.