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Planning Intervention: Instructional Plan

Second Grade

Melissa Rains

November 24, 2014

ECED 3283

Dr. Watts

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I: Narrative

This four-week planning intervention addresses the issue of using different literature

teaching strategies for teaching diverse students. The level of learning used for this instructional

plan is 2nd grade. It is important and developmentally appropriate to adjust teaching strategies to

meet the needs of all the diverse students in a classroom. This instructional plan is to serve as a

tool to help teachers meet the needs of the different types of diverse learners that they face in the

classroom. The literature areas that will be addressed in this instructional plan are vocabulary,

spelling, grammar, reading, and writing. Different strategies will be covered to meet the needs

of ESL students, low leveled learners, high level learners, and special education students. This

instructional plan address all six of the Common Core State Standards Literacy Strands.

My plan contains objectives that are aligned with the Common Core Standards and

include several levels of Bloom’s Taxonomy. These levels will enable a teacher to reach a

diverse set of students with different needs and help each child utilize their strengths and grow in

their literacy development.

II: Common Core Standards/Objectives/Core Concepts

Common Core State Standards:

Literature:

CCSS.ELA-LITERACY.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

CCSS.ELA-LITERACY.RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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Reading: Informational Text:

CCSS.ELA-LITERACY.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

CCSS.ELA-LITERACY.RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

CCSS.ELA-LITERACY.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

CCSS.ELA-LITERACY.RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Reading Foundational Skills:

CCSS.ELA-LITERACY.RF.2.3.ADistinguish long and short vowels when reading regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.2.3.BKnow spelling-sound correspondences for additional common vowel teams.

CCSS.ELA-LITERACY.RF.2.3.DDecode words with common prefixes and suffixes.

CCSS.ELA-LITERACY.RF.2.4.ARead grade-level text with purpose and understanding.

Writing:

CCSS.ELA-LITERACY.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events,

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include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Speaking and Listening:

CCSS.ELA-LITERACY.SL.2.1.BBuild on others' talk in conversations by linking their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

CCSS.ELA-LITERACY.SL.2.6Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

Language:

CCSS.ELA-LITERACY.L.2.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.2.1.AUse collective nouns (e.g., group).

CCSS.ELA-LITERACY.L.2.1.BForm and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

CCSS.ELA-LITERACY.L.2.1.DForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

CCSS.ELA-LITERACY.L.2.4.EUse glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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Objectives:

Plan Goal: My goal is to assist students in becoming confident and comfortable readers and

writers.

Student Objectives:

Week1:

Students will identify the author’s purpose for writing a story (inform, persuade, and entertain).

Students will identify the components of an informative writing.

Students will activate prior knowledge about turkeys by making text-to-self connections

Students will identify the author’s purpose for writing a story (inform, persuade, and entertain).

Students will identify the components of a persuasive writing.

Students will recall facts about turkey from read text. 

Students will write traits and characteristics of Turkeys, using simple sentences.

Students will identify the author’s purpose for writing a story (inform, persuade, and entertain).

Students will identify the components of an entertaining writing.

Week2:

Students will identify and use nouns when reading and writing

Students will identify and use frequently occurring irregular plural nouns..

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Students will produce rhyming words and identify rhyming words in a story.

Students will identify and use past tense irregular verbs.

Students will demonstrate different character points of view when reading text.

Week3:

Students will write stories showing sequence of events, descriptive actions, and thought.

Students will decode common suffix words.

Students will decode common prefix words.

The students will be able to identify long and short vowels sounds.

Students will identify common misspelled words

Week4:

Students will read text with sufficient accuracy and fluency to support comprehension.

Students will write paragraphs including a topic, main point, and a conclusion

Students will recognize that the rotation of the earth causes daytime and nighttime.

Students will utilize text features (e.g., captions, bold print, subheadings, glossaries, indexes,

electronic menus, icons) appropriately.

Students will utilize dictionaries for research.

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Core Concepts:

Types of writings: Informational, Persuasive, and Entertaining

Different points of view

English Grammar

Noun usage

Irregular plural nous

Verb and irregular verbs

Decoding words using phonics and root words

Reading with purpose

Structure and rhythms of writings

How to use glossaries and textual features to gain understanding

Building listening and conversational skills

Recounting know information and experiences

Explain information based on images or diagrams

Ask questions to build comprehension

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III: Materials/Technology/References

Week 1:

Supplies:

Paper

Pencils

WhiteBoard

Dry Erase Markers

Journals

Spelling Program

Technology:

Computer

Internet

ELMO

Projector

Books:

