Christina Svenjak Final Paper I. Part 1 Ashley is a second grade ESL student.

She is a sweet girl who is compassionate toward her peers and teachers. Her love for animals reflect in the books she chooses to read as well as what she talks about. She always has a lot to say, and a lot of what she does say is very insightful and interesting. At such a young age, she is capable of holding a solid English conversation. Her hard work and perseverance shows strong through almost everything she does. Ashley can get frustrated sometimes, but after pushing her in the right direction, she is able to succeed fairly quickly. She can speak English fairly fluently, but her first language was Spanish. Her language is clear and she is able to speak well, but there are some proper terms that she has trouble with. This is due to her language background. A lot of her issues stem from the fact that she has a lot to say or write about, but she has trouble organizing them in a coherent fashion. She does very well when it comes to reading because she has very strong decoding skills. Her sounding out abilities are strong and she pushes through a lot of tough texts. Her comprehension isn't too strong because she often gets confused during the actual reading process. Her math is her weakest area. She had a lot of trouble with multi-step and breaking down long problems to get to the final answer.

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Part 2

IEP goals: Writing goal: 1.Within 8 weeks, A will improve her writing skills by concentrating on logical writing and cohesive concepts. She will use think alouds and questioning herself if it is logical. With 70% accuracy. As measured by formal and informal assessment. Reading goals: 1. Within 8 weeks, A will use read alouds to improve her pronunciation. She will be able to read fluently with the correct inflections through repetition. With 65% accuracy. As measured by formal and informal assessment. 2. Within 8 weeks, A will be able to read fluently and with expression through reading aloud in front of peers and faculty. She will be able to practice with repetition. With 65% accuracy. As measured by formal and informal assessment. Math goals: 1. Within 8 weeks, A will improve her problem solving abilities by taking each problem step by step. She will remember to break down each problem and work through it by following the correct steps. With 70% accuracy. As measured by formal and informal assessment. 2. Within 8 weeks, A will be more familiar with what math symbols mean and when it is appropriate to use it. She will utilize repetition with all of the types of math problems learned previously. Lesson plan 1: Topic: Introduction to Verbs Goal: Students will be able to understand and identify verbs.

Vocabulary: Noun: is a person, place, or thing Verb: is an action word Adjective: is a describing word

Objectives: Students will be able to identify verbs Students will be able to describe what a verb is Students will be able to identify the verbs in a sentence

Standards: ELA Common Core Standards: Conventions of Standard English Demonstrate command of the conversations of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

L.2.1.Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Materials: Chart paper Index cards Markers Highlighters Notebook Pencil Worksheets

Set-induction: The teacher will have a sentence written already on the board: o The boy is running fast. There will be three words highlighted in the sentence: o Boy/runs/fast The teacher will call on a student to read the whole sentence.

The teacher will re-read the sentence and ask the class to identify which of the highlighted words is a noun o The students have already learned about nouns and adjectives so they will be able to correctly identify these parts of speech in the sentence. The teacher will call on a student who is raising their hand and have the student come to the board and put the Noun Card under the correct word o The teacher will then review the definition of a noun: Noun: Is a person, place, or thing The teacher will do the same thing for an adjective o The teacher will call on the student raising there hand o The Student will come to the board and will put the Adjective Card under the adjective: o The teacher will then review the definition of an adjective with the class. Adjective: Is describing word There is one highlighted word in the sentence left: o The teacher will then explain that the highlighted word is a Verb o The Teacher will add the definition of a verb to the vocabulary wall.

