Professional Documents
Culture Documents
Component C:
2/1/16
EC student: ( Diversity in the United States)
What could I have said differently that would have helped this student?
I could have highlighted information before hand in the text that would
have directed him to the right choice.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
o Trouble reading
o Trouble with spelling
o Trouble comprehending what he is reading at his classmates
pace
I am going to make sure that he is in groups that will help guide him to
the right information. That way he does not have to reread the entire
text when trying to find an answer.
Component C:
Student B: 2/1/16 (ELA group work)
What could I have said differently that would have helped this student?
I could have gone over more on why we use graphs before letting them
work in groups. This type of modeling would have helped them on a
few questions.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
She wants to answer the question before really thinking about it. I can
help by
telling everyone to think for five seconds first before answering.
Day 2
Component C:
2/1/16 (ELA the amazing 1800s)
EC student:
What could I have said differently that would have helped this student?
o Even though I helped him find information in the text I should
have had him tell me what he wants written down so that I could
write it for him.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
o Trouble reading
o Trouble with spelling
o Trouble comprehending what he is reading at his classmates
pace
I am going to make sure that he verbally tells me what he wants in his
answers if he has a question that requires him to write down the
answer.
Component C:
Student B: 2/2/16 (ELA group work)
What could I have said differently that would have helped this student?
o Remind the students that we need to be unlocking the questions
because this will help us figure out exactly what the question is
asking.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
o From this work it does not show any learning barriers that I
should be concerned about. It shows me that she is
understanding how to read a nonfiction text.
Day 3
Component C:
2/2/16 (Mid- chapter checkpoint)
EC student:
What could I have said differently that would have helped this student?
I could have highlighted key words in order for him to understand
where to look within the book. I also could have wrote page numbers
by each question showing where the notes were located.
student has a visual to refer back to throughout the lesson. If I did not
do this I could have visuals already within his math book for him to
look at.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his learning to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.
Component C:
Student B: (ELA test) 2/3/16
What could I have said differently that would have helped this student?
For question 7 I could have gone over what some of the terms meant.
At the fourth grade level the only way that they would know the
meanings for some of these words would have been from outside
sources other than school.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
From this work it shows that her vocabulary background is low. In
order to improve this I will pause throughout readings to have students
comprehend what that word means.
Day 4
Component C:
2/4/16 (Homework)
EC student:
What could I have said differently that would have helped this student?
Overall he seemed to understand the lesson very well from the looks of
this work. What I could have done however was send home fraction
strips or circles so that he could have a visual
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his progress to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.
Component C:
Student B: (Math Homework) 2/3/16
What could I have said differently that would have helped this student?
What I could have done is had them write out the simple multiplication
facts below their answer just to work on their facts. This way they are
working on not only the task at hand but they are visualizing their
background knowledge.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
From this work it shows she does well when assisted, if she was
assisted by her parents on the homework. I need to keep her on this
track so that she is able to succeed as we move on.
Day 5
Component C:
2/5/16 (spelling test, 11s fact quiz)
EC student:
What could I have said differently that would have helped this student?
To challenge the student a little more I could verybally said the word
and had a few sentences with the word within the sentence. The
student would then have to highlight that word in the context of the
text.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems.
Component C:
Student B: (spelling test and 11s fact quiz) 2/5/16
letters in each word. Her facts quiz tells me that she understands her
11s facts because she is able to finish 100 facts within 5 minutes. She
also finished early which tells me she did not struggle at all through
this.
What could I have said differently that would have helped this student?
For the spelling list there is not much that I could have done for her
today but what I could have done the day before is played a game of
sparkle just so that she would have the idea in her head on how to
spell these words.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The one major thing that I noticed was her mistake of substituting
letters that have the same phoneme. A way that I can help her with
this like stated in the last question is to make sure she sees more
visuals of that word throughout each lesson. This can extend on from
not only ELA but math, social studies and science.
Day 6
Component C:
2/8/16 (ELA compare and contrast test)
EC student:
What could I have said differently that would have helped this student?
I tried to reiterate to slow down and take your time. I told him that if
there were any words that he did not understand that he could ask me
but he did not ask me any questions throughout the test. I even gave
him a small checklist at his desk where he could check off what he is
suppose to do for each passage and question section.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems. For the next
test I am going to have my CE take him to the back of the room and
have him read aloud to himself.
Component C:
Student B: (ELA compare and contrast test) 2/8/16
What could I have said differently that would have helped this student?
Before the test I could have reviewed the signal words a little bit more
and reiterated that they need to take their time and not just circle the
first answer that they come to.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. This grade that she received does
not reflect the type of student that she is. She normally does not
receive these types of grades. One factor that could have been apart
of it was that the super bowl was last night and she may have stayed
up and been tired from that. Before the test began however I got them
up and moving around to get their brains and bodies working.
Day 7
Component C:
2/9/16 (ELA classwork and exit ticket)
EC student:
What could I have said differently that would have helped this student?
What I should of done is read the story aloud as a class instead of in
their groups. Then I could have had them do the questions in their
groups. This would of given him a better understanding of what he
was reading
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him or if he has classmates read
aloud but otherwise he is not able to keep up with the class. If he is in
a group or partner work he is with a strong reader that can help him
through the problems.
retain the information in his head the same time he is trying to read
silently in his head.
Component C:
Student B: (ELA classwork and exit ticket) 2/9/16
What could I have said differently that would have helped this student?
What I should of done is read the story aloud as a class instead of in
their groups. Then I could have had them do the questions in their
groups. This would of given her a better understanding of what she
was reading.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.
Day 8
Component C:
2/10/16 (ELA EOG prep test)
EC student:
What could I have said differently that would have helped this student?
One thing that I did not see him do is unravel his passage. We have
been doing this all year and I think it would of helped him if I reminded
him to do so before I gave him the test.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material..
Component C:
Student B: (ELA EOG test prep) 2/10/16
What could I have said differently that would have helped this student?
Before the test I could have reminded the students that not every
answer will come straight from the text. They are going to have to use
the reading skills that we have learned to find some of the answers.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.
Day 9
Component C:
2/11/16
EC student: (exit ticket)
What could I have said differently that would have helped this student?
What I could of done was tell him that we need to see how many times
the 3 goes into the 4 first. Since this number is our number in the tens
place. Then move on to the 8 which is in the ones place.
Component C:
Student B: 2/11/16 (Exit ticket)
What could I have said differently that would have helped this student?
I could have had a more difficult problem after this one to see how
much students understood past the basic level. I could of challenged
her by making another question a little more difficult to where she
would need more steps or have a word problem instead of just stating
what 24x 2/3?
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The only barrier that this work showed me is that I put up a learning
barrier for her. She was limited on her ability to show me just how
much she understands. If I would have given her a harder problem I
could have pushed her to work harder and think deeper, not just think
on the surface level.
Day 10
Component C:
2/12/16
EC student: (fractions of a whole ws)
What could I have said differently that would have helped this student?
He did find how many did not have the green jackets but he was
suppose to be looking for how many did have green jackets. I could
have told him to make sure he is finding the write part of the question.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material. The reading trouble that he
has I think is what prevented him from writing down the correct
answer.
Component C:
Student B: (ELA EOG test prep) 2/12/16
What could I have said differently that would have helped this student?
Before the test I could have reminded the students that not every
answer will come straight from the text. They are going to have to use
the reading skills that we have learned to find some of the answers.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.