Form: "*Designing Instruction Task* v.

2009"
Author: Aubrey Curran
Date submitted: 06/29/2017 0:23 am (PDT)

Response is required

Before beginning this task, read the complete directions provided

in the CTC TPA Candidate Handbook.

Step 1: Academic Content Selection and Learning about Students

Directions:
An important step in planning instruction is to learn about your students. Select one class, one content area, and the state-adopted
academic content standards or state-adopted framework (if your single subject content area does not have content standards) for this
task. Respond to the questions below about this class, unit of study, and how you learn about the students.

A. Academic Content Selection

Grade Level

2nd Grade

Content area

Mathematics

Subject matter

Operations and Algebraic Thinking

1. List the state-adopted academic content standards or state-adopted framework that you will
cover for this unit of study.

California Common Core Standards (CCSS.MATH.CONTENT)

CCSS.MATH.CONTENT.2.OA.B

-Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers
CCSS.MATH.CONTENT.2.OA.A.1

-Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
2. Describe the unit of study that addresses those standards.
 Throughout this unit of study students will learn mental addition and subtraction techniques
from previously learning about the 'make a ten' strategy. They will learn how to count using the
biggest number first, followed by adding the lesser. As for bigger numbers, students will learn
how to regroup numbers so that they are much more friendly to add or subtract. They will also
use chips as a manipulative to grasp the mental representation of amounts while adding and
subtracting. Finally, they will be able to solve word problems using reasoning, mental math,
and physical representation.

3. What is (are) the academic learning goal(s) for this unit of study?

Learning Objectives

-By the end of this lesson students will learn how to add and subtract using mental strategies.

-The students will learn faster and more efficient ways to add and subtract bigger numbers.

-Students will learn to use their critical thinking and deeper understanding to solve word problems.

Class Information
Age range of students

7-8 years old

Number of male students

14

Number of female students

11

Total number of students

25

B. Student Characteristics

Linguistic Background
1. What information that may influence instruction do you want to learn about your students?

-What the primary language spoken at home is

-English language learners and what their level of proficiency is

-How many years the student has spent speaking English

-The linguistic level of the students (above, at, or below grade-level)

2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.

To learn as much as I can about my students linguistic backgrounds I will gather information from their CELDT
tests, which will tell me their proficiency level as well as how long they have been learning English. Additionally,
I would send home a beginning of the year survey written in their L1. This survey would be for the parent or
 guardian to fill out containing information about the students home culture and language preference.

3. How will you use this information in planning academic instruction in your selected content
area?

I will use this information to help adjust my lessons to allow for pre-teaching of vocabulary and concepts. I will
also use this information for differentiation purposes and splitting students into a proper group based off of
their linguistics development.

Academic Language Abilities, Content Knowledge, and Skills

1. What information that may influence instruction do you want to learn about your students?

-How my students performed on the 1st grade district assessment exam

-Each student's preferred learning style
-Students past scores on tests and any special testing given to them
-How much of the instruction will they be able to understand in English

2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.

I will access each of my students CELDT for testing information to tell me how they score in each content area.
I will also access teacher notes that pass on with each student through the years to find out their development
in their classroom. I will also ask past teachers to clarify if I have any questions from the CELDT files and what
seemed to help them in their classroom with the given student or students. Finally, on the home survey that I
send home to all the parents and guardians will have an area about areas they think their student needs to
improve in, or struggle with homework in.

3. How will you use this information in planning academic instruction in your selected content
area?

The information will allow me to adjust my lessons to best meet the learning styles and needs of all my
students. If students have shown advance learning in the past grade-level I will create a plan that requires
higher-level abilities to challenge those students. I will also use this information to find new ways to teach
methods to reach struggling students.

Physical, Social, and Emotional Development

1. What information that may influence instruction do you want to learn about your students?

-What students require special attention

-Whether students perform better in a small or large group environment
-How students respond to difficult material or content
-Do they get along at all with other students
-Any sensitivities to the classroom environment

2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.

I will have a one-on-one meet and greet with each of the students in the very beginning of the year to asses
where they are academically and figure out what their needs are this year. I will have a meeting with the school
psychologist and/or the school resource teacher to consult on students individual needs. I will also send home a
survey with a section including the development of their child in their perspective to obtain more information
about the home behaviors and what has helped them succeed in the past.

3. How will you use this information in planning academic instruction in your selected content
area?
 With this information I will be able to place students in an appropriate room environment to fit their individual
needs. I may also determine from the information if I need small group assistance or one-on-one assistance for
students and what students fall into needing the assistance. It will also help me group students in similar levels
for rotation times which allows me to focus on the specific needs of those five students.

Cultural and Health Considerations

1. What information that may influence instruction do you want to learn about your students?

-Any religious restrictions that need to be taken into account; may affect activities or seating arrangements
-The students cultural background
-Any allergies
-Physical, emotional, or health issues the student may have
-If they are able bodied enough to move freely throughout the class for activities

2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.

