Planning Instruction Task Templatemyresource.phoenix.edu/secure/resource/TPA002r4... · Web view2. List the state-adopted academic content standard(s) or state-adopted framework you

CalTPA–Designing Instruction Task

Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.

Step 1: Academic Content Selection and Learning about Students

Directions: An important step in planning instruction is to learn about your students. Select one class, one content area, and the state-adopted academic content standards or state-adopted framework (if your single subject content area does not have content standards) for this task. Respond to the questions below about this class, unit of study, and how you learn about the students.

A. Academic Content Selection

Grade Level: 2ndContent Area: Language ArtsSubject Matter:_______ Reading and Writing

1. List the state-adopted academic content standards or state-adopted framework that you will cover for this unit of study.2.0 Reading Comprehension

2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how)

2.5 Restate facts and details in the text to clarify and organize ideas

2.7 Interpret information from diagrams, charts, and graphs

3.0 Literary Response and Analysis

3.1 Compare and contrast plots, settings, and character presented by different authors

2. Describe the unit of study that addresses those standards.

This unit of student will require students to learn about similarities and differences among different topics which will lead them to learn about compare and contrast. They will compare and contrast 2 popular stories and will learn to use a Venn diagram.

3. What is (are) the academic learning goal(s) for this unit of study?- Listen for the purpose of following the teachers directions

- Understand similarities and differences among objects

July 2008 Copyright © 2007 by the California Commission on Teacher Credentialing. All Rights Reserved 1


- Develop an understanding of Venn diagrams

- Demonstrate an understanding of 2 stories

- Discuss the differences and similarities of main characters, plots and settings

- Complete a Venn diagram individually

Class InformationAge range of students: 7-8 _Number of male students: 12

Total number of students: 28 _Number of female students: 16

B. Student Characteristics

Linguistic Background

1. What information that may influence instruction do you want to learn about your students?

I would like to know each students primary language and what language is mostly spoken at home. For students who speak 2 languages I would like to know when they began speaking English.

2. How will you learn about your students? Describe the methods you will use and why you have chosen to use those particular methods.

The CELDT (California English Language Development Test) would be one way I can learn about my students linguistics, as well as observing and communicating with families. The CELDT will help me determine my students English proficiency along with their progress in learning English. Observing students daily will give me information about their progress and needs and communicating with their families will provide me with their linguistic background.

3. How will you use this information in planning academic instruction in your selected content area?

The information gathered will help with my planning as I construct the lesson. I can take into consideration if I should read the 2 stories and discuss what was read or if I can just move along. If I have a particular students who’s English proficiency is very low I can determine pairing him/her up with a buddy or find the books in their own language, so that they have a full understanding.

Academic Language Abilities, Content Knowledge, and Skills


I would like to know my student’s prior knowledge, strengths, weakness’, their July 2008 Copyright © 2007 by the California Commission on Teacher Credentialing. All Rights Reserved 2


Language Arts grades and scores from the previous year and their personal opinion on how well they understand or like Language Arts.


I can learn about my students through assessments. I would personally use different types of performance assessments. Through performance assessments I can get a wide variety of information, for example, I can see my students writing skills through essays, I can see their reading comprehension through oral presentations and I can see their reading and writing progress through portfolios. These methods will inform me at the beginning of the year their strengths and weakness’ and through out the year I can see if any progress has been made.


The information gathered will help me determine if my students already know about Venn diagrams, about comparing and contrast or if they even know about The Three Little Pigs. Whether they do or not I can decide if I should instruct these areas from scratch or simply review them.

Physical, Social, and Emotional Development


I would like to know whether a student needs special attention, how they work with others whether it be large or small groups and I would like to know how a student would respond to difficult work that can cause stress or overwhelm them.


The most effective way to learn about my students is through obtaining information from the students families. Their family will have the best information for me, talking and staying in communication with them often will provide me with the best help. If students have not been treated or diagnosed with any type of behavior issue or emotional issue and if I notice anything uncommon I would turn to a school psychologist to help identify any needs.


The information gathered will help me decided where to place the student, it has to be the correct setting whether it be in a small groups or paired with a buddy who can relate to the student or help them when they need it. I will also determine if I can provide any help to the student one on one during or after the lesson.

