Final Paper Evaluations

Haidee Garcia
EDUG 789
Professor Sheehan
May 06, 2015

PART I
AG is a fifth grade male student place in a bilingual self-contained classroom. He has an IEP.
The classroom consists of 12 students with a special education teacher and one paraprofessional. He is
10 years old and he enjoys outdoor activities, such as playing soccer, and spending time with his family
and friends. His favorite TV show is the cartoon Amazing World of Gumball and his favorite food is
pizza and Spanish food.
AG is a bright boy, with an incredible willingness to work and complete his assignments. As far
as his behavior he is an excellent and well-mannered student. He is a great listener, polite and very
respectful. Nevertheless, as expressed by the teacher, through observations and working with him, AG
has some difficulty in developing social interaction and communication with peers as he is very shy
and reserved.
I began working with AG in November was reported as doing fairly well in school
academically, with some strength and weakness in certain subjects. His IEP and WIAT-III results
indicated that he has difficulties in pseudo word decoding and in word reading as he omits the ending
sound of words leading him to not pronounce the complete word. Although he scored average in
spelling, he has difficulty spelling multi-syllable words especially deciphering the differences between
words that are homophones in essence. The test results indicated that he is struggling the most in
mathematics and in writing. In mathematics AG did well in addition and subtractions problems of the
sub-tests. However, he struggled the most on multiplication problems. He needs assistance in learning
his multiplication facts. Although, His writing piece contained details, sentence fluency and some
errors in grammar. His handwriting and presentation was very neat and clear which made it easy to
read. However AG needs help in organizing his ideas, and including a topic sentence and following
clear sequential structure. In addition, he needs help in developing an expressive and engaging voice.
Overall, AG is very sweet and hardworking boy who will benefit from one on one instruction to
continually practice, support and improve his academic and social deficits.

PART II
1. Within one year, AG will use an array of strategies such as, note taking, mapping and outlining
to organize and plan writing. 50% of the time measured by informal and formal performance
assessments.
2. Within one year, AG will be able to identify literary elements such as theme. As well as,
identify how characters develop and or change throughout the story 60% of the time as
measured by informal and formal performance assessments.
3. Within one year, AG will be able to solve two/three step computations and find various
representation for rational numbers in areas such as division and multiplication 50% of the time
as measured by informal and formal performance assessments.
Description of Lesson Plans
LESSON PLAN 1
The first lesson consisted on working on AG's ELA goal of using an array of strategies such as,
note taking, mapping and outlining to organize and plan writing as detailed on his IEP. The following
is the lesson plan.
1. GOAL: The essential understanding of this lesson is that Student will create topic
sentences and begin to gather reasons on graphic organizers
2.

OBJECTIVES:
1. Group 1 and 2- Draft the body of a text to support an opinion or point of view
through effective organization of reasons.
2. Group 3 (individual student) Create an opinion/topic sentence for their speeches.

3. STANDARDS: WRITING GRADE 4 CCSS

W.4.1.A Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer's purpose.
W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
GRADE 5 CCSS
W.5.1: Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
RI.5.2: Determine two or more main ideas of a text and explain how they are
supported by key details.
W.5.8
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or
paraphrase
information in notes and finished work, and provide a list
of sources.

4. MATERIALS: Heart and Soul Book by Kadir Nelson

OREO graphic organizers
OREO poster
5. PROCEDURE:
a. Connections/Relevance/background
Student has been reading Heart and Soul by Kadir Nelson for the past weeks. Talking about images and
figurative language. The next process is to have student begin the writing stages and drafting an
opinion speech. However, the student needs continued practice and it is essential to work with the
student on how to organize information and know the steps in creating a persuasive writing piece.
b. Motivation
Student will be asked to complete a DO NOW: brainstorm ideas in answering: What is an opinion?
Que es una opinion? (Translated in Spanish for ELL student.)
c. Development
1. State the objective of the lesson:
2. Review vocabulary: Opinion, Slavery, Suffrage, Sharecropping, Topic Sentence
( explained that a topic sentence does two things Which is to grab the readers
attentions and Give the readers an idea of what the speech will be about.
3. Introduce: An OREO POSTER GRAPHIC ORGANIZERS. Read the steps on how to
use the organizer to create a persuasive writing piece. Guide the student in learning
explained that in order to create an effective persuasive writing piece, they have to first
write an opinion, next give 2-3 strong reasons, then give an explanation and examples
for those reasons, and lastly restate their opinion.
4.