Procedure: The teacher will then provide the class with an example of a verb by acting it out: o The teacher will do this for three words: o The teacher will then have the class add verbs to the list o If the students are having trouble the teacher can act out an action and have the children guess the verb After the class has added to the list of verbs the class will use the list to play charades. o The students can act out a word on the list and the class has to guess which word it is or the student can think of another verb. The teacher will model the first word The student to answer correctly first will get to act out the next verb. After the class has acted out some of the words the class will break up into groups to complete a worksheet where they have to identify the verbs in a sentence The class will break up into groups depending on their reading level. The class will read the sentence and highlight the verbs in the sentences. The worksheet have two parts: o Part1: This section has ten sentences. The students have to highlight the verb in each sentence o Part 2: This section asks the students to write three sentences using any of the verbs that we have listed on the board. o If the student finishes early you can have the child go back to the en sentences and label the nouns and adjectives in the sentences or you can have the child create three more sentences using more than one verb. Closing:

The teacher will review the worksheet with the students. The teacher will then call on three students to share one of the sentences that they came up with. o The teacher will have another student identify the verb in their peers sentence. The teacher will then review the definition of a verb to conclude the lesson

Differentiation/Modification: Visual: This lesson incorporates charts to organize verbs. The definitions for noun, adjective, and verb are displayed on the board for students to reference. The students also have handouts in front of them to see Auditory: Children are able to discuss in smaller groups which word or words in the sentence are verbs. They are able to discuss their answers as a class as well. Kinesthetic: Students will be able to act out the words to help better understand what a verb is.

Lesson plan 2: Grade/Subject: 2nd grade-ELA Type of Setting: Suburban Classroom Purpose: This lesson will reinforce childrens reading comprehension skills, as well as provide them with a more extensive understanding of story sequencing. They will become more familiar with the different parts of a story, how a story develops, and why order is important. Vocabulary: first, second, later, next, then, earlier, suddenly, meanwhile, last, finally, before, afterward, immediately, yesterday, now, tomorrow, epilogue (story vocabulary) Skills: The students will work together as a class to summarize a story that they have just heard. They will practice organizational skills, as well as further developing their writing, creativity, and independence. Objective: Upon the completion of the lesson, students will be able to identify the different parts of the story. They will be able to recognize the different transition words, where and when they occur, and the proper times to use them. Standards ELA Common Core Standards: Conventions of Standard English

Demonstrate command of the conversations of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

L.2.1.Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Pre-assessment: Prior to the lesson the teacher will ask the students if they know what transition words are and list them on the board providing any essential ones they might be missing. Lesson presentation Set-Induction: The teacher will introduce the story by showing the title, author, front, back, and sides of book to reinforce directionality. Next, the teacher will take the students on a picture walk. Finally, the teacher will ask the students to make predictions, recording their ideas on the board. Procedure 1. The teacher will read the story Chrysanthemum by Kevin Henkes to the class. 2. Next, the teacher will create a grand discussion by having the students go back to the predictions on the board, deciding whether or not they were correct, and asking the students to recall different things that happened. 3. Collectively the students will then have the students create a short summary of the story. 4. Using transitional vocabulary, the teacher will assist the students in dividing the summary into five sequential parts. 5. The teacher will then assign one student from each table to get one Story Strip Sheet, glue, a pair of scissors, and construction paper for each of the students at their table. 6. The students will copy the 5 sequential parts onto their story strip sheet, filling one part in each box. 7. The teacher will then instruct the students to carefully cut along the dotted lines. The teacher will walk around to monitor and make sure the students are cutting correctly.

Closure: To close this lesson the teacher will erase the summary from the board and ask the students to mix up the strips on their desk. Then the students will reorder them based on the summary and glue them onto their construction paper. The teacher will then allow each student to choose from one of four pre-determined stories (listed under materials), fostering their independence and individual choice. Assignment: For homework, the students will read their chosen book and come up with five sequential parts. Afterwards, they will record the different parts onto the blank story strip sheet provided to them. The students will also be instructed to underline the transition words