In the beginning of the year I will have the students fill out a personal survey that I will keep as a reference for
the year. Besides specific questions it will have an area that is black for the students to tell me anything else
they think I should know that was not listed. I will also have a follow up one-on-one during rotation time as
previously mentioned. An additional way myself, and other classmates will get to learn about each other is
through a cultural assignment I will have in the first month of class. Students will get to create a poster about
where they come from, what foods they typically eat, and how they dress.

3. How will you use this information in planning academic instruction in your selected content
area?

Culture plays a large role in students lives so I will use that information to help me relate information to given
cultures and be aware of what instructional material I should be careful of based on the cultural background of
my students. The health information will allow me to know if I need to keep an eye on a student, keep certain
foods or items out of my classroom, or provide a student with time to go to the nurses office during the day for
medication or help. Knowing if the student and family follow any fasting traditions or cultural observance days
will additionally be helpful in class.

Interests and Aspirations

1. What information that may influence instruction do you want to learn about your students?

-Students career goals

-Student's personal goals
-Students hobbies
_Student's goals they wish they could do in the future, but have not yet
-Students who participate in extracurricular activities, what activity, how often, and for how long each night

2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.

This will be attained fairly well in the first month of school through conversations, surveys, one-on-ones and
parents surveys. I will have students fill out a get to know me worksheet with a section for goals, interests,
hobbies, and extracurricular activity. I will also have a section on the sent home, home survey about students
time commitment to extracurricular, students goals, and their hobbies written from the parent or legal
guardians perspective.

3. How will you use this information in planning academic instruction in your selected content
area?

With this information I will be able to incorporate the students interests and hobbies into my lessons to create
interesting and fun lessons that engage the students interests in my classroom. Knowing a students
 extracurricular schedule and the time they spend doing those activities will help me determine the amount of
time outside of school a student has for homework and make-up work (if needed) to complete and if certain
students are going to have no time to complete homework assignments.

Step 2: Learning about Two Focus Students

Directions: Select two focus students from the class you identified in Step 1. Select one student who is an English learner and one student
who presents a different instructional challenge. Use some of the methods you described in Step 1 to learn about these two students.
Consider your selected content area and subject matter when describing what you learned about the two focus students. Complete the
section below. In each box include:

a description of what you learned about each of the students

an explanation of how the information will influence your academic instructional planning.

Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction in the target language
may choose another student with a different instructional challenge rather than an English learner.

Student 1: An English Learner

Gender

Female

Age

7 years

1. Why did you select this student?

Nargas is a female student in the second grade who moved here from Afghanistan a month before kindergarten
started. Prior to moving to the United States she had never spoken or heard a word of English, nor had she
ever attended school. Nargas is in the middle of her second grade year and she now speaks English very well,
she is a very hard worker, and has made friends. However, according to her CELDT scores 'early intermediate'
in every category. I chose this student because she is very confident in school, but is at a great disadvantage
just recently moving here and having parents who have not yet learned English.

2. What did you learn about this student's linguistic background?

From talking to the student I learned that she had no prior experience with English while living in Afghanistan.
Her whole family at home only speaks Farsi, and are not able to communicate with anyone in the community
without Nargas to translate. Having just learned English from immersion at school, she is very advanced.
However, according to her CELDT scores and compared to her classmates she has been slightly behind and not
improving. With this information I will be able to incorporate the students' interests and hobbies into my
lessons to create interesting and fun lessons that engage the students interests in my classroom. Knowing a
student's extracurricular schedule and the time they spend doing those activities will help me determine the
amount of time outside of school a student has for homework and make-up work (if needed) to complete and if
certain students are going to have no time to complete homework assignments.

3. What did you learn about this student's academic language abilities in relation to this academic
content area?

The students academic language abilities in relation to Mathematics show that she is slightly behind her
classmates in the grade level vocabulary and understanding. She knows the concepts behind the words, but
does not always know the proper academic term for the topic and material being discussed and learned. She
also has some trouble decoding word problems and needs extra time with new vocabulary concepts.

4. What did you learn about this student's content knowledge and skills in this subject matter?

The students content knowledge and skills in Mathematics are fair, at an intermediate score level. Her drive to
learn is very strong, but she has trouble with the vocabulary terms definitions within word problems. She also
 has a difficult time understanding how they fit into the concepts. She knows the content and skills behind the
terms, but does not always know the correct academic terms to describe them.

5. What did you learn about this student's physical, social and emotional development relevant to
this academic content area?

This student is very outgoing and has such a drive to learn. She sits in front of the class and raises her hand to
participate anytime she can. When she offers an answer it is typically incorrect, however, she is never hard on
herself and continues to participate. This student likes individual work and does not tend to talk when there is
group work taking place. She is well liked by her classmates and is social outside of the rigid classroom
environment. She seems to tend to hang around students of the same ethnicity and background as her. Her
physical development from my contact is at grade level, her social development is at grade level and is very
mature in terms of her emotional development.

6. What did you learn about this student's cultural background, including family and home relevant
to this academic content area?

