TPE 7 Summary

In order to be successful as a teacher at El Modena High School, It was important to know and
use English Language Development principle and instructional practices, look at students prior
learning and background and analyze students errors in oral and written language to develop
student literacy in English and provide instruction to students language abilities. Although I
didnt have too many English Language Learners in my Classes, Strategies known for helping
English Language Learners are also successful in working with students with disabilities. As you
can see in earlier TPEs I have done a lot to analyze student work and get to know my students
abilities. This was important so I could design instruction and worksheets like seen on this TPE
as evidence to support my students where they needed the most support. When students would
write or verbally say something that was not correct, I would always model the correct way of
saying things by saying better language would be . This was helpful for the students because
then I would have them repeat it orally or if it was their writing I would meet with the
individually to go over this.

In my first piece of evidence, which is a PowerPoint I used the G.L.A.D. strategy of Observation
Charts. This can be seen on slides 2-5. This is done as a pre-teaching strategy to introduce new
vocabulary to students with pictures. Students use paper and pencil to write down a prediction,
statement and a question about what they observe in the pictures and what they think they mean.
This was extremely helpful in helping students to understand the vocabulary before it was even
taught or read about in the text. I found that my students really liked this strategy. You can also
see the ELD strategy of adding lots of pictures to my slides in order for both my English
Language Learners and my Students with Disabilities to better understand the content of my
PowerPoint and topic.

The next pieces of evidence that have been uploaded were done to both assist Student with Mild-
Severe disabilities and English Language Learners. These work sheets had both the words and
pictures. Although, they were printed in black and white, each group got one colored version of
the word and picture chart. These assignments and worksheets went along with our sink and float
lab. I designed these so that each student regardless of the language and academic abilities, they
could easily identify each item and word used for that items being tested as well as spell each
item independently. This sheet also included the concepts of "sink" and "float" so students were
able to understand what these words mean and identify correctly which items sink and which
items float during the experiment.