Different Leveled Guided Reading Books

Turkeys by Julie Murray

I am a Turkey by Jim Arnosky

Turkey Surprise by Peggy Archer

T is for Turkey by Tanya Lee Stone

Turkey Trouble by Wendi Silvano

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Week 2:

Supplies:

Paper

Pencils

WhiteBoard

Dry Erase Markers

Journals

Sentence Strips

Magnets

Prefix Assessment

Suffix Assessment

Suffix Writing Activity

Spelling Program

Technology:

Computer

Internet

ELMO

Books:

Different Leveled Guided Reading Books

Have You Filled A Bucket Today? by Carol McCloud

Your Foot’s on My Feet and Other Tricky Nouns by Marvin Terban

This is a Feast by Diane Shore

It’s Hard to be a Verb by Julia Cook

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I Didn’t Do It by Patricia MacLachlan

An Interview with Harry the Tarantula by Leigh Amm Tyson

Eeeek, Mouse! By Lydia Monks

Week 3:

Supplies:

Paper

Pencils

WhiteBoard

Dry Erase Markers

Journals

Newspaper Article: Young Green Thumbs by Lacey Lett

Spelling Program

Technology:

Computer

Internet

ELMO

Projector

Books:

Different Leveled Guided Reading Books

If You Were a Prefix by Marcie Aboff

If You Were a Suffix by Marcie Aboff

Pete The Cat: Play Ball!!! by James Dean

Alexander and the Terrible, Horrible, Very Bad Day by Judith Viorst

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Week 4:

Supplies:

Paper

Pencils

Highlighters

WhiteBoard

Dry Erase Markers

Journals

Excel Kids Article: Letter To The Publisher

Article: They Cycle of Daytime and Nighttime

Newspaper Articles

Spelling Program

Technology:

Computer

Internet

ELMO

Projector

Books:

Different Leveled Guided Reading Books

Students Dictionaries

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IV: Accommodations

Accommodations are an intricate part of any lesson plan and unit. Accommodations are

the necessary to ensure that every student has the chance to thrive in the classroom. Just as every

classroom, situation, and student are different, each accommodation needs to be different to fit

the classroom, situation, and student.

The accommodations I included in my Planning Interventions are ones that I think would

work the diverse variety of classrooms and students that I have seen during my time in the

classroom. However, what works for one teacher, situation, and student may not work for

another, and every teacher needs to be able to develop and use accommodations that work for her

classroom, situation, and students.

Some of the accommodations I included are:

Adjusting Assessments- Some assessments need to be adjusted to fit the need and level of the

student. Low level learners may become overwhelmed by assessments that are too

complicated or long for them. Just as, some assessments may be too simple or short for high

level learners. The way assessments are delivered may also need to be adapted or adjusted.

Students who visual issue, are non-verbal, have sensory processing issues, or have auditory

processing issues, may need the way the assessment is delivered adapted or adjusted, so they

can complete the assessment.

Repeating instructions, questions, and read materials- Students with auditory processing

issues may have trouble hearing given information the first time they hear it. Therefore, the

information may need to be repeated to ensure that they comprehend the information.

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Material Delivery- Students with visual processing and/or auditory processing issues may

need the presentation of materials adapted to ensure they can comprehend the materials.

Students may need to be moved to the front of the classroom so they can see and/or hear

better, have images projected to been seen better, or may need the help of a paraprofessional.

Student Support- ESL students and low level learners may need assistance to gain

comprehension, ask questions, or complete tasks, activities, and assessments. Arranging the

classroom setup so ESL students are seated next to students who are fluent in both languages

and low level learners are seated to high level learners can help provide the support these

students need. These students may also be paired together for support during small group

activities.

Behavioral Supports: Every student is different and therefore their behaviors are different.

Behavioral supports need to be put into place to accommodate these differences. Students

can be given rewards or incentives for positive behaviors. Students who have difficulty

staying on task, are aggressive, or have other behavior issues may need to be seated close to

the teacher to help support appropriate behavior.

Sensory Supports: Students who have trouble sitting for long periods of time or other sensory

processing issues may need adaptations to help them focus. Students may be allowed to

stretch, stand at their desks, move around the room, or have items they can manipulate to

help provide a release.

V: Four Week Planning Calendar

See attached document

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VI: Formal Lesson Plan

Turkeys: A Text Connection Lesson Plan

USA- Common Core State Standards (June 2010):

Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Grade: Grade 2 students:

Content Area: Literature K–5Strand: Reading

Domain: Integration of Knowledge and IdeasStandard:7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Content Area: Informational Text K–5Strand: Reading

Domain: Craft and StructureStandard:6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Strand: Speaking and ListeningDomain: Presentation of Knowledge and Ideas

Standard:4. Tell a story or recount an experience with appropriate facts and

relevant, d escriptive details, speaking audibly in coherent sentences.Standard:6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

Strand: LanguageDomain: Conventions of Standard English

Standard:1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g.,

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sat, hid, told). 