Ask the student guiding questions: How do we begin to write our opinion?
What is the purpose of finding reasons?

5. Explicit instruction: Outline what student will be working on first which is to to first
formulate a topic sentence on the subject of Segregation, Slavery, Sharecropping
6. Independent Activity Group 1 and 2- After formulating their topic sentence the students
use the OREO graphic organizer to write their opinion and to begin gathering evidence
and support for that opinion within their groups.
7. Focus lesson will be with Group 3: Student will create a topic sentence on Segregation.
8. Whole Group Share- share their topic sentence.
d. Summary- Review of the goals and objectives
Check in with groups on opinions. Review the language of topic sentences. Provide an exit slip for the
student to identify what two things are in a topic sentence. The OREO Graphic organizers will serve as
an assessment as well.

6. DIFFERENTIATION/MODIFICATIONS
1. Student are listening and looking a text for visual and auditory reinforcement
2. Different objective for focus student: Required to create a topic sentence after looking at
information on the text.
3. Review of the graphic organizers and what a topic sentence should consists of.
4. Worked with student in helping him find the information by using text features, such as
table of contents, and index to locate and gather the information.
5. Repeated and clarified the instructions.
6. Translated and use conjugated words in Spanish to assist the student in comprehending
the vocabulary.
LESSON PLAN 2
The second lesson consisted on working on AG's ELA goal of identify literary elements such as theme
as detailed on his IEP. The following is the lesson plan.
1. GOAL: The essential understanding of this lesson is that the student will be introduce to how to
determine what the theme of a passage is based on how characters respond to certain events or
challenges.
2.

OBJECTIVES:
1. Group 1 and 2- determine what the theme of a passage is based on how characters
respond to certain events or challenges.
2. Group 3 (individual student) Student will be able to determine a theme from details
in the text.

3. STANDARDS: READING GRADE 4 CCSS

RL.4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
GRADE 5 CCSS
.RL. 5.2 Determine a theme of a story, drama, or poem from details in
the
text, including how characters in a story or drama respond to challenges
or how the speaker in a poem reflects upon a topic; summarize the text.
4. MATERIALS: Theme worksheets
Passages
Theme PowerPoint
5. PROCEDURE:
a. Connections/Relevance/background
The student has been learning about different literary elements. Since identifying the theme of a story
is a higher order skill and requires the reader to make an inference. The student has difficulty
identifying themes. Therefore the student needs continued practice on this skill.
b. Motivation
The student will be ask to think about a scenario: You borrowed your best-friends favorite movie and

damaged it. What would you do?

The student will have a choice of speaking about what he would do or he can
write his response in a few sentences.
c. Development
1. State the objective of the lesson: determine a theme from details in the text.
2. Review vocabulary: Determine: is to find out
Theme: a lesson or message about life or human nature expressed in
Human nature: how people behave
Challenge: to face a tough/difficult situation.

stories

3. Introduce: The teacher will go over a power point explaining theme: (contains two
guided activities)
4.

Independent Activity:
1. Group 1 and 2: The student will work independently on a worksheet with two
passages identifying the theme and how the characters respond to
the events.

5. Focus lesson will be with Group 3: Will work with student in completing the worksheet
and in identifying the theme of a passage.
6. Whole Group Share- share their answers from the theme worksheets.
d. Summary- Review of the goals and objectives
The teacher will ask the student What did you learn today about determining a theme by how the
characters respond to challenges?
6. DIFFERENTIATION/MODIFICATIONS
1. Student are listening and looking a text for visual and auditory reinforcement.
2. Used power point presentation to represent visual of what a theme is and how characters
respond.
3. Different objective for focus student: Required to create a topic sentence after looking at
information on the text.
4. Review of the worksheet and what a theme consists of.
5. Use short stories that are relate-able e to the student interest in sports and school.
6. Worked with student in helping him find the information by using text features, such as
table of contents, and index to locate and gather the information.
7. Repeated and clarified the instructions.
8. Review of the key vocabulary words and skilled learned.

