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Jill Becker EDPR 432 April 13, 2013 Unit Analysis For my unit analysis, I am using a reading unit

for Stone Fox in my third grade classroom. This unit was left behind from the last third grade teacher in that Lincoln Trail classroom. She provided the unit weekly planning sheet, as well as a book with several worksheet activities. My cooperating teacher, Mr. Forman has used Stone Fox in his classroom over the past two years. In years past, he has selected bits and pieces of the unit-planning sheet, as he teaches the unit. The teachers are allowed to choose any book for their reading units, so he chose this one his first year teaching at this school and had a great time teaching it; therefore, he continued to teach it the following year. This unit has been around Lincoln Trail for several years. One of the teachers on the third grade team was taught that unit when she was younger and now teaches it to her class. My cooperating teacher knows that the unit has more than enough ideas to use when implementing the lessons. He selects his favorite lesson ideas and pairs them with worksheets available in the unit file. He said it is often hard to stray away from the plans too much, because he does not have the time in the week to make lots of accommodations to the plans. After reviewing the prepared unit-planning sheet, I noticed that there are several modifications and add-ons that I would like to make for my

students at Lincoln Trail Elementary in room 3G, since there are a variety of learning needs in my classroom. 3G is an inclusion classroom; three students have an IEP, D.J., Andre, and Collin. Alexis is moving towards domain and will eventually have an IEP. My cooperating teacher and the special education teacher have discussed putting Jackson on a 504 plan. Although the students have these plans, individually, they have specific needs that require accommodations. For example, Collin has autism and has trouble focusing. He needs to have constant redirection and a smaller workload. When reading, a magnified version of the text should be provided for him to follow along easier. He also needs lots of guidance on his assignments, either written or verbal. Collin would benefit from pictures to help support the assignment instructions and expected outcome. While Collin requires constant assistance in person, D.J. requires lots of written assistance. He is stronger in reading than math; however, he still has difficulty reading and comprehending. He is pulled out for RTI instruction to provide extra support. D.J. benefits from written explanations how he should begin and complete his writing assignments. He often has difficulty thinking of how to start writing about a subject. A starting or guiding prompt would benefit D.J. In addition, he also gets seizures often and we are unsure of his triggers. However, we must be sure not to push him too far that it stresses him out too much. If he does have a glazed over look or starts walking about the room unusually, then it is important to check if he is having a seizure. If he is having one, look at the clock to see how long it lasts and follow the

appropriate procedure listed on a paper on a bulletin board above the computer. Andre requires similar accommodations as D.J. does. He needs written instructions to be written out in an easier way. In addition, having the instructions read aloud will also help Andre. For every test, we read the questions and answers aloud to Andre. This accommodation helps him significantly. His reading is improving, but he still struggles and requires lots of RTI support. Any organizational outlines or graphic organizers are a perfect way for Andre to sort out his thoughts to use for his writing. Alexis and Jackson both require their prompts to be read aloud to them or written in a different way. They often have trouble comprehending what is expected of them. Oftentimes, they will sit in class with their page blank and a confused expression on their face. They require a smaller prompt for writing. In addition, Alexis is pulled out for RTI instruction. She is in tier three for RTI, so she needs lots of support. When reading aloud, she often needs help with several words. Jackson often lacks the motivation to work. When he is confused, he often sits at his desk without getting work done, rather than asking for help. It is important to check on him upon walking around the room. Alexis is improving but she used to lack motivation to work also. In addition to students who have or might require individualized plans, some students have behavioral problems and are on a behavior management plan. Alexis is on a plan to help keep her motivated to work.

After each part of the day, she either gets a smiley face, oops, or frowny face. These indicate how she was working throughout the day. Gavin also has a plan similar to Alexiss. He receives a smiley face just for showing up in the morning, because he is hardly present in school. When he is in school, he often meows like a cat and is non-compliant. He does not follow directions or participate. If he does participate and abide by the rules, then he is allowed to play his D.S. at recess. His behavioral problems are very extreme and it is best to let him cool down as soon as you notice his anger rising. I often tell him to sit facing the wall to cool down. Jesse and Caden have behavioral issues that are not necessarily disrespectful to authority, they just have so much energy that they cannot sit still. Caden is allowed to walk about the room, as it helps him release energy. Ninety percent of the time he knows the answer to what we are doing if I call on him. He needs the bouncy chair to sit on, a ball to hold, stuff animals to lays with while reading, and any kind of interactive media to captivate his interest. Jesse, on the other hand, is not permitted to walk about the room, because she has trouble concentrating and following along, even when she is sitting at her desk. She must be constantly told where we are at in our reading, as she is often found glancing about the room or rummaging through her desk. Any interactive work will also help Jesse. In addition, she would benefit from a smaller prompt, one that gets right to the point so that she does not loose focus partly through reading. Sentence starters or organizational outlines would also help Jesse.

