Elsa M.

Jordan
May 26, 2024

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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

• Respond to students with respect at all times • Practice self-reflection for improvement
• Addresses students by name • Invests time before and after school

Core Values (TIU3)

Advocate Encouragement

Additional Notes:
 Elsa M. Jordan
May 26, 2024

Psychology 101 Review (TIU6)

Behaviorism Cognitivism Constructivists Humanism

"Behaviorists believe that Cognitive learning theorists
learning is a change in believe that defining
behavior caused by learning as merely a change
an external stimulus. The in behavior is too
theory states that narrow. They view the
rewarding someone for a learner much like a
particular behavior computer -- learning
Brief
encourages them to involves a change in
Description:
behave in the same way in knowledge stored in
memory, not just a change
a similar situation. The
in behavior