This students parents were both born and raised in Afghanistan and both speak only fluent Farsi. Neither of her
parents had been to the United States prior to moving here two years ago. Additionally, nether of them speak
any English and Nargas is their form of translation when out in public. Her parents are very kind and seem like
they want their daughter to be as successful as possible, except they are not equipped to support her
academically at home. Both of the parents own a bakery in El Cajon selling pastries. Although her parents do
not speak English with her at home, nor do they encourage it, Nargas has learned the language ver well from
peers at school.

7. What did you learn about this student's special considerations, including health issues relevant
to this academic content area?

This student does not have any health considerations. The only other considerations are that she must wear her
hijab at school and cannot be sat right next to a boy at school.

8. What did you learn about this student's interests and aspirations relevant to this academic
content area?

This student is interested in mathematics and likes to complete her work in this topic and loves to learn new
things regarding mathematics. She is a motivated student and wants to show that she can do very well in the
content are of mathematics.

9. Describe other information relevant to this academic content area that you learned about the
student (e.g., attendance, extracurricular activities).

Nargas is always on time to class and is never absent even when sick. Because her parents are at the bakery
all day, they have her stay at school even when she feels ill. She is not involved in any extracurricular activities
after school, but she has expressed to me her love for soccer at school. Homework is not affected by any other
prior engagements, but she does not receive any help from her parents because they do not understand the
academics, nor the language.

Student 2: A Student Who Presents a Different Instructional

Challenge
Gender

Male

Age

8 years old
 1. Why did you select this student?

I selected this student because he is a very polite and driven student, but suffers from some instructional
challenges. Payman has a form of visual processing problem that delays his learning and understanding of
concepts. He has an IEP for his visual processing problem and is given extra time and support for assignments.
He is capable of doing all the activities and assignments at grade level with support, he just requires more time
and effort to complete them. He is a hard working student and wants to succeed at school. He has some
confidence issues because he often says he cannot complete an activity due to its difficulty. However, with a
small push he is able to succeed at the assignment.

2. How is the instructional challenge that he or she presents different from that of the other
student?

The instructional challenge that he has is different from any other student in the classroom because he needs
extra time and support to complete an assignment at grade level. He needs time extensions on assignments
and worksheets to get them done at the level that is expected. He also needs support throughout assignments
because he tends to have clarification questions on what is supposed to be done.

3. What did you learn about this student's linguistic background?

The students linguistic background is slightly behind. He has a hard time understanding content appropriate
language for his grade level and knowing the definitions behind those words. He also has a hard time sounding
out words that are new to him. Due to his visual processing problem it also takes him longer to comprehend
the information in front of him causing him to have a slower response time and it affects his linguistics abilities.

4. What did you learn about this student's academic language abilities in relation to this academic
content area?

In the content area of Mathematics the student has a grasp of basic academic language for the area. He has
been a student at this school since kindergarten so he has learned the same materials as fellow classmates. He
understands words that have been taught, but when academic language is placed into a different content area
then he feels confused. His academic language knowledge is below the grade level, but once he is taught that a
concept can be used in different concepts he understands it and can start to use the language when speaking
about the concept.

5. What did you learn about this student's content knowledge and skills in this subject matter?

In Mathematics he has the skill set in the subject matter and the knowledge of the subject. He needs more
time to complete the work compared to his classmates, but with the extra time he can complete the material at
the same level as his classmates. He understands the concepts and has the knowledge to use them it just takes
him more time to do so. Sometimes he thinks he lacks the skills because he does not fully comprehend what is
being asked of him, but once it is explained verbally to her he can complete the content with little to no
problems.

6. What did you learn about this student's physical, social and emotional development relevant to
this academic content area?

The students physical development in the content area is at grade level. His social development in the
academic content area of Mathematics is below grade level. He is a shy student who has some confidence
issues because he thinks he does not know the information like his fellow classmates. Not having any academic
support at home could be a factor in this. He second guesses himself and thinks he is behind the other
students. In his emotional development he is also below grade level due to his confidence issues. You can
visibly see him get frustrated or shut down because he thinks he is doing it all wrong. However, once he is told
he is doing well and getting the concepts he excels and becomes more confident.

7. What did you learn about this student's cultural background, including family and home relevant
to this academic content area?

Both of the child's parents are interested and concerned with his academics. However, they just moved here
from Afghanistan in the last fifteen years so they never attended school here. Their English is very low, but is
well enough for me to understand the concepts of what they are trying to tell me. The parents understand the
 student's learning disability and have taken action on their own to help the student learning techniques to
overcome her visual processing problems.

8. What did you learn about this student's special considerations, including health issues relevant
to this academic content area?

The student receives special services from the resource teacher during Language Arts time to help with his
visual processing problem. He has an IEP with specific learning goals and a variety of modifications to be used
if needed. He is at the same cognitive level as his classmates, it just takes him longer to process information;
therefore he is able to complete the same work as his second grade peers just with additional time.

9. What did you learn about this student's interests and aspirations relevant to this academic
content area?

This student aspires to be a professional baseball player, so mathematics is not his main focus in school.
However, he is decent at math and discusses with me how important it is he does well so he can go to college
to be drafted onto a team. When baseball is ever incorporated into math lessons or questions, he demonstrates
his enthusiasm.