Cultural and Health Considerations




I would like to know how much Language Arts are used or known in my students culture. From here I would learn about my students culture so I can know them as a person along with their culture so that I can provide instruction they can relate to. As far as my students health I would like to know about any health issues they may have, for precaution.


I can learn from my student personally, asking him/her what Language Arts means in their culture as well as their family. Sending a letter with a few questions about their culture would inform me tremendously. Also, asking the family about any health issues I should be aware of would be helpful. Constant communication is beneficial.


For this particular lesson if students from other cultures have heard these stories in the past, I would encourage them to share their experience with specific details of what language it might have been in, who read, where they read it just so they can share that their culture relates to any other while informing their classmates and building more connected relationships.

Interests and Aspirations


I want to know about my students interest, hobbies and future goals so that I can take this information and use it in my instruction.


I can learn about my students through interest worksheet, classroom discussions on personally speaking to them one on one. I would also share my interests, hobbies and goals so that we can find something in common so that they can feel comfortable and open with out conversation. These methods will not only help me get to know my students but they will learn about each other as well which can build bonding friendships.


I will incorporate students’ interests to make Language Arts more enjoyable and interesting for them. Whether it be their interest in sports or planets incorporating stories that relate to something they enjoy reading about will help keep them focused or



whether it be incorporating any hobbies related to a unit students can share their experiences with their fellow classmates.

Step 2: Learning about Two Focus Students

Directions:Select two focus students from the class you identified in Step 1. Select one student who is an English learner and one student who presents a different instructional challenge. Use some of the methods you described in Step 1 to learn about these two students. Consider your selected content area and subject matter when describing what you learned about the two focus students. Complete the section below. In each box below include:

a description of what you learned about each of the students an explanation of how the information will influence your academic instructional planning.

Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may choose another student with a different instructional challenge rather than an English learner.

Student 1: An English learnerGender: Male Age: 7

1. Why did you select this student?

I choose this student because he has a difficult time with his speech, reading and writing. He tries really hard and wants nothing more to succeed.

2. What did you learn about this student’s linguistic background?

I learned that this student speaks only Spanish at home. His parents only speak Spanish as well, they can understand some English but hardly speak it. I also learned that the student began to learn English at the age of 3 through a family friend.

3. What did you learn about this student’s academic language abilities in relation to this academic content area?

I learned that student enjoys to read and write yet his reading skills are low. He will ask many questions if he listens to a story being read out loud and needs help when reading a book alone. When learning a new concept the students must be provided with one on one instruction or written instructions to keep up.



4. What did you learn about this student’s content knowledge and skills in this subject matter?

I learned that this student is only exposed to Language Arts in school. He doesn’t practice reading or writing at home unless it is an assignment and doesn’t receive much help with homework unless he asks a English speaking helper.

5. What did you learn about this student’s physical, social and emotional development relevant to this academic content area?

I learned from observing the child that he becomes more involved in small groups, he contributes and participates then he would in a large group. When he works with a group of 5 or more students he is quiet and keeps to himself. He is also comfortable working with other students who speak Spanish.

6. What did you learn about this student’s cultural background, including family and home relevant to this academic content area?

I learned from the students teacher that his parents wish they could do more when it comes to helping him to read, write or with any work at all. Even though they cant physically help they do their best to find him help through family and friends. Even though cultural background doesn’t play a big role in this content area this student has his families support.

7. What did you learn about this student’s special considerations, including health issues relevant to this academic content area?

I learned that the student prefers to work in small groups and with at least one partner who speaks Spanish. He becomes embarrassed when cannot pronounce a particular word in front of his classmates so tends to turn to a Spanish speaking friend for support.

8. What did you learn about this student’s interests and aspirations relevant to this academic content area?

I spoke to the student and asked him what his interest and aspirations were and he explained that he wants to learn to read an entire book without any ones help on day and that he enjoys reading books about dinosaurs. Even though the student knows he struggles while reading a book, because he cannot pronounce specific words his motivation and encouragement from his teacher and family will keep him moving towards this goal.