Nichole, in addition to Jesse, has trouble getting started on her work. Oftentimes she does not know where to begin and does not have the motivation to think about how to start writing or what to write about. She loves to work in groups, so group work would benefit her desire to talk with others constantly. In addition, she would benefit from an organized guide on how to structure her writing. Chloe is an advanced writer. She needs extra extensions when she writes. She chooses to write in her free time, as she enjoys writing about anything. She would benefit from an extended prompt. She could really think much deeper into the content, as she has a love for reading and learning. Chloe would also benefit from writing to incorporate other disciplines into her writing. She would benefit from an extended concept chart that forces her to think critically about how the text connects to various aspects of her life and previous experiences. Relating the students needs to the unit, there are some accommodations listed in the planned unit already; however, many lessons require modifications and add-ons to meet individual student needs. First, this unit includes several graphic organizers to allow students to see their ideas on paper, while also organizing these ideas. The organizers provide

individualized structure and guidance that Collin, D.J., Andre, Jackson, Alexis, Jesse, and Nichole need. There is also a section on comparing and contrasting. Including this really assists the low readers comprehension. In addition, this unit includes discussing key vocabulary words that allow

struggling readers, as well as the entire class, to better comprehend the text. The lower readers, such as Alexis, Collin, Andre, and D.J., benefit from this vocabulary discussion. Next, there are lots of ideas to incorporate technology into the lessons. This incorporation will captivate Cade and Jesses interest, as well as the rest of the class. This interaction helps these two maintain interest and focus. In one lesson, a map is provided as a resource to show students where Wyoming is on a map. This will help build background knowledge for those students who are unfamiliar with where this state is and what it looks like. Finally, the writing lessons provide an authentic way for Chloe to push her writing in a new direction, digging deeper into her writing style and content connections. Each of the students contributes to the overall class as a whole. Their individual accommodations benefit all students. For example, we include me moves to help Collin focus, but it also helps of the students refocus their attention. In addition, the energy of the class and off-task behavior rises when the behaviors distract others. If students are talking instead of working, it is hard for others to complete their work. It is important to help those students that need assistance and provide accommodations at the start of the lesson to help them jump into their work right away. This will also limit the amount of hands raised and off-task behavior. The accommodations are necessary for students to complete their work with out achieving a level of frustrating where students give up. In addition, they make teaching easier, because the teacher can answer questions and focus

on providing verbal accommodations, if needed. The teacher will not have to spend his or her time on providing accommodations that could have been taken care of in writing on their assignment or a quick revision during planning. In an inclusion classroom like mine, it is important to provide those needs right at the start of a lesson and to prepare ahead of time. As I begin my planning of the unit, I must analyze the accommodations currently suggested. While there are various accommodations present in the unit already, several modifications need to be made to appropriately meet the needs of all students. For example, there hardly any hands-on activities that would allow those students who need it to work with the story, kinesthetically. Technology could be one hands-on activity, but those activities do not have specific guides for how to create the assignment. Therefore, those students who usually get distracted would also get frustrated with technology, as they fall behind on their project. In addition, the writing prompts do not contain leveled differentiation; depending on the writing ability the student is at. There needs to be different choices that match up with the students writing ability, experience, and motivation. Students like Jesse and Jackson will really struggle to get started on their writing, because they do not understand the one prompt choice provided. Also, there are no parameters for their writing. There needs to be a format or guidelines available to those students who have trouble organizing their paper. For example, it would be beneficial to provide an outline of how to structure a summary, a paraphrased passage, and writing to inform others of

an opinion. Sentence starters would also help students begin working. When vocabulary is introduced, students should be told to write the word down and find the definition of it. Students, such as D.J. or Jackson, have trouble remembering new words. This would help them revisit the words throughout the reading unit; thus, helping them to remember the word meanings. Socially, there are several aspects of the unit that need to be modified. The students should have various opportunities to work with partners during the unit. There are no opportunities for students to work together. The lessons allow for independent activities and teacher-directed lessons. In addition, the activities in the lessons are packed together, so students may feel overwhelmed and lose interest. There are a lot of worksheets and writing independently. The students need some more interactive activities that allow for some partner or group discussion and work. Lastly, some students may not have the same social experiences as the other students in the classroom. These students will need more background information to comprehend the book, the prompt, or the activity. These students would benefit from some class research and independent reading on the book topics.