LESSON PLAN 3
The third lesson consisted on working on AG's Math goal of solving two/three step computations and
finding various representation for rational numbers in areas such as division and multiplication as
detailed on his IEP.
3. GOAL: The essential understanding of this lesson is that the student will fluently multiply two
digit by two digit whole number using the standard algorithms.
4.

OBJECTIVES:
1. Group 1 and 2- Student will be able to multiply multi-digit whole number using the
standard algorithm.
2. Group 3 (individual student) Student will be able to multiply multi-digit whole
number using the standard algorithm.

3. STANDARDS: MATH GRADE 5 CCSS

NBT.B.5 Fluently multiply multi-digit whole numbers using the standard
algorithm.
4. MATERIALS: Math worksheets
Math Lesson PowerPoint
Turtlehead Method Video
(http://www.teachertube.com/video/turtlehead-multiplication-77588)
5. PROCEDURE:
a. Connections/Relevance/background
The student have been learning his multiplication facts and how to solve multiplication problems. The
student has difficulty multiplying multi-digit facts. Therefore he needs continued practice on this skill.
b. Motivation
Student will explore the Standard Algorithm of multiplication using a unique way of describing it
known as the Turtlehead Method.
c. Development
1. State the objective of the lesson: multiply multi-digit whole number using the standard
algorithm
2. Review vocabulary: algorithm, product
3. Introduce: The teacher will have student watch a video
(http://www.teachertube.com/video/turtlehead-multiplication-77588)
4.

Independent Activity: Group 1 and 2 will be working in groups to complete the two

digit to-two digit multiplication worksheet.

5. Focus lesson will be with Group 3: Will work with student in completing the math
worksheet in solving two digit-two digit multiplication
problem.
6. Whole Group Share- share their answers from the math worksheets. Must explain how
they used the Turtle head Algorithm Method for multiplication.
7. Teacher will guide the discussion by using the following questions:
Are your presenting the Turtle head method?
Why do you start with the ones place value then move tens places value?
Why do you add a 0 in the ones place when multiplying using the
number in the tens place value?
d. Summary- Review of the goals and objectives
The teacher will have student fill out exit slip on two-digit by two-digit problems.
6. DIFFERENTIATION/MODIFICATIONS
1. Used power point presentation to represent visual of how to use the turtlehead method to
solve multiplication problems.
2. Different objective for focus student:
3. Review of the worksheet and what activity would consists of.
4. Worked with student in helping him solve the problems.
5. Repeated and clarified the instructions.
6. Review of the key vocabulary words and skilled learned.
7. Group students into cooperative groups to help students who may struggle in mastering
two-digit by two digit multiplication.
Description of strategies and interventions
In approaching AG's IEP goal in ELA of goal of organizing information as a way of planning
writing. AG and I started by really focusing on the use of the OREO graphic organizer as a tool to
begin gathering and organizing information from a text. This graphic organizer would be essential for
AG to write his response. Another strategy used in the lesson was to review with AG the vocabulary by
translating it to Spanish as well as use the text features of a book. Since the book is lengthy and has
many terminology and vocabulary that may present a challenge to AG, it was important for AG to
know where exactly to locate the information that he will need to create his topic sentence. Since his