10. Describe other information relevant to the academic content area that you learned about the
student (e.g., attendance, extracurricular activities).

This student has minimal absences this school year and is almost never tardy to school. He is taken out of class
for special resource help half way through Language Arts and comes back to class at the very beginning of the
mathematics lessons. Some times he misses the fluency fact two-minute quick check and cannot complete the
quick fact check. Other than that she is there for the complete mathematics lesson with the rest of the class.
The student is involved with baseball outside of school, but is not the main reason for having a difficult time
with homework.

Step 3: Planning for Academic Instruction for the Whole Class

Directions:
Consider your academic content selection in Step 1 and what you want the students to learn. As you begin to think about a lesson that
falls within the selected unit of study, respond to the questions below about your plan for academic instruction for the whole class.

1. At what point in the sequence of the unit is this lesson? Put an X next to one:

Between the beginning and the end of the unit of study

2. List the state-adopted academic content standard(s) or state-adopted framework you will
address in the lesson.

CCSS.MATH.CONTENT.2.OA.B
-Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums
of two one-digit numbers.

CCSS.MATH.CONTENT.2.OA.A.1
-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.</span>

3. What is (are) your academic learning goal(s)? What specifically do you expect students to know
or be able to do as a result of the lesson?

-The student will demonstrate his knowledge of mental math while completing addition and subtraction
problems.
-The student will mention at least two ways that he can find an answer to addition or subtraction.
-The student will practice to become more efficient and quick at solving mental math problems.

4. How is (are) your academic learning goal(s) related to the state-adopted academic content
standards or state-adopted framework?
 The academic learning goals are related to the California Common Core standards because they will use hands-
on experience with worksheets and red and yellow chips to check if their answer is correct. Students will also
create a written set of instructions explaining two or more ways they could solve the problem.

5. How will the content of the lesson build on what the students already know and are able to do?

This new lesson builds of previous 'make a ten' lessons the student learned in kindergarten and first grade. This
lesson aims to build off of the previous lessons in that it takes away the physical make a ten box and requires
students to use mental math if they do not already have the sums memorized. It will give the students
additional practice with mental math regarding addition and subtraction. The students are taught to first
regroup the numbers into something more easy to subtract or add by.

6. How will the content of the lesson connect to the content of preceding and subsequent lessons?

In preceding and subsequent lessons students will begin with a warm up of subtraction and addition problems
to be completed mentally. If the students struggle with this they may regroup their numbers so they can then
more easily add/subtract them. The students will also use their mathematics strategies and comprehension to
formulate and answer word problems. Finally, the students will end with an exit ticket as a form of assessment
for myself to gage where the students understanding with mental addition/subtraction is.

7. What difficulties do you anticipate students could have with the lesson content and why do you
think these difficulties will arise?

-Students may not have mastered or memorize their sums of two numbers up to 20, therefore they will most
likely draw pictures or use their fingers. Which is okay but the idea of this lesson is mental strategies to add
and subtract.
-Students may not have the level of comprehension coupled with math skills to be able to tell what the math
problems are saying.

8. What evidence will you collect during the lesson or at the end of the lesson that will show the
extent to which the students have learned what you intended?

-Throughout the lesson, the two different worksheets the students complete will provide me with a good idea of
how the students are grasping the concepts and if they need more help with a given idea.
-At the end of the lesson the writing exit slip will show me if the students are able to explain a step-by-step
instruction sheet that makes sense and flows along with follows the directions taught during the lesson. It will
also tell me their decoding abilities when coupled with math.

Both the worksheets and exit slip will allow me to use formal and informal assessment techniques to help
understand what extent the students learned the information and if they fully grasped the information I
intended them to through this given lesson.

9. Think about how you will sequence your instruction of the academic content to
be covered in this lesson. Describe your plan for instruction in the order in which it
will be implemented.
Address each of the following prompts and provide a rationale for each of your decisions.

Communicating the academic learning goal(s) to the students

Instruction Plan Rationale

- I would start the lesson off with a hook to grab -I am using this hook because students love
everyone's attention. I would place a jar of red and competitive games that result in some form of
yellow chips in my hands and ask all the students to reward. I am starting off the lesson with their
guess how many chips are in the jar for a prize. undivided attention and interest .

