One way that I have shown my dedication and committment to accomodating to diverse learners is shown in the image above. During Daily Five rotations, I am focusing on one group of children according to reading level and fluency. This is complete guided instruction and helps students focus on the areas that they struggle or need growth in.
During my student-teaching experience, I was able to really study the community of Dearborn at the perspective of an Educator. I was able to see so much potential for growth and success when it came to my students and their role in the community. The document above shows my study of the community along with ways that I can accomodate to my students and their cultural accustoms.
Daddy-Daughter Dance at our school was a hit and our wonderful girls were able to enjoy a night out with their fathers'. This allowed me to see how the Arabic culture puts a large emphasis on father-daughter relationships and how essential spending time with family is to the culture and community.
All my curricular decisions reflected the Case Study chart that the College of Education provided. I was able to some what document my process in evaluating my every step for Rayann and her journey. I believe that it really was beneficial and allowed me to see all the necessary steps that my student needed. I was able to see that most of my hypothesizes were incorrect and that I needed to begin interventions as soon as possible in order to not have my student miss anymore special attention that she deserves.
With this journey I have discovered that it really is up to the teacher to make it all happen and to give the student the chance for the best education that they can possibly get. If I had just ignored all these signs, my student would not be getting all the services that she needs. I believe that with the whole team working with my student that there will be a successful outcome and that I am so ecstatic that I noticed this as soon as I did. The Case Study chart really aided me as a teacher in this whole process.
Committed to Diversity
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Daily Five
English Language Arts Rotations
Work on Writing
For one of the three rotations students have the chose of working on their writing skills. They would quickly grab their work on writing journal and get to it. The images above show a student who entered Kindergarten barely writing a sentence to writing a full complete paragraph. This selection shows how students progress throughout the school year when actively participating in Daily Five.
It allows students to chose what they want to work on or need to work on without having other students do it. It accomodates to all students because all students are diverse and have different areas of strength and weaknesses. This program allows each individual student to work on theirselves.
For word work student chose from a variety of activities that include connecting letters to make words that are high frequency or heart words and even matching beginning sound letters to make words from the spelling word family. It revolves around letter and word practice to familiarize students with high frequency classroom words.
Word Work!
Listen to Reading!
Students listen to the audio of a story while following along in the actual book! This works especially well with ELL students. It allows them to hear and see the words at the same time!
Read to Self!
Read to self is where students grab their reading bin and find a comfortable spot in the class where they read individually to theirselves. This allows students to build stamina and all work on their own. Making students very independent which is a developmental process students are just getting to in the Kindergarten age level.
Read to Someone!
Students can choose a classmate to read during a rotation. This allows students to get comfortable with one another and for them to be more expressive and willing to read to others or in front of others.