Strengths of the Unit There are several graphic organizers

Needs of Learners in Classroom Colin, D.J., Andre, Jackson, Nichole, Caden, Jesse, Alexis,

How the Current Unit Addresses the Needs Helps those that need additional direction and guidance on

How the Enhanced Unit will Address the Needs of the Learners Include more hands on activities to support students who have

provided and integrated into the lessons The teacher goes over important vocabulary during each of the lessons

and Gavin have trouble starting to write, as well as organizing their writing Alexis, Collin, D.J., Andre, and Jackson have difficulty understanding what they are reading

organizing their thoughts

trouble focusing

Going over vocabulary helps those lower readers comprehension

Incorporation of technology into the lessons

Caden, Jesse, Nichole, and Jackson have trouble staying focused and engaged in lessons Andre, D.J., Collin, and Alexis have trouble connecting concepts to their own lives and writing an organized paper

Compare and contrast activity with Venn Diagram

Helps captivate students interest who have trouble focusing, such as Caden, Jesse, Nichole, and Jackson Assists lower readers, students who have trouble organizing their thoughts, and students who have trouble making connections

Provides several authentic writing opportunities

Chloe, as well as many other advanced writers in the class, need to be pushed to think about their writing more deeply. They need to think critically about the book and constantly

The writing activities are authentic ways for Chloes, and other advanced writers, writing to be pushed in a new direction

Provide alternative prompts for students who may not be at the books writing level. This will help students focus on understanding the text and on a prompt that is easier for them to understand and make connections with. Develop parameters for the students writing. These guidelines will give students a better direction of how to organize their writing. Create a chart for students, especially those struggling with comprehension, to write their vocabulary in. Then, have students write the definitions next to the word. They may revisit these important words as we continue reading the book. This assists low readers, as well as all others, comprehension and connecting ideas during reading. Create a visual outline of what it means to paraphrase, summarize, or inform others about an opinion. This will help students write their ideas out in an orderly fashion. They can use sentence starter

connect ideas to their own lives.

A map is used to give students a visual about where the characters are from or the setting.

Andre, D.J., Collin, Alexis, and other students do not have the same experiences as other students have. This may be due to their reading ability. They have not learned the same content, because they are not yet able to read at that level. They may also not be interested in reading, so their lack of reading sets their level of experiences holds them back from making more connections to the text. They need to learn content knowledge before, during, and after reading to make more connections.

This supports visual learners and students who have not had previous experience with Maryland and Wyoming.

worksheets also to facilitate starting their writing. This will help all students, but especially those who have trouble getting started and staying focused. Provide opportunities to work with partners. Some students need to talk out their thoughts before they write. Nichole, for example, would rather talk at first to get her thoughts organized. Jesse and Caden work well talking to other in a group setting.

Diverse Resources: Stone Fox Weekly Planning Sheet-in my classroom in a file Class set of Stone Fox books-in my classroom in a box Book of Stone Fox lesson ideas and worksheets-in my classroom in a file Smart Board- in my classroom Stone Fox quizzes and tests- in my classroom in a file (I wont be using these) Students are seated in groups-already arranged in my classroom Stone Fox booklet of questions-in my classroom in a file Stone Fox smart board document for character investigation- in my classroom on our computer Rulers- in my classroom in a mug White Boards The resources available in my classroom will be the starting point from which I enhance my unit. I will use these resources to enrich each lesson according to individual student needs. The main resource that I will use for my unit is the Stone Fox Booklet. I will use this packet of questions, vocabulary words, and activities as the starting point for my literature circle discussions. I will use this resource to guide students through their discussions. The various lines provide students an opportunity to write out their responses. The lines are spaced out evenly, allowing the students enough room to write their responses. In addition, the vocabulary words are listed with a sentence to help the students understand the word further. The booklet is an organized way for students to record their thoughts on Stone Fox. I plan to enhance this packet even more by creating a place for students to record their vocabulary words. This will help students who have trouble focusing or remembering what they looked up in their dictionary. It will also be a great resource for them to view as they read Stone Fox.