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Objectives: Students will activate prior knowledge about turkeys by making text to self-connections. 

Students will make and discuss text to text and text to world connections about turkeys while reading along with the story. 

Students will recall facts about turkey from the read text.  Students will write traits and characteristics of Turkeys, using simple sentences.

Implementation:

Set: 5 Minutes

Begin by gathering the students on the floor/carpet in front of a large classroom

Whiteboard/SmartBoard/Chalkboard.  I will then share with the students that we will be reading

and talking about a new book that goes along with the Thanksgiving Unit we have been

covering.  Tell the students that you are going to give them four clues as to what this new book

may be about and write the clues on the board as you go along.

Ask the students to think about what the book may be about based on the clues without

making comments.  If they think they know, they can quietly raise their hand.  Give the students

clue number one "This book is about an animal."  Give them a moment to think and then give

them clue number two "This animal has feathers, but has no feathers on its head and neck."

Again, give the students a moment to think. Then, give them clue number three, "This animal

can weigh up to forty pounds."  This time give the students a moment to think, and then ask them

to raise their hand if they would like to guess what the book is about.  Discuss the answers the

students give.  

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Give the students the last clue, "Some people eat this animal for Thanksgiving."  After

giving and writing down all four of the clues, again ask the students what they think the book

may be about and discuss their answers.  Give the students praise for figuring out the clues. Hold

up the book for the students to see, and ask them if they can gobble like turkeys. 

Learning Activates:

Pre-Reading Discussion Making Text-to- Self Connections: Approx. 5 minutes

Hold up the book and read the title and Author: Turkeys by Julie Murray.  Ask the

students what the cover picture reminds them of or make them think of.  Ask them how the

picture makes them feel.  Discuss their answers.  These questions and discussions will help the

students make text-to-self connections. Write some of the students answers on the board.

Reading and Discussion, Making Text-to-Text and Text-to-World Connections: Approx. 10-15

minutes 

Read the book, Turkeys,  to the students.  Stop at the end of each page and encourage the

students to talk about the text and pictures. Help the students make text-to-text connections by

having them discuss the differences and similarities of farm and wild turkeys.   Help the students

make text-to-world connections by asking them what the book reminds them of in the real world.

Write some of the students answers on the board, and chart the differences and similarities

of farm and wild turkeys that students discuss on the board. 

During the reading, also discuss new vocabulary and the different traits and

characteristics of turkeys. 

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Real World Experience: (If arrangements were previously made) Approx 15 min

Take the students outside to see a real live turkey. (The weekly newsletter asked if any

parent had a live turkey that they would be willing to bring and share with the class.)

Closure: Approx 5-10 min

After reading the book, Turkeys, lead a group discussion summarizing the information

that was covered during the reading of the book.  Also, discuss the different connections that the

students made throughout the lesson.  Ask the students to return to their desks, where they will

complete an assessment over the lesson.

Materials/Resources:

Materials for Lesson: 

Turkeys, by Julie Murray

Whiteboard/Smartboard/Blackboard

Dry Erase Markers/Chalk

Materials for Student Assessments: 

Pencils, one for every student

Blank Paper, one piece for every student

Four paper feathers for each student

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Crayons or Colored Pencils

Glue or Glue Sticks

The number of computers required is 2.

Students Familiarity with Software Tool:

The students are very familiar with the educational software, videos, and games that are

on the classroom computers for them to use during their free time.

Grouping for Instruction:

The grouping for this lesson is whole group during the discussions and reading of the

story.  The students will work individually on their assessments.

Adaptations:

During this lesson, I will place any students who have trouble seeing or are hard of

hearing towards the front of the whole group.  

For my ESL students, I will try to make sure to have another student sit by them who

may be able to interpret and help explain any questions the student may have.

I will provide extra time for my lower learners to express their thoughts during the

conversation and ask them open ended questions to ensure they are gaining

comprehension.  

I will also ask more difficult open ended questions for my advanced learners.

I will make accommodations for my students who have trouble sitting still and/or

focusing for long periods of time by allowing them to stand up and stretch as needed.  

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I will make physical adaptations for students as needed, to ensure they can participate in

the lesson.