9. Describe other information relevant to this academic content area that you learned about the student (e.g., attendance, extracurricular activities).

The student attends the Boys and Girls club in his neighborhood when his parents work late and he explained that he gets the best help on homework with the volunteers and added that he enjoys reading with his favorite volunteer, because she reads stories in Spanish.



Student 2: A Student Who Presents a Different Instructional Challenge

Gender: Male Age: 8

1. Why did you select this student?

I choose this student because he has a disability in my particular content area. Observing this student guide me to answers that will help my lesson plan.

2. How is the instructional challenge that he or she presents different from that of the other student?

This particular students has a reading disability, the students reading comprehensions affect his ability to understand the meaning of the words he is reading. The teacher informed that when he reads a book or a short passage he doesn’t understand what he is reading and soon forgets what he has just read.

3. What did you learn about this student’s linguistic background?

I learned that the student only speaks English. The student’s parent’s also only speak English.

4. What did you learn about this student’s academic language abilities in relation to this academic content area?

I learned that the student is slow to learn new skills and relies a lot on memorizing information. According to the students teacher he at times has trouble learning the connection between letters and sound and confuses basic words while reading. Besides his troubles the teacher confirmed that the student enjoys to read.

5. What did you learn about this student’s content knowledge and skills in this subject matter?

I learned that the student is exposed to Language Arts in and outside of school. His parents and siblings help this student when it comes to reading and writing outside of the classroom, particularly on homework assignments. The student also attends a special education class 2-3 a week to primarily work on his disability.

6. What did you learn about this student’s physical, social and emotional development relevant to this academic content area?

I learned that the student becomes frustrated when he comes a challenge while reading or writing and gives up instantly. I observed this when the student was working on a writing assignment. The class was to describe a plant in full detail just by looking at it, the student throw his pencil down when he couldn’t write down his details. After some encouragement and ideas he outgrew the frustration and got back to work.



7. What did you learn about this student’s cultural background, including family and home relevant to this academic content area?

I learned that his parents and siblings help him tremendously when he struggles. Students are allowed to take classroom books home and trade them when they have fully read them, the teacher explained that the student takes home new books daily due to the reading he and his family do.

8. What did you learn about this student’s special considerations, including health issues relevant to this academic content area?

I learned that the student likes to work in a buddy system or alone. When it comes to working in groups the teacher explained that he at times cannot keep up with the information that is being distributed and prefers to work with a buddy, because they can easily brainstorm one a time and communicate effectively.

9. What did you learn about this student’s interest and aspirations relevant to this academic content area?

I learned that the student would like to write to a book of his own one day. When I spoke to him he told me about the monster and robot he would write about and how they go from enemies to best friends by the end of the book. His creative imagination will take him far.

10. Describe other information, relevant to this academic content area that you learned about the student (e.g., attendance, extracurricular activities).

I learned that student hardly misses a day of school.

Step 3: Planning for Academic Instruction for the Whole Class

Directions:Consider your academic content selection in Step 1 and what would you want the students to learn. As you begin to think about a lesson that falls within the selected unit of study, respond to the questions below about your plan for academic instruction for the whole class.

1. At what point in the sequence of the unit is this lesson? Put an X next to one:_______At the beginning of the unit of study X _ Between the beginning and the end of the unit of study_______At the end of the unit of study

2. List the state-adopted academic content standard(s) or state-adopted framework you will address in the lesson.

2.0 Reading Comprehension



2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how)

2.5 Restate facts and details in the text to clarify and organize ideas

2.7 Interpret information from diagrams, charts, and graphs

3.0 Literary Response and Analysis

3.1 Compare and contrast plots, settings, and character presented by different authors

3. What is (are) your academic learning goal(s)? What specifically do you expect students to know or be able to do as a result of the lesson?

I want my students to first understand the purpose of a Venn diagram. I also want my students to understand the concept of comparing and contrast through the two stories provided. In the end I want my student to know how to complete a Venn diagram while grasping the similarities and differences of the two stories they have read while working together in small groups.

4. How is (are) your academic learning goal(s) related to the state-adopted academic content standards or state-adopted framework?