In addition to the booklet, I plan to use the weekly planning guide to decide what activities to include in the packet. This planning guide outlines a scope and provides daily activities to use in the classroom. From the planning guide, I am going to use the dogsled advertisement, expository paper to explain government services, and letter to someone important. There are various ideas in the planning guide. It provides students with several different ways to express their knowledge and use key details from Stone Fox. When thinking about what I would like to include in my unit, I have to make sure I choose a variety of different activities and select a limited amount. This unit is planned to last four to five weeks, so I must select accordingly. In my classroom, we have a class set of Stone Fox books. The students may each have their own book during this unit. This will enhance the lessons, as students will be able to follow along as we read each chapter aloud. During our class reading sessions, I can have students read popcorn style, choose readers, or read aloud at the gathering place. Having a class set of books allows students to read and follow along easily. The students may also use another resource to help them follow along easily, a ruler. I might pass out rulers to those students who I think need one and tell others that they may pull out their own ruler if they would like. When reading aloud, students such as Jesse and Collin must use a ruler in order to keep track of where we are. This helps their eyes focus on the words

Another resource that I am using to enrich my lessons is a Stone Fox booklet of lessons. The ideas in this book are connected to the planning guide. There are various activities that the planning guide lists from this book. I am going to use several lessons from this book to enhance my unit, such as: background of Wyoming activity, advertisement for dogsled race, brainstorm services our government provides for the citizens, and the importance of other people in our lives activity. This book provides several handouts and guides to use throughout my unit. The book activities will allow students to use key details in a way thats different from literature circle discussions and responses. In addition to those activity resources, there is also a smart board in my classroom. I plan to use that to display students role descriptions during literature discussions, background information on Maryland, and to display various key details from Stone Fox. For example, I could use a document to display key discussion points that I hear from each group. I could use the smart board to review what we discussed last time or reminders for how to act in discussion sessions. I could also use premade smart board documents to enhance my unit lessons. Mr. Forman made a document called character investigation. This activity allows students to think from the characters point of view. I could use this document as one of their discussion sessions. The students could take the role of one character and discuss what they would do in a specific situation. The students could write their responses in a notebook and share

what they wrote with their discussion group. I could assign each student a specific character and display their names, along with their character, on the smart board. In addition to the smart board as a resource, my student groupings will also serve as a valuable resource for my unit. All students are grouped in clusters of four or five. This grouping makes it easier to implement literature circle discussions. Students do not have to move their desks, they are accustomed to their group members, and this discussion session will allow each team to learn new ways of working together. The students will learn to take turns talking. Hopefully, these collaboration skills will transfer to other projects and activities. The fact that the room was already arranged for collaborative learning makes it an easy transition for students. In my classroom, there are also white boards for student interaction. When we have our class discussion on government taxes, I could have students write ideas down on their white board. I could ask them to write down one anything that they know about the government to grab prior knowledge. We can create a KWL chart together, using student input from white boards. Then after I present them with some knowledge about government services provided with tax money, I can check understanding with white boards and a whole class discussion. White boards can also be used to get students motivated to lead their group discussion. They must use them properly, however, otherwise they will loose the privilege to use their whiteboards for presenting their ideas to the group. The vocabulary

enricher can write down their words and use it in a sentence on a whiteboard. Another way students can use whiteboards during literature circle discussions is to show their illustration of a Stone Fox event. In the Stone Fox file, I found a series of quizzes and a test. I am not planning on using that for my unit assessment; however, I can use the questions to guide my rubric on how I will be assessing their summative project. The test will serve as a guide for what I want students to take away from the whole unit. Each summative assessment activity must achieve similar student understandings, so I can use the quizzes and tests as a guide to a choice one ultimate goal of common understanding. The resources listed above will enrich my unit plan in several different ways. I must use all these resources together to create lessons that accommodate various student needs. In addition to helping those with special needs, the resources help keep all students engaged. Part V. Through this unit, my students learned how to connect text ideas to their own life and discuss their ideas with others. My students learned to stop and think of ideas that relate text events to their own life. When discussing, they practiced working with others to engage in successful conversations about the text. The students in my classroom thought about the important events in the story and thought about these events critically. They did so by making predictions and their own interpretations. I provided my students an opportunity to research a main concept in