- Hand out yellow and red chips to every group of - I am using the colored chips as a mean of a hands
two students and ask for a volunteer to tell me what on manipulative to help them reach the answer I am
 we could be using these for.
-How are these chips helpful to us? What do they
allow us to do?
-What is different about counting in our heads versus
counting with these chips? What way is easier for us,
and what way is faster for us?
-Could we count in our heads instead of using these
chips?
I will then explain to the students that we are going
to begin our practice with mental math. Today we
will be completing a warm up to get our brains
going, and then we will move onto fun word
problems, followed up by an exit ticket before
leaving for lunch.
As the students are writing their guesses down in
their math journals as to how many chips are in the
jar, I will pass out the warm up they will begin to
complete.
Before beginning the worksheet, I have placed
questions on the board for the students to discuss
with their table partners:
-What are different ways to count?
-What are the most efficient ways to count?
-In what ways can numbers be composed and
decomposed?
-What questions can be answered using addition
and/or subtraction?
-How are addition and subtraction related?
-How can I use what I know about addition to help
me subtract?
Instructional strategies
Instruction Plan
- I would start the lesson off with a hook to grab
everyone's attention. I would place a jar of red and
yellow chips in my hands and ask all the students to
guess how many chips are in the jar for a prize.
-First ask the students to complete the warm up
handed out to them prior. After ten minutes they
may talk and turn to a neighbor to compare answers
and explain how they got them. After they have
discussed with at least one person, we will go over
the answers together on the board.
-Next, I will ask the students what they could have
used their red and yellow chips for. Are there
multiple ways we can count objects? Turn and tell
your partner the different ways you may already
know.
-Before beginning the work sheet, I will show the
students possible ways to quickly add mental math
on the doc cam. The equation is, "8+4". Students,
asking them.
-As a progress monitoring technique I am prompting
the students to answer this question, which will
provide them with the necessary tool for the later
math word problems.
-I am using this instructional strategy of informing
the learner of the lesson objective to present a clear
foundation for the lesson to focus upon.
-I am prompting a question that will help the
students find an answer, and begin the first task of
our lesson.
I am communicating the academic learning goals to
the students by informing them of what they will be
learning in this lesson and what they will be able to
do by the end of the lesson.
I am using the student grouping of partners to get
students talking about the idea of centimeters and
see what their partner had for the same question
they answered. This will give students a look at a
new perspective than their own and a broader sense
of centimeters.
Rationale
-I am using this hook because students love
competitive games that result in some form of
reward. I am starting off the lesson with their
undivided attention and interest .
-Warm ups allow for the students brains to gradually
transition into math time. It also allows them to
practice some skill they know, while getting an idea
as to what they will be learning about in today's
lesson. Cooperative groups also help ease the
pressure of completing a warm up for those students
who may not know how to begin.
-I am using the document camera as one of my
materials to allow for the whole class to watch what I
am point to and referring to while I teach them.
-I am using a question and answer session as an
instructional strategy to make students think of
information in a new way and to get them to react to
an idea.
how could I make this problem easier to solve if I
didn't already have it memorized? (Possible answer: -I am using this student activity of a worksheet to
You can take 2 from the 4 to make the 8 a 10, then allow students to practice their skills with mental
add 2. Answer is 12). math.

-Put in front of you the worksheet our table monitors
just passed out. Since we just did an example from
the front side of the worksheet, please continue on
your own to complete the rest of the page. Refrain
from using your fingers and counters, stick to mental
strategies.
-After students complete the worksheet, I will go
through each problem with the students and explain
how I got my answer. I will also call on volunteers to
say how they got their answer if different.
Afterwards, problems that students got incorrect
they are to copy into their math journals. This way
they can take it home to memorize.
Before moving onto the back of the worksheet to the
word problems, we will discuss the following:
-Counting on (For 7 + 5, begin at 7 and count up 5
more to 12.)
-Making tens ( 9 + 6 = 10 + 5)
-Decomposing a number leading to a ten (Change 13
' 5 = ? to 13 ' 3 ' 2 = ? which equals 10 ' 2 = 8.)
-Fact families (7 + 6 = 13 is the same as 13 ' 7 = 6)
-Doubles plus one (6 + 7 = 6 + 6 + 1)
-The purpose of the math journal is to use classroom
resources to the students benefit. This math journals
purpose is to be taken home for more practice, as
well as to be referenced back to during class when
students need it.
-I use cooperative groups during the first word
problem we are working on together because a
majority of the class will find the answer to this
problem and want to share out loud. Instead of just
calling on one student to tell the answer, they all get
to tell each other.
-I am using the instructional strategy of reminders to
reinforcing knowledge and important concepts
-I am using the progress monitoring strategy of a
writing exit slip to make sure my students
understood what I taught in the lesson. This also
serves allows me to give feedback to the students on
their knowledge and writing skills.

-All of the above math facts will have been copied

into their math journals for reference and further
practice.

-Students are then instructed to flip over their

worksheet to the word problems on the back

-We read the first problem together, "Annie has 6 red

marbles, and Jimmy has 4 yellow marbles. Annie and
Jimmy ask their friend Mark to come show them his
marbles too. Mark has 8 blue marbles. How many
marbles are there altogether? How did you find this
out?)" Students are given a full 3 minutes on the
clock to figure out their answer. At the end of 3
minutes I let them share with the person sitting next
to them.

-I ask for a single volunteer to raise their hand and

tell me how they solved this math problem in their
head. (Possible answer: I know that 6 and 4 makes a
nice 10. So then I just replace the 8 with the 0 and
quickly get 18. Easy." I will say, 'great job' and re
explain to the other students this students
reasoning. I will explain it is easier to add numbers
that equal 10, in our heads.

