Leading

 In  Learning;  Combating  the  Unequal  Opportunity  for  

All  To  Learn  
Natalie  Horstemeyer  
Graduation  with  Leadership  Distinction  in  Professional  and  Civic  Engagement  
Background Experience Reflections/Conclusions
The  achievement  gap  in  the  United   In  the  Fall  of  2017,   I  was  able  to  take   HOW   WILL  I  WORK  TOWARDS  
States  is  the  observed  disparity  in   the  role   as  a  student  teacher  for  a  16-­‐ CLOSING  THE  ACHIEVEMNT  GAP?
levels  of  academic  performance   week  internship   in  a  Lexington  1  

Closing  of  Achievement  Gap

among  students  of  low  socioeconomic   School   District,  Title   I  School.  
status  and  those  of  color. Language  
The  existence  of  the  achievement  gap   As  a  full   time  student  teacher  in  a  
within  those  subgroups,  proves  that   Title  I  Kindergarten   classroom,   I  was  
not  all students  are  receiving  equal   able  to  explore   the  characteristics   and   Culture
opportunities   to  gain  an  excellent   responsibilities  of  the  professional  
education… educator  and  educational  leader  in  
relation   to  a  positive  teaching  and  
Factors  that  lead  students  to   learning   environment.   Community
experience  unequal   opportunities   in  
gaining  an  education: IMPORTANT  TAKE-­‐AWAYS
• Culturally   Relevant  Pedagogy
• Advocate  for   the  rights  of  all  
• Inclusive  Classroom  Environments
Malnutrition students
• Community  Involvement
• Make  others  aware  of  the  issues  
• Cultural   Competency
in  unequal   opportunities   for  
Lack  of   education  in  America
Poverty
Resources Unequal   • Encourage  others  to  advocate  for  
Opportunity   their  rights  and  the  rights  of  
for  
Education
LESSON PLAN
Goals: I want the students to learn that . . .
other  students
• Offer  extended  learning  
Integration of This Lesson with Other Disciplines: This lesson is heavily integrated within
•! We read books from front to back, we read words from left to right, and words on a page both reading and writing workshop. This lesson will include reading, in addition to
from top to bottom writing/drawing out main ideas about the book. Additionally, one could tie in social studies or
science depending on what the book is about and what is being discussed while reading.
•! When listening or reading books, good readers remember key details in their minds while

opportunities   during   summer  for  

reading to be able to understand fully what happens in the story.
Materials
•! Anchor Chart paper
South Carolina Content Standards: •! Markers
English Language Arts: (see explanation on p. 13 of SC ELA Standards) •! Crayons

at-­‐risk  students
•! ELMO projector

Race  or   Family  is   •! Standard(s):

o! Standard 1: Demonstrate understanding of the organization and basic
features of print.
•! Smartboard
•! Bunny Cakes, Rosemary Wells

Ethnicity Uneducated o! Standard 7: Analyze the relationship among ideas, themes, or topics in Accommodating Student Needs:

• Create  long-­‐lasting   relationships  

multiple media, formats, and in visual, auditory, and kinesthetic
modalities Differentiated Teaching Strategies: (How will you modify process, product and/or
•! Indicator(s) content of the lesson to meet the diverse learning needs/interests of your students? What
o! 1.1 Follow words from left to right, top to bottom, and front to back. specific accommodations will you need to make for individual students in the classroom?)

between  the  schools  and  

o! 7.1 With guidance and support, retell a familiar text; identify
beginning, middle, and end in a text heard or read. Student(s) Initials Accommodations/Adaptations Reason for Accommodation
AN, FA, OG, FB,ER, OS Providing books in Spanish and offering These students come from Spanish
Spanish books within the classroom. speaking homes
CU Repeating directions, option to respond IEP
Objective(s):

communities
nonverbally
1.! Students will follow along in a book, during independent or shared reading time, from
left to right and top to bottom. Assessment(s): (Assessments should be linked directly to each Objective listed earlier.)

To  help  combat  this  issue,  the  No  

2.! Students will be able to identify main ideas/concepts of a storyline.
Objective Assessment Procedure Measurement Criteria (how

Support   teachers  in  gaining  

Connection to Children’s Previous Learning and Life Experiences: I know that my students you will know whether or not

•
are ready for this lesson, as they have become familiar with books over the past few weeks that they “got it”).
they have been in school and that it is important to show them how we properly read words and 1.! Students will follow along Walk around classroom with A check, meaning that they

Child  Left  Behind   Act  of  2001  passed  a  

in a book, during chart(each child’s name listed), are reading from top to
pictures. In addition, they need to be encouraged and taught how to be mindful and conscious of independent or shared looking for those who are reading bottom and left to right or a
what they are reading so that there is meaning. reading time, from left to words and pictures from left to note with how they are

cultural   competency
right and top to bottom. right and top to bottom. Note the reading differently.
Culturally Relevant Pedagogy This will help my students gain academic excellence because child’s habits
it is necessary to be able to create meaning with what words or pictures you read. From this

program  that  “provides  financial  

comes knowledge, and it is the first step in learning how to read. In addition, it is necessary
that my children can read so that they can broaden their knowledge on cultural issues and
trends in history.

assistance  to  local  educational  

Linguistic Pluralism: This lesson will honor those who speak different languages, as pictures
can be read by anyone. While we are creating a timeline, we will draw pictures along with
words to reflect main ideas. In addition, my students who are Spanish speaking have books in
the classroom that are written in Spanish that they are welcome to use and look at.

agencies  and  schools  with  high   Parent  and  

community  
numbers  or  high  percentages  of   involvement  
children  from  low-­‐income   families  to  
help  ensure  that  all   children   meet  
challenging   state  academic   Sources:  
standards,”  creating  what  we  refer  to   Title  I,  Part  A  Program.  (2015,   October  05).  
Parent  and   Equal   Extended  
as  Title  I  Schools (U.S.  Department  of   Retrieved  April   15,  2018,  from   community   Opportunities   learning
opportunities
involvement   for  Education
Education). https://www2.ed.gov/programs/titleiparta/in
“In  SY  2009-­‐10  more  than  56,000  public   dex.html
schools  across  the  country  used  Title  I  
funds  to  provide  additional  academic  
Culturally
support  and  learning  opportunities  to   relevant  
help  low-­‐achieving  children…”  –U.S.   pedagogy  
Department  of  Education