the text. They learned that good readers research key ideas in a text and learn more about that topic to better understand the book. In addition, in researching a main idea from the text, my students learned to make deeper connections between the text and their lives. My students researched what taxes are, who pays taxes, and the services that the government provides with taxes. My students also learned how to properly engage in the writing process. They practiced the writing process steps as they constructed their taxes expository writing paper. They learned how to engage in prewriting, drafting, revising, editing, and publishing. My students learned to display knowledge using their strengths and through a medium that they enjoy. Through this my students revealed that they understood the main ideas in the text. They displayed understanding in a skit, diary entry from a character, alternate ending, or divided four square poster. Regardless of the presentation choice, they were able to explain fiver or more main ideas from the text. Looking at selected student Stone Fox Booklets, I can see that my students successfully connected book ideas to their own lives. For example, Chloe and Jesse, explain the chores that she does at home. Alexis had a successful conversation about the responsibilities she completes at home. I was able to hear what she completes at home, even if she chose not to write down her responsibilities in her booklet. I was able to give her participation points for that day but not booklet points. Another way my students thought deeply about the text was in

deciding a new name for chapter four. Jesse said money man and Chloe said great idea and she explains that Little Willy comes up with a great idea. This shows that they learned how to think about the text in a different way. They are reflecting on what they know in the book so far and creating a title to sum up the chapters main idea. My students also learned how to display their knowledge of the book in a different form. They all completed an advertisement to think about the facts of the race. They included the name of the race. All three students wrote National Dog Sled Race. They were able to get creative and think of a time and date in February. They were also encouraged to draw a picture to match what was going to happen in the race. Alexis drew a picture of Little Willy crossing the finish line. I was able to see her prediction about what she thinks will happen in the book during the race. Jesse and Chloe included that the prize was 500 dollars. They understand that Little Willy needs to enter the race to earn 500 dollars to save his farm. This is the biggest main idea in the book and they showed me that they understand that main idea. Chloe included the entrance fee price that was listed in the book, as well as location of the race. She understands the little details and shows me that she is paying attention to those as she reads. She takes the poster one step further and make up one rule: dont cheat. It was up to the students to decide what rules to include. They were able to get creative and think of rules to include. This shows me that the students that need to think on a deeper level were given an opportunity to do so.

Through the taxes expository writing paper, my students displayed understanding of services the government provides. Looking at the students bubble charts, I see that the students learned to successfully engage in prewriting and select various services the government provides. For example, Chloe describes that the government provides money for school districts, police departments, streetlights, and fire departments. Nichole states that the government provides fire department, hospitals, military, and schools. They showed me that they understood the concepts that we researched as a class. In addition, they included an introduction and conclusion. Chloe included transitions in her writing. Both students have an edited paper with little spelling errors. I can see that they successfully edited and revised their papers. The students have a neat final draft that shows me they understand that their final published papers should look polished. I learned several ways that I could improve my teaching in the future. First, I need to provide more feedback to my students on their participation and on what they are going to be graded on. They should know the expectations right away to provide accountability. I should also set these expectations at the beginning of each literature discussion to ensure students remain on task throughout the discussion. In addition to using the check to allow students to feel accountable for their tasks, I should have further consequences for students who are constantly off task. This is especially necessary for students who have trouble focusing. My goal was to

provide my students who have trouble focusing an opportunity to gain points for their discussions. However, if they are also off task in their discussion than consequences need to be in place so these students feel that they must try hard to stay on task. Feedback each discussion day on how they did last time would be a visual reminder that they need to stay on task today. I might think of using a number rating for how on task they are each discussion. I think holding students accountable for their actions during literature circles will also help them develop accountability for other academics.

Part VI. My class successfully learned the content of the unit by comparing the main ideas from the text to their own lives. I saw my students thinking independently about the ideas and writing down what they believe relates to them. They learned to use the book experiences and think about how that relates to themselves. They also researched a key idea and explained their findings in a final expository paper. Through this expository paper they showed that they understood the services the government provides and that they understand how to successfully engage in the writing process. This assignment has impacted my teaching in various ways. I now understand how organize the needs of my class in one document. From there, I can brainstorm ideas on specific accommodations that I should implement to provide my students with an opportunity to learn and display