subject was on segregation I worked with him on locating the information by using the index and table
of contents and helping him read the text. In addition, I asked several questions to check the students
comprehension of what segregation was and what it represented to the African American culture. This
helped him think about what his topic sentence will focus on.
For her second lesson, AG and I worked on identifying literary elements such as theme as
detailed on his IEP goals. In order to present this lesson to AG it was important to really make sure he
understood what a theme was. Using the power point was really good at helping AG stay engaged
throughout the lesson. The use of visual materials like power points helps by making the students more
focused on the task at hand. It is also time efficient as it does not consists of a teacher writing all the
information on a board. To make sure that AG understood what a theme was I made sure that he
understood how characters or individuals usually face a problem and they are able to solve it. I also
explained to him that authors do not explain what the theme is but that we can think about what the
characters are doing right or wrong when faced with a problem. Another way that I help AG with this
lesson is by using short stories that were of interest to him. Since he likes sports and funny stories I
used stories that incorporated many elements that would catch his interest and engage him in
completing and really achieving the objectives. Lastly, I wanted to make sure that students understand
themes are the big idea of the story, it was important that I presented many opportunities to discuss the
passage in depth by having him review his writing, and by restating the directions.
In helping AG with his third IEP goal on math. We worked on how to make the problem solving
as visual as possible. The turtle head method is a practical strategy that can be incorporated into
multiplication facts that involve more than two-digits. The turtle head method was important to
incorporate because it helps the student check their work to see if they are multiplying the digits
correctly. Once again, the use of the power point was helpful in making the students stay, focus and
engaged. The power point contained many elements that AG was delighted to see such as surging.
Always taking into consideration what the students is interested in.

Ongoing observational assessments on academics and behaviors

I have been observing AG and his classmates for the most of this semester. From my
observations I was able to see AG slowly become more engaged in the classroom. On numerous
occasions he participated in the classroom discussion by raising his hands to answer a questions. I was
delighted to see AG become more involved in the classroom community. I have seen him worked well
with his classmates in group activity or with a partner. Although, he remains quiet and reserve I have a
notice a change in how he is now more social with his friends, laughing and conversing with them on
various occasions.
Noted progress/improvement in targeted areas
AG has progressed greatly in the areas of writing. Through observations it has to be noted that
AG is considerably more comfortable in beginning his writing right away. In the beginning sessions, it
was extremely challenging for AG to begin writing any piece. He struggled in his prompt witting,
unsure of what to write and how to organize the information. AG after learning how a persuasive essay
is organized, AG is able to first think about his topic sentence, as well use linking words and provide
reasons to support the topic. Students usually struggle in locating information that will specifically
answer their topic or support their opinion. Essentially guiding the student through the reading and
writing process has helped AG in developing full essays. The use of the graphic organizers has helped
AG tremendously transferring all the information and ideas and writing it in the organizers for future
reference and guidance as he write. His writing structure and engaging voice is more prevalent in his
writing. In math AG struggled with his multiplications facts. Knowing his multiplications facts is an
important component in solving two digit by two digit multiplication problems. Initially, working with
him I knew this was something that I needed to tackle immediately. However, I was presently surprised
to find out that AG was actually one of the top students in knowing his multiplications facts. After
conferencing with his teacher, she informed me that she had created a multiplication fact ice cream

chart that tracked the students progress as they learned each of their facts. She incorporated games and
competitions among the students to motivate the students into learning their multiplication facts.
Knowing how much AG loves sports and games, I deduce that he excelled because of how interested he
is in doing well.
PART III
Conclusion and Recommendations
After observing and working with AG for the past two semester, I have seen him grow and
improve in many areas. The fact that AG knows his multiplications facts is such an incredible
accomplishment and it made it much more efficiently to teach two digit by two digit multiplication
facts. The use of the turtle head method has really helped AG in successfully solving problems.
Additionally, I have seen how engaging the student with videos and demonstrations that catch his
attentions and carefully consider his interests has been a valuable asset in making the lesson not only
informative but also fun.
AG is a very hardworking and sweet boy. I am glad to see him progress in his math and writing
abilities. It would be wonderful to see him continue on with his great work. As well as, see him branch
out and become more social and more active in being a part of the classroom community. A
recommendation for AG is to get him to participate more would be continually make lesson that attract
his attentions. I believe having the student work more in group or to randomly call on the student
would make sure that the student is always prepared to participate. In addition, asking several
questions would be beneficial in helping to make sure he understands the subject. AG is improving in
his writing but it essential that he always continues the practice of organizing his ideas and information.
The continual use of differentiated and scaffold instruction would make sure that he continues
improving his writing and becomes successful and efficient writer.

the WIAT-III.