Parental Involvement:

To involve parents in their child's learning experiences, I will include information about

this lesson in the Weekly Newsletter that is sent home weekly. In the newsletter, I will encourage

parents to discuss their experiences with turkeys with their student. Ask if any parent has a live

turkey that they would be willing to bring to school to share with the students. Also, ask parents

to inform you of any allergies their student might have that would prevent them from seeing a

live turkey. I will also invite parents to join the class during the class during the classroom

Thanksgiving Dinner that will be held at the end of the week. I will also ask parents to bring

food, decorations, and other Thanksgiving items to use at the Dinner, if they would like.    

Technology Integrated:

Throughout my Thanksgiving Unit I will have several different Thanksgiving themed

videos and games loaded onto the classroom computers for students to watch and play during

their freetime.  Some of the videos and games are online at the links below: 

Videos:

The Story of Thanksgiving: https://www.youtube.com/watch?v=faUYJ9fMiGg

Thanksgiving Facts For Kids - Fun Facts About Thanksgiving For

Kids: https://www.youtube.com/watch?v=z2t1FqkmmT8

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Thanksgiving Day - Holiday Songs - Mother Goose Club Thanksgiving

Song: https://www.youtube.com/watch?v=gI8H0u1TVN0

Games:

Turkey Hunt: http://www.primarygames.com/holidays/thanksgiving/games/turkeyhunt/

index2.php

Turkey Coloring Game: http://www.thekidzpage.com/coloring-pages-for-kids/online-

coloring-pages/thanksgiving-coloring-online-001.html

Assessment:

Have students sit at their individual’s desks, and the information about turkeys that was

written on the board during the lesson. 

Provide each student with a blank piece of paper, pencil, four prepared paper feathers,

crayons or colored pencils, and glue or a glue stick. 

Ask the students to trace their hand on their paper, using their pencil. 

Instruct the students to write one fact about turkeys, using complete sentences, on each

feather.  (Remind the students to use proper capitalization and punctuation.)

Instruct the students to color and glue the feathers onto their traced fingers when they are

done writing their facts. 

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Inform students that they can draw a turkey face on their traced thumb and draw legs and

feet on their turkeys when they are finished. 

Higher Learning Students, who finish the assessment quickly, will be asked to quietly

read at their desks when they are finished.  

Expectations for Performance:

I expect 90% of the students to be able to complete their Turkey Fact Assessments,

including four facts written in complete sentences. 

Rubric:

Turkey Facts Assessment Below Expectation Meets Expectation Exceeds Expectation Score/Level

Turkey Facts

Student includes 1-2 true facts about turkeys

Student includes 3 true facts about turkeys

Student includes 4 true facts about turkeys

 

Standards USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsGrade: Grade 2 students:Content Area: Literature K–5Strand: ReadingDomain: Integration of Knowledge and IdeasStandard: 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Sentence Structure

Student uses no proper punctuation or capitalization

Student uses some proper punctuation and capitalization

Student uses proper punctuation and capitalization

 

Standards USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsGrade: Grade 2 students:Strand: LanguageDomain: Conventions of Standard English

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Below Expectation Meets Expectation Exceeds Expectation Score/Level

Standard: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Reflection:

Once I have taught the lesson, I will ask myself the following questions: 

Did the Set draw the students' interest?

Did the lesson keep the students' attention?

Where all objectives met?

Was the lesson effective for all or most of the students?

What can I do to make the lesson more effective?

VII: Assessments

Assessment 1: After the Read Aloud Lesson, I will individually ask each student to explain to me what type of writing the book was and why. I will ask them to use complete sentences in their answers and reasoning. I will keep a checklist of the students’ responses.

This formative assessment will check for understanding and comprehension of the various types of writings.

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Assessment 2: After reading the book, I’m a Turkey, students will write on their paper the answers to two questions: Where have you seen a turkey? What are some ways to describe how a Turkey looks?

This formative assessment will show text-to-self connections, as well as comprehension

Assessment 3: After the Read Aloud Lesson, the students will participate in a group discussion about the reading. I will have them discuss what type of writing the book was and why. I will ask them to support their answers by describing key test in the book. I will keep a checklist of the students’ responses.

This formative assessment will check for comprehension and the ability to verbalize communicate and support the information learned.

Assessment 4: After reading the book, Turkeys, students will complete and assessment activity. The students will be instructed to write four facts about turkeys. The students will be asked to use complete sentences with proper capitalization and punctuation.

This formative assessment will check for comprehension and show the students’ writing skills. This assessment will also provide a form of self-assessment.

Assessment 5: After the Read Aloud Lesson, the students will participate in a small group conversations about the reading. I will have them discuss what type of writing the book was and why. I will ask then to expand on what each other says. I will keep a checklist of the students’ responses.

This formative assessment will check for comprehension and the students’ ability to participate in conversations, give ideas, and support them.

