RICA Reflection

Coompetency: One
TPE Connection: TPE 9 Instructional Planning
Competency one outlines that teachers need to plan, organize, and
Definition
manage instruction in regards to reading, using Common Core State
Standards as the cornerstone to build reading around lessons.
.

Personal
Connection/
Evidence
(Discuss
assessment and
differentiation)

o During Monday night tutoring at College Park

Elementary I have implemented Common Core State
Standards for third grade. In preparing for these lessons I
had to plan, organize, and manage instruction. With the
help of Backward Design, which starts with the Standard
you want to obtain then is followed by how you will
assess the students achievement of the standard, I have
been able to create lessons that actively move toward
higher level thinking (Wiggins & McTighe, 2005). I
believe everyone has the right to equal and fair
education. To me this means that I do my best to
accommodate all students no matter their need, culture,
or disability. The Universal Design for Learning requires
that teachers implement lessons with multiple means of
representation, multiple means of expression and action,
and multiple means of engagement (Burkhardt, 2014).
Using this design in my lesson planning guarantees I
look at my students as individuals and give them each
the opportunity to succeed. For example, in one of my
tutoring lessons I am bringing in manipulative letters to
help my EL tutees to visualize, feel, and read with me
the words we will be creating.
Competency one connects to TPE 9 which states,
Candidates plan instruction that is comprehensive in
relation to the subject matter to be taught and in
accordance with state-adopted academic content
standards for students. Candidates understand the
vertical alignment of curriculum within the state-adopted
content standards and how to plan instruction
accordantly. In order to fulfill TPE 9 I have to plan,
organize, and manage instruction.

Differentiationo If students are English Language Learners then the

teacher will speak slowly and clearly while reading,
bring in visuals, and clearly define words that may be
confusing to English Language Learners.
o If students are struggling readers then teachers will
reteach skills that are lacking and scaffold their
knowledge.
o If students are advanced learners then teachers will
increase the pace of instruction.

Text-to-Text

References
Burkhardt, W. (2014). Universal Design for Learning: An Overview and
Examples of How to Use It in the Classroom. Retrieved from OnCue:
cue.org
Wiggins, G., & McTighe, J. (2005). Understandng by Design (2nd ed.).
Association for Supervision and Curriculum Development (ASCD).