in each part, to show their understanding of the lesson. To enrich their creativity, the students will illustrate a picture that goes along with the story on the back or the sheet or on a separate piece of the paper. Materials: Paper Pencil or pen Scissors Glue Construction paper Chrysanthemum by Kevin Henkes Evaluation/Assessment: Since this an introduction to the transitional words, the teacher will assess the students understanding through class participation, and the homework assignment. Differentiated: The teacher has made accommodations to different learning styles in this lesson. The read-aloud will pertain to those students who are visual and auditory learners. The visual and tactile learners will be accommodated through writing the story strips, cutting out the strips, and drawing an adjoining picture. Resources: Chrysanthemum by Kevin Henkes Interventions/Observations/Improvements I have found a lot of successful plans that allowed Ashley to be much proficient in all her academics. The most success has been from guided reading practice. I would focus her on reading parts of a text out loud and coaching her on sounding out strategies. I will usually start the period with a book that is on grade level then once she finishes that proceed to books that are above. It is easy for students to stay stagnant in a reading level, so it is important to continue to move her up. She has jumped a reading level since I started working with. Her issue really came from her literal responses to everything. It comes from her ESL background, so I am trying to switch her thinking a little bit by having her think more abstract. It isn't easy to do, but I really try and make her sit and think over some higher level thinking questions I give her after reading. I have found that sometimes, all students really need is to contemplate every angle; think outside

the box. This has been a struggle for her, but I think that her abstract thinking skills has become more defined since doing this. My goal for her also had to do with reading aloud. Her confidence has been building with her alone sessions with me, so because she feels more comfortable, I have seen her even helping her own peers with problems reading. Because she normally reads out loud to me, she is slowly feeling that she is able to read aloud to her peers as well. Before I started working with her, my cooperating teacher had the students read a play out loud in front of everyone. She was very shy and did not speak loud enough. Her fluency was very staccato and did not flow. Since I have been working with her, she has improved a lot. I also like to sometimes read parts to her and emphasize how I sound when I read and she should emulate it. I tell her to pretend she is a teacher, which he liked a lot. I think that writing is difficult for her because she has so many ideas in her head and cannot put them together cohesively. The ideal way for her to do this is to start with a graphic organizer in any writing situation. Even if it is a retell, I will have her plan out her topic sentence, her three supporting details, and the concluding sentence in some sort of organizer. Without it, she goes all over the place. My main goal for pushing constant graphic organizers on her is in the hopes that she will do them on her own, then be able to do them in her head. At this point, most adults can organize their thoughts, but for larger projects at least she has this skill of writing out her plan. It is tedious, and there are times that she got frustrated and a little annoyed, but by the end, her pieces were well written and completely made sense together. She was so happy with many of her results. There is still some trouble with basic spelling and grammar, but that is expected with any second grader. I try to relate spelling back to her sounding out skills while reading. I tell her it is ok to make a mistake and that is what proofreading is for. My main concern came from her grammar. As any second would, she writes how she talks. It was a lot of

"likes" and "you knows" which when I read back to her, she recognized that it wasn't proper. It is good that she was able to recognize it, the next step is to continue to be self aware. I have found that math is her weakest area. My main concern was to really focus her with taking each problem step by step and breaking it all down. Even in second grade, it can be very overwhelming to see a large word problem or a long equation and not know where to begin. It is also easy to forget what steps to use when moving onto a new topic. Memorization is the easiest route to go, but I would also try and make up little rhymes or songs to help her remember. She was a little awkward at first, but I think that especially when focusing on that topic, she was able to pick up the process a lot better. Students in general often forget to look around the classroom and get help from the posters that were made, so it needs to be in their heads. I think that type of consistency that she received helped her problem solving overall. I also really needed to go back and review basic math concepts. This meant drilling what math signs meant, what key words could be found, and how to even write out the answer correctly. Math is all about practice, and even getting some extra attention, I saw her ability rise dramatically. Math is also difficult for some students. There are some who can think logically in that respect, and then there are some who have a lot of trouble. This is where the review and practice comes into play.

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Part 3 Ashley needs to continue on all of the goals because she is continuing through her

education and everything I have focused on is the building blocks of future lessons. She should always continue with her reading and comprehension skills, but I think the focus as far as ELA is concerned should be her organization ability, specifically when she writes, but even organizing her thoughts in her head. Ashley also should continue her practice in math. Repetition really

should be the focus in any lesson for her. Even some outside help with constant repetition will allow her to really improve in every aspect. After working with Ashley for all of these weeks, I have really found her to improve drastically overall and am very proud of her successes.