The California State Standards state that students should be able to interpret information from diagrams and compare and contrast plots presented by 2 authors. This is what my lesson presents; it teachers students what a Venn diagram is how to interpret information in the diagram and how to compare and contrast two different stories.

5. How will the content of the lesson build on what the students already know and are able to do?

Students already know how to distinguish similarities and differences among objects and topics, knowing similarities and difference will fall into the compare and contrast subject. Most students will previously also know the story of The Three Little Pigs and will be able to think back on the previous story to The Truth About The Three Little Pigs.

6. How will the content of the lesson connect to the content of preceding and subsequent lessons?

The content of the lesson is to teach students how to compare and contrast two stories, these two stories will provide students with a tremendous amount of information making it simple to grasp on to the concept. The preceding lessons continue with compare and contrast but with less information, students will compare and contrast emotions



(happy/sad), subjects (math/science) and common objects (Truck/car).

7. What difficulties do you anticipate students could have with the lesson content and why do you think these difficulties might arise?

I can anticipate the misunderstanding of the Venn diagram. I think this will cause confusion at first to those who do not understand why the 2 circles overlap and during the demonstration using two students. Providing detailed directions and very detailed explanation of the Venn diagram will help me keep students on track, while answering any questions they have.

8. What evidence will you collect during the lesson or at the end of the lesson that will show the extent to which the students have learned what you intended?

I will collect each students Venn diagram at the end of the provided time with their information about both stories. After reviewing the Venn diagram I will go over the complete worksheet and review students on common mistakes. A small quiz will be given to students following the review.

9. Think about how you will sequence your instruction of the academic content to be covered in this lesson. Describe your plan for instruction in the order in which it will be implemented. Address each of the following prompts and provide a rationale for each of your decisions:

Communicating the academic learning goal(s) to the students

Instruction Plan RationaleI will begin by asking my students to think about what they learned in the previous lesson dealing with similarities and differences. I continue by asking what they think compare and contrast means, and if they have ever seen or used a Venn diagram before. I will introduce the meaning of compare and contrast and guide them through a Venn diagram.

By reviewing what students’ learned in the previous lesson they will have an insight that what they learned the previous day will continue onto that days lesson. Students will know what they are expected to learn and process by the end of the lesson.

Instructional strategies

Instruction Plan RationaleWhile reviewing the previous lesson of similarities and difference students can have a better grasp of the compare and contrast concept. Using two students as an example and working on a Venn diagram as a class will be a visual example for students of how any why a Venn diagram works.Then as a class we will read both versions one the

Introducing a new concept requires examples, using fellow classmates as examples will keep students aware and interested and learn to work well together as a class. This particular example will help students to understand what is expected of them after reading two different yet similar



books and discuss the books as a class before moving onto the Venn diagram worksheet. Students will be given the opportunity to ask questions and write down notes.

stories. Before continuing onto reading the stories it is important to know if the Venn diagram concept was understood, if not reinstruction of the concept is needed.

Student activities

Instruction Plan RationaleStudents activities involve them to listen and ask questions while review the previous lesson and learning about Venn diagrams. During the stories students will sit and listen quietly and during the stories discussions students are required to participate with ideas, opinions and questions and finally work individually or with a partner on the worksheet.

Students attention and participation is crucial. Encouraging students’ to ask questions keeps them focused and reassures them that they are in the right track.

Student grouping

Instruction Plan RationaleStudents will work individually on their Venn diagram with the permission of work with a partner if students please. During the classroom discussion students will work together as a class.

Students learning a new concept maybe confused even after asking many different questions giving them the opportunity to pair up with a partner, gives them the freedom to ask for help or provide help to others.

Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

Instruction Plan RationaleThe only materials needed will be the white board, a marker, 2 books and the students’ Venn diagram worksheet.

Whiteboard and markers are needed as visual aids and the books provide the stories.

Progress monitoring of student learning

Instruction Plan RationaleI will personally monitor students throughout the entire lesson. I will monitor their questions and ask them questions to make sure they are on the correct path. While they work on their worksheets making my way around the classroom and looking at their work will help me monitor if they are completing the worksheet correctly.

While students work on their worksheet I have the opportunity to work one on one with students with additional questions and also gives me an opportunity to see their work in action, which allows me to correct them if something is not correct or allows me to encourage them to keep going.