-From there students will be asked to complete the

remaining 3 word problems on that page. During this
time, I will be walking around checking students
work and pulling students who need extra help to the
back table. For those who finish early, I will check
their work and then hand them an exit ticket if
 correct.

-I will explain that once their exit ticket is complete,

they may go on ST Math before we go out to lunch
soon.

Student activities

Instruction Plan Rationale

-Math journal entry Student activities and rationale behind them are
-Worksheets detailed in the above lesson plan.
-A written formal assessment

Student grouping

Instruction Plan Rationale

-Partners Student activities and rationale behind them are

-Whole group detailed in the above lesson plan.
-Individual

Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room

Instruction Plan Rationale

-Red and yellow chips Materials are described in the above lesson plan
-Large mason jar along with detailed rationale.
-Overhead doc cam
-Instructional worksheets
-Exit ticket

Progress monitoring of student learning

Instruction Plan Rationale

-Asking questions Progress monitoring strategies throughout the lesson

-Question and answer and their rationale are described in the lesson plan
-Writing exit slip above.

10. Given the difficulties you anticipate students could have with the content, what additional
steps would you take to foster access and comprehension for all students?

-Anticipating students confusion with more than two different ways to count, I will prompt them to the idea of
'touch math'. The idea of touch math becomes mental math over repetitive practice.
-Anticipating a possible difficulty using mental math, I will let students use the chips as a manipulative, but
they are to try and count in their head without physically touching the chips.
-Anticipating students to have a difficult time with the word problems, I will go step by step with them on the
first problem as a whole group. I will also highlight important information as I read with a highlighter.
-Anticipating that it may take some students more time to write their exit slip I will allow for time later in the
day after lunch for completion of the assessment. So students do not feel rushed that they have to write the
instructions before they can go to lunch. They can complete it during silent reading time right after recess, so
they have sufficient time to think through the instructions step-by-step and write it down in a clear way.

11. How would you share the results of student academic learning with students and families?

Over time I would collect and assess the students completed mathematics worksheet to make sure that:
students are completing the work, understanding the concept, and that the students demonstrated the proper
mental math strategy to conclude with an answer.
Additionally, I would collect the students exit slip to make sure that: the students completed their work, looks
like they understood the directions, comprehended how to find the answers for addition/subtraction mentally,
and that they knew proper academic vocabulary for this lesson.
I would quickly glance at the classwork worksheets to see if there were any noticeable errors, followed by me
grading it for accuracy. For the exit slip I would grade it and check for a clear thought process, and to see
 where they made mistakes if any.
Finally, I would convey the results to the students through their returned work and review. To convey the
results to the parents I would have a signature returned from home for any score lower than a C. This way the
parents are made aware and can seek me if they know their student needs extra help they cannot provide.

Step 4: Lesson Adaptations for the Two Focus Students

Directions:
Consider what you have learned about the two focus students in Step 2, along with the implications for instruction that you identified for
each of them. For the two students, determine what adaptations you will make to this lesson you have planned for the whole class.
Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for
instruction, indicate and explain that decision. In each box below, include:

Your decisions about lesson adaptations

A rationale for these decisions

Student 1: An English Learner

1. Academic learning goal(s) or your expectations of what the student should know or be able to
do as a result of this lesson.

Adaptation:
I will expect my English Learner to know the same material as her fellow classmates. Her overall CELDT score is
a 3, so she should be able to perform developmentally as well as her peers, given some adaptations to written
assignments. Due to her minor context error and organizational difficulties in writing I will place an emphasis
on her worksheet work rather than her written exit slip. She is able to show her work better through
worksheets and models she can demonstrate.

Rationale:
I chose not to modify the academic learning goals for this student because based on her past performances and
her motivation to learn I have high expectations for her just like I do for all my students, ELL or not. However,
I do understand that I need to make some adaptations to help her reach the same learning goals in other
areas.

2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson.

Adaptation:
No adaptations are necessary in evidence of student learning.

Rationale:
I will be collecting the worksheets she completes in class as well as the written exit slip. No additional evidence
is needed to see if she meets the learning goals of this lesson.

3. Communicating the academic learning goal(s) and/or expectations to the student.

Adaptation:
During the communication of the learning goals I will use the Specially Designed Academic Instruction in
English (SADIE) strategies to show an example of what is being asked. I will also restate the learning goals in
different way throughout the lesson making it clear what is wanted and expected out of the lesson. She will
also have me, and her chrome book as a resource to help her define words she comes across that are
unfamiliar.

Rationale:
Having a visual representation for an ELL is important because they can see what is being discussed in a
tangible way. They do not do well with any non-literal things so having a visual representation of the learning
goals while presenting them will help communicate the goals more clearly. It will also help to have repetition of
what is expected so that the student is always thinking of the goal. Communicating it in different ways will
allow for the student to grasp it if they did not fully understand it in another way it was presented.
 4. Instructional strategies

Adaptation:
As I ask questions throughout the lesson I will allow different periods of wait time as well as a 'turn and tell
your neighbor' opportunity.