knowledge. This assignment allowed me to see how the accommodations can benefit not just one student, but also several students in my classroom. In addition, through this assignment, I learned to think about how to implement a successful literature circle in my classroom. I will still need to make changes that I decided would make the literature circles better; however, this assignment required me to reflect on my teaching practices to think about ways to improve my instruction. I learned that students who struggle might need an alternative to the instruction that all other students are receiving. I learned the importance of monitoring the students behavior closely and provide constant feedback and reward improvement. After planning and teaching this unit, I have learned several ways that I could plan or teach differently in the future. One big area of planning that I would alter would be the length and pacing of the unit. When I created the unit, I knew that there were several different items that I was required to include for my CI 476, CI 407, and EDPR 432 classes. I thought that it would be fine to link all of these assignments together. It was a great idea in theory, but it backfired on me. There are several reasons that the pacing of the unit was not the best. First, the unit was started during ISAT, so many lessons were put on hold. Second, it stretched out and was too long. The unit was spread over 6 weeks and was interrupted by spring break. I think it would have been more beneficial to choose one or two of the big activities that I had planned. For example, I could have just selected the literature circle discussions and the

summative assessment or writing assessment. Doing both extended the unit a bit farther than I would have liked. However, I hadnt thought of that when I chose to complete all three of class projects for this unit. In the future, I would plan my unit to only include the literature circle and one summative assessment. Also, I would plan for the unit to be over before natural breaks, such as spring break. I need to consider how much time I have for a unit and what could possibly stand in the way of wrapping up a unit before a natural break. It is okay to over plan a unit, but I must be flexible and willing to take away something from the unit if it is not a big deal to complete. This will keep students interested and ensure the unit does not carry on too long. In addition, it allows ample time to complete the next unit before the end of the year arrives. This unit informed my future teaching in several ways. For example, I now know that I need to clearly state my expectations at the beginning of each literature circle discussion and then follow through on what I say. If I notice students are off task, I may state that they are going to switch to independent completion of the work or sit with their heads down for two minutes. There are various ways that I can hold them accountable for completing their work. I definitely will continue to use the student jobs in the future; however, Id like to create a way to keep track of student jobs. I will alter their jobs fairly in the future, using the chart. I would like to develop a rotation system for students to experience each job at least once. This will help keep the respect of students when I tell them that they will get to try

each job at least once. They will know that I mean what I say. The most challenging part of the unit analysis was thinking of the accommodations that I want to provide that goes along with my lesson. I talked to my supervisor and she gave me some great suggestions. I learned that it is important to talk to others teachers about things I am having trouble with or am not sure of. She was very helpful and my literature circle ideas began to grow quickly. I started coming up with more and more ideas on how to accommodate my students to ensure they were able to learn and display knowledge appropriately. The most rewarding part of my unit analysis was watching the students use all that they learned to write their expository papers. The students began to connect their ideas, which was exactly what I taught them to do. They were showing me that they learned so much through their conversations, through their writing, and in other subjects. For example, during Social Studies, they brought up their understanding of goods and services. It made me feel so incredibly happy to know that they were picking up what I taught them and using it throughout other lessons. In addition, it was nice to see that I provided the appropriate scaffolding for them to complete their expository papers. I thought it might be difficult to have third graders write about the services the government provides but I thought Id provide lots of scaffolding to ensure they understood the material before writing. First completed a KWL chart. Then we read a book about taxes, completed a packet with a place to connect to

our own lives, and finally we discussed the services the government provides with taxes. In the computer lab, they solidified their knowledge and used their premade bubble charts to learn how to create a bubble chart to display then organize their ideas. The students showed excellent progress when we started writing our paper on the services the government provides. All the students were able to use their packet, bubble chart, and outline to write their paper. I was relieved to see that all this scaffolding was appropriate and helped them successfully write their paper. I learned much about the needs of my students and how I will assess these needs as I enter the field of education. First, I learned that each student needs prompting and constant feedback on how they are doing. This prompting can be a visual grade, reward, or consequence. In addition, they need to be given multiple opportunities to display knowledge in different ways. Providing students with alternative ways to display and learn knowledge will allow the student to use their strengths and successfully complete the objective. Some students are capable of completing an assignment; however, they may need to complete the assignment in a way that their needs allow. When assessing, I need to talk to the student individually or provide written instructions that I read aloud to them and provide them clear expectations about what they are going to be assessed on. I might provide an alternative way of assessing, such as asking the student questions aloud rather than complete a worksheet to display knowledge. In addition, I might

allow the student to create a skit to show me understanding if they struggle to write ideas down on paper. These accommodations must be made in order to ensure my students are receiving an equitable education. Every child is unique and has specific needs to be met. As a teacher, it is my responsibility to pinpoint every childs needs and accommodate those needs to the best of my ability. I must advocate on behalf of my students need to ensure they are met appropriately.

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