10. Given the difficulties you anticipate students could have with the content, what additional steps would you take to foster access and comprehension for all students?

The anticipation that learning about a Venn diagram will be difficult I will use a visual example to show them the proper meaning. I will draw 2 large circles on the board that overlap and call on two volunteers. The two volunteers will stand at the front of the class I will write each of their names above the 2 circles in they areas that they do not over lap. I will then ask the class to name things about each volunteer, (things they have in common and things that are different. Each example will be discussed as a class and it will be determined to into the part of circle that overlaps or in the part that does overlap.(The over lapped part of the two circles, will be explained as what the two volunteers share or have in common.) For example, if student A is a boy and student B is boy, this information would go in the overlap section, and if Student A is wearing a red shirt and student B is wearing a blue shirt this information would go in their own circle.

11. How would you share the results of student academic learning with students and families?

I will share the students results by reviewing the worksheet with them and showing them their strength’s and weakness’. Sharing this with their families can be done through a letter or progress report.

Step 4: Lesson Adaptations for the Two Focus Students

Directions:Consider what you have learned about the two focus students in Step 2, along with the implications for instruction that you identified for each of them. For the two students, determine what adaptations you will make to this lesson you have planned for the whole class. Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for instruction, indicate and explain that decision. In each box below, include:

Your decisions about lesson adaptations A rationale for those decisions

Student 1: An English Learner

1. Academic learning goal(s) or your expectations of what the student should know or be able to do as a result of this lesson

This student is expected to learn the same content as the rest of the class and will be required to work with a partner. The rest of the class an option to work with a partner but this student is required and will work with another English Language Learner since he is more comfortable working with one.

2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson



I will ask the student to take notes during the instruction of a Venn diagram and during the stories. I will collect this before he begins working on the Venn diagram to make sure he has a clear understanding. I will also collect his Venn diagram at the end of class and see his progress. I will have him take notes during the lesson so that he gets in the habit of doing so and it is a great way to practice his writing skills

3. Communicating the academic learning goal(s) and/or expectations to the student

I will communicate the goals and expectations like I would to the rest of the class but would also have a written copy of the lesson handy if he needs it. Since I am asking him to take notes he can underline specific areas I emphasis on or repeat often.

4. Instructional strategies

While I am reviewing and instructing on the Venn diagram and compare and contrast concept I will write all important facts on the board and repeat important words often so that this particular student is listening to the pronunciation as well as the meaning. A lot of lesson requires students to listen carefully to both stories, reading slowly and loudly will be directed towards this student as well as the discussion of both stories. Particular similarities and differences will be emphasized and directed. This will guide the student towards specific similarities and differences of the stories that he may use in his Venn diagram so there are no frightful moments of forgetfulness.

5. Student activities

During the lesson I will emphasize a great amount on writing for this particular student. I will ask the student during the lesson to not only write notes but to also write a list of things the stories have in common and what they do not have in common this way when we get to the discussion part of the lesson, he has a head start. I would also modify the lesson for him at the end, I would ask to write a couple of sentences on a separate sheet of paper explaining what one similarity and one difference.

6. Student grouping

This student will be sit next to a student who I have chosen that speaks the same language and works well with others. They will be allowed to sit next to each other and help each other during the lesson. I prefer that they encourage one another to ask questions and when it comes to working on the worksheet the pair will work effectively together while working on his vocabulary.

7. Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

The only materials this student would need are a notebook and a pencil to write down notes.

8. Progress monitoring of student learning July 2008 Copyright © 2007 by the California Commission on Teacher Credentialing. All Rights Reserved 13


This student will receive my personal feedback throughout the entire lesson. I will check his notes as he is writing them, ask him if he has any questions, ask him simple questions (such as, what does the center part of where the circles overlap mean?). Look over his shoulder while working on his Venn diagram and answer any questions he may have.

9. Sharing results of the student learning with the student and/or the family

This student will be provided with his work after it has been graded, it will also be sent home to show his family his learning process. I plan to keep copies in a portfolio to see a students progress over time.