Assessment 6: Students will complete a written assessment over the definition and characteristics of nouns.

This formative assessment will check for comprehension and understanding of the information.

Assessment 7: Students will complete a plural nouns assessment. Students will be given 5 different sentences that

This formative assessment will check for comprehension and understanding of the information, as well as the

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require the use of irregular plural nouns. The sentences will include the correct and incorrect plural noun. The students will be asked to circle the correct noun.

ability to apply the information. The assessment will also check for writing skills.

Assessment 8: Students will write a rhyming word to match each spelling word.

This formative assessment will check for comprehension and understanding of the information

Assessment 9: Students will complete a past tense verb assessment. Students will be given 5 different sentences that require the use of irregular past tense verbs. The sentences will include the correct and incorrect verb. The students will be asked to circle the correct verb.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also check for writing skills.

Assessment 10: Students will be divided up into small groups and given a short skit to rehearse and perform. I will assess the students using a checklist during the assessment activity.

This formative assessment will check for comprehension, how they apply it, and the students’ ability to participate in conversations, give ideas, and support them.

Assessment 11: Students will finish writing a short story about how they helped someone, using sequence of events, descriptive actions, and thought.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also check for writing skills.

Assessment 12: Students will complete a prefix-to-word matching assessment, where students will have to add a prefix to a previously known word to match a given word definition/description.

This formative assessment will check for comprehension and understanding of the information.

Assessment 13: Students will complete a suffix-to-word matching assessment, where students

This formative assessment will check for comprehension and understanding of the

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will have to add a suffix to a previously known word to match a given word definition/description.

information.

Assessment 14: I will conduct a classroom “baseball” type game. Students will be asked a vowel question during their turn “at bat.” I will keep a checklist to assess the students.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also provide a form of self-assessment to the students.

Assessment 15: Students will be given a list of words. They will be asked to highlight the irregularly spelled words.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information.

Assessment 16: After reading the Letter during shared reading, students will complete a short quiz with a inferential and literal questions about the meaning and purpose of the text.

This formative assessment will check for comprehension and understanding of the information.

Assessment 17: At the end of the lesson students will be asked to write a paragraph including a topic, main point, and a conclusion. I will assess these components of their writing.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also check for writing skills.

Assessment 18: Students will write a short paragraph explaining we have daytime and nighttime.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also check for writing skills.

Assessment 19: Students will work in small groups to find different text features in a newspaper.

This formative assessment will check for comprehension, how they

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apply it, and the students’ ability to participate in conversations, give ideas, and support them.

Assessment 20: Students will use a dictionary to find and write the definition of 5 spelling words.

This formative assessment will check for comprehension and understanding of the information, as well as the ability to apply the information. The assessment will also check for writing skills.

VIII: Parental Involvement

In order to promote communication between my students’ parents and myself, I will:

Send home a Weekly Newsletter that will give parents an overview of what their students

will be learning and working on during the week.

Have a classroom website that parents can check to see a digital version of the

Newsletter, as well as pictures of classroom activities.

Send home all homework on the first day of the week. This will give parents a chance to

look over the homework and contact me with any questions they may have. I will also

have links to common homework question examples on the classroom website.

Invite parents to come to the classroom to read to students, chaperone fieldtrips, share

information and/or materials, and help with classroom activities.

Provide parents with my contact information.

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IX: Reflection

I am very glad to be finished with this project. This project was very time

consuming and involved. I wish I could say that I can see how I will use this in my

future as a teacher, however I cannot. I can see how I will use some of the elements of

the project, however.

Completing this project took much preparation. My first step was meeting with

my Practicum Teacher and determining what problem she was facing, so I could plan my

project around her problem. This took preparation and arrangement of our schedules to

conduct an interview. Once the interview was completed, I could start working on my

project.

I wish I could say my understanding of teaching diverse students was greatly

impacted as a result of this project, however I feel that I had a fairly good understanding

of this before I started this project. I have worked at a school for developmentally delayed

and at risk children for twelve years. I have worked one-on-one with students, in a large

classroom, and have been part of several program conference committees to help develop

Individual Program Plans for students. I feel that this experience has prepared me more

for the different student diversities I will face as a teacher in a way that a written project

could not.

I do feel more comfortable designing a large unit of instruction that can be used in

the classroom. Developing the unit took a tremendous amount of time, and I can

appreciate and value amount of work it takes to develop a district curriculum and

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language arts program. All of the teachers I have talked to during my observations said

that they have not had the chance to develop such a unit, because they are required to

follow their district’s language arts program. However, I feel more comfortable in my

ability to develop a language arts program, if I should ever need to.