Rationale:
Allowing for wait-time gives the ELL student time to fully process the question being asked and react to it. 'Turn
and tell your neighbor' is also beneficial because studies show that students learn best from their peers.

5. Student activities

Adaptation:
I will have this student copy down the vocabulary from this lesson in her new vocabulary journal. Along with
the vocabulary word she will put the definition, a drawing, and the definition in her own words in the journal.
Physically writing this information will help her retain the information better.

Rationale:
Placing vocabulary from every lesson in her new vocabulary journal will be helpful to getting her a deeper look
into the words and their definitions. Writing the definition for the word and then writing it in her own words will
be helpful because it will allow her to put it into words she knows and understands. The drawing will help her
for when she looks back at her words and gives her a deeper look into the word as well.

6. Student grouping

Adaptation:
This student will be doing the same cooperative groupings as the rest of the class. Unfortunately she is the only
one in the class who speaks Farsi, the rest speak Arabic. However, she understands English enough that her
friends can help guide her.

Rationale:
Cooperative groups helps ensure all students are engaging in the learning process, as well as being able to
more freely share their ideas. They have more of an opportunity than they would if I were

7. Materials, technology, and/or resources, including the use of instructional aides, parents, or
other adults in the room

Adaptation:
The student will get the same worksheets as the rest of the 2nd grade class. She will receive a template exit
slip containing a word bank to complete instead of an open-ended exit slip like the rest of the class.

Rationale:
She will receive the same worksheets as the rest of the class because she is capable of completing all the
worksheets in this lesson without differentiation. But, she will receive an exit slip with a word bank because she
has some communication problems of clarity and small errors when writing. She also does not all the academic
vocabulary for the content area of mathematics, so having a word bank where she just completes the sentence
template with those words will allow for her to still complete the exit slip and gain the idea. The template exit
slip will just allow her to receive the needed support to get the ideas of the lesson across with proper academic
language and sentence form.

8. Progress monitoring of student learning

Adaptation:
No adaptation is needed on the worksheets or question and answer progress monitoring techniques I use for
the whole class. But, differentiation to the exit slip is needed as discussed.

Rationale:
No adaptations are need to the worksheets or questions and answers because she can show her progress
through these forms without a problem or support. The rationale for the differentiated exit slip is described in
the above material section above.
 9. Sharing results of the student learning with the student and/or the family

Adaptation:
This student will receive feedback from her worksheets and exit slip like the rest of the students in the class.
Individually for this student I will take a look at her new vocabulary journal and give her feedback on the entry,
specifically the definition in her own words and her picture that depicts the vocabulary word. Parents will
receive their child's work back at the end of each week and for her parents I will create a letter written in Farsi
describing her progress in the week's lessons, so they can read it and understand their student's progress.

Rationale:
Like all the students she will receive feedback on her worksheets and exit slip form this lesson to give her an
idea how well she is grasping the days lesson. I will give her feedback on her vocabulary journal so she knows
if the definition she created in her own words depicts the vocabulary word correctly. Her parents will receive her
work because they are interested in her progress and a letter written in their native language and language
spoken at home will help them understand what I have to say to them about their student in a way they can
understand and read.

Student 2: A Student Who Presents a Different Instructional Challenge

1. Academic learning goal(s) or your expectations of what the student should know or be able to
do as a result of this lesson.

Adaptation:
Similarly to my ELL student, this student who presents a different instructional challenge due to his visual
processing problem, will still be held the same expectation in the learning goals for this student. But, I will
allow him extra time to reach the goals and with slight modifications for added help and support.

Rationale:
This students cognitive level is not in question here; therefore modifying the actual learning goal would not be
beneficial to his academic success. He just needs some more time due to his visual processing problem that
creates a deal in understanding for him. With slight modifications and support he can reach the same level as
all the students in the class.

2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson.

Adaptation:
Similarly to the ELL student this student does not need any adaptations in the evidence I will collect throughout
the lesson and at the end of the lesson.

Rationale:
He can show his abilities for this lesson through the whole class activities that will be collected as evidence and
does not need any extra work to be collected. He is capable of showing he is reaching the learning goals
through the same material as his other classmates

3. Communicating the academic learning goal(s) and/or expectations to the student.

Adaptation:
With this student I would verbally state them to him individually with examples of the learning goal content. I
will also verbally state them to the whole class at the beginning of the lesson and in a variety of different ways
throughout the lesson. So, not only will he hear them when I state them to the whole class, but he will also be
stated the learning goals individually at the beginning of the lesson.

Rationale:
Stating the learning goals to him individually will allow him to ask questions of clarification right on the spot. He
tends to have questions due to his lack of confidence on his completion of work correctly. So, by allowing him
to individually work and listen to me state the learning goals, he is able to stop and ask for clarification should
that be necessary. It will also be helpful for him to continuously hear the learning goals throughout the lesson
reinforcing the ideas and concepts he needs to reach in this lesson.
 4. Instructional strategies

Adaptation:
With this lesson there are no major instructional activities that I would adapt for him . He will be required to
submit the same level of work as his peers, however I will allow for more time for him to complete that work. I
will allow for some extra time for him to come to the horseshoe table with me at the end of the lesson so he
can ask questions that he had throughout the lesson.