Student 2: A Student Who Presents a Different Instructional Challenge

1. Academic learning goal(s) or your expectations of what the student should know or be able to do as a result of this lesson

This student is expected to learn the same content as the rest of the class and will be required to work with a partner. The rest of the class an option to work with a partner but this student is required and will work with a partner. This student primarily depends on memorizing information, having a partner to turn to when he tends to forget something will benefit him through the lesson.

2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson

This student will be required to take notes during the Venn diagram and compare and contrast instruction as well as during the reading of the two stories. This student doesn’t always understand what he is reading or being read have notes handy will guide him through the assignment. Collecting and review the assignment will help me prove he learned the concept.

3. Communicating the academic learning goal(s) and/or expectations to the student

I will communicate the goals and expectations like I would to the rest of the class but would also have a written copy of the lesson handy if he needs it. Since I am asking him to take notes he can underline specific areas I emphasis on or repeat often. I will provide a copy of both stories for this student, so he can look back at the book when he finds it necessary and if he needs too may complete the assignment at home if he doesn’t finish on time.

4. Instructional strategies

I will modify this lesson for this student by providing him with a copy of the book so that he may visually see and hear the words while I read them out loud. This will provide the student with a visual and audio instruction. I will also modify the way I instruct the Venn diagram and compare and contrast instruction by using simple words.



5. Student activities

To emphasize on the students reading I will ask the student to read the stories quietly to himself after the rest of the class has begun the assignment. This is for the students benefit and will give him time to not only reread the story but will be of importance for his reading skills. Along with the Venn diagram assignment the student will be given an extra assignment to do at home. He will explain what story he liked most and why, by including details from the stories.

6. Student grouping

This student will be sit next to a student who I have chosen that works well with others and has a moderate reading level. They will be allowed to sit next to each other and help each other during the lesson. I prefer that they encourage one another to ask questions and when it comes to working on the worksheet the pair will work effectively together while working on this students reading skills.

7. Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

The only materials this student would need are a notebook and a pencil to write down notes and a copy of both stories.

8. Progress monitoring of student learning

This student will receive my personal feedback throughout the entire lesson. I will check his notes as he is writing them, ask him if he has any questions and ask him a couple of questions about the story before he begins his assignment. I will look over his shoulder while working on his Venn diagram and answer any questions he may have.

9. Sharing results of the student learning with the student and/or the family

This student will be provided with his work after it has been graded, it will also be sent home to show his family his learning process. I plan to keep copies in a portfolio to see a students progress over time.

Step 5: Reflection on Connecting Instructional Planning to Student Characteristics

Directions: Read your responses to the questions in Steps 1-4. Think about what you have learned by completing this task, including the characteristics of the two focus students, your instructional planning for the whole class, and your adaptations for the focus students. Respond to the questions below:



1. What information that you collected for the whole class and/or for the two focus students most influenced your planning for this lesson? In your response, describe how and why the information was influential and why you found it to be so.

A couple different pieces of information influenced my planning for this lesson. Both of my focus students had trouble in the area reading and yet they both come different linguistic backgrounds. Learning about their linguistic backgrounds and life at home helps influence my lesson plan. My first student only speaks Spanish at home and hardly gets help on assignments because there is simply no one to help him this is what influenced me to pair him with someone who speaks Spanish that way he is comfortable asking questions and receiving help when he comes across any trouble. My second student receives a lot of help and support at home this is why I am influenced to let him take his time in class and allow him to take his work home when needed because I know that he will get it done at home with help from others. I was also influenced to pair the second student with a partner for those times he becomes frustrated working on his own, this way he has someone to ask help from when I am not available.

2. How will you use what you have learned regarding connecting instructional planning to student characteristics in the future?

I will use what I have learned in the future by getting to know my students and their backgrounds. While getting to know my students and collecting specific information that will be help me I will know how to successfully take my collected information into my lesson planning to be able to address everyone particularly. I will also assess my information and students through observations, assessments and one on one interviews, with what I gather through these actions I will be able to improve and lesson planning.


Documents

Planning Instruction Task Templatemyresource.phoenix.edu/secure/resource/TPA002r4... · Web view2. List the state-adopted academic content standard(s) or state-adopted framework you