Rationale:
Allowing for no other modification other than extra time and a time for questions will be beneficial to his
confidence because he will not feel like he is getting an easier lesson, but that he is being held to the same
expectation as his peers. Extra time will just allow for his visual processing delay to be out of the way and not
feel like he has to rush through the work. The individual question time will allow for him to ask the questions he
was not able to in the lesson time itself and it will boost his confidence in the subject matter.

5. Student activities

Adaptation:
No adaptations are necessary for this student for student activities completed in class.

Rationale:
He can complete all the given work that the rest of the class is doing and does not need any extra work to
understand the content of the lesson being presented. Altering or adding work would hinder his achievement of
the lesson learning goals.

6. Student grouping

Adaptation:
The student will be in all the same groupings as the rest of his peers, but I will add a one-on-one grouping with
me at the end of the lesson for further clarification. After the lesson is presented and students are working on
the last worksheet and the exit slip assessment, I will have one-on-one time with the student. During this time
he can ask questions and get any help or clarification he needs.

Rationale:
Allowing the student to be in the same group as his table mates will help build his confidence knowing that he
can learn in the same way his peers can. But, allowing for one-on-one time after the lesson allows for me to
make sure he grasped the context, help him boost his confidence, and let him know that he has the content
down correctly.

7. Materials, technology, and/or resources, including the use of instructional aides, parents, or
other adults in the room

Adaptation:
Similarly to my ELL student all material except the exit slip will be the same as the whole class. Unlike the ELL
students exit slip modification this student will be given a template exit sheet activity, but will not be given a
word bank to complete the exit slip.

Rationale:
The materials will be the same except for the exit slip because he does not need his worksheets to be 'easier'
or altered. He can complete the same level of work with the only variation of the time given. His exit slip will be
differentiated because his writing is delayed because of his visual processing issues. Writing can be difficult for
him because his brain delays what he is writing with what he is thinking so his organization and thought
process on paper comes off unclear. He does not need a word bank of academic words to fill in the blank
because he knows the academic words in the content area and does not need any help with filling in the
missing words

8. Progress monitoring of student learning

Adaptation:
No adaptations are necessary because I will monitor the student's work by different forms of assessment, like
the rest of the class.
 Rationale:
He does not need any adaptations to how I progress monitor his learning. He will turn in all the worksheets like
the other students and he will complete the exit slip and turn it in. However, his exit slip will be differentiated
all the information that is collected from the whole class will show his progress in the same way. He does not
need extra progress monitoring strategies completed by me to see his learning abilities.

9. Sharing results of the student learning with the student and/or the family

Adaptation:
Feedback will be given back to this student in the same way as all other students in the classroom. If there are
any issues I see presented in his work I will pull him aside for clarification. Like all students his work will be
sent home in a folder weekly so the parents can see and be made aware of the students progress in the class.
With the folder I will attach a letter in Arabic on one side and English on the other, communicating any concerns
I have from the week and inform the parents of what an excellent job their student has done.

Rationale:
I will communicate information to him in the same ways as all students, because it makes him feel no.
different than the rest of his classmates. I will have a meeting with him regarding any concerns so that I can
clearly communicate what is needed and make sure he is understanding what is being asked of him. His
parents will receive a letter on top of the normal folder because it allows me to communicate with them and tell
them how their child is progressing and what areas that need work so they can help me in the process of
growing their students abilities.

Step 5: Reflection on Connecting Instructional Planning to Student

Characteristics
Directions:
Read your responses to the questions in Steps 1-4. Think about what you have learned by completing this task, including the
characteristics of the two focus students, your instructional planning for the whole class, and your adaptations for the focus students.
Respond to the questions below

1. What information that you collected for the whole class and/or for the two focus students most
influenced your planning for this lesson?

In your response, describe how and why the information was influential and why you found it to be so.

Collecting information on the students abilities as a whole as well as an individual proved to be the most
influential part. Understanding the classes ability as a whole allowed me to create a learning goal that the
whole class could reach and obtain. While looking at each individual students ability, it allowed me to plan the
method in which I presented the lesson. It also helped me group students for rotations based on their current
level. Knowing the abilities of each student as well as the whole class influenced the way I came into the
lesson and how much pre-requisite information I needed to present to the students to allow for the information
in the earning goal to be presented correctly.

2. How will you use what you have learned regarding connecting instructional planning to student
characteristics in the future?

In the future, the information I have learned regarding connecting instructional planning to student
characteristics will help me create better classroom lessons. There will always be diversity in my classroom
each year, and the dynamics of the classroom will need to be adapted to that. However, the one thing that will
not change in my classroom is that each students needs are different and individually important. To help them
reach these goals I will have to assess their abilities and learning styles and implement many different
techniques to reach all students in a lesson. The information learned about connecting students characteristics
to instructional planning will be beneficial in my future teaching career, allowing me to better communicate
information to my students, therefore allowing them all the equal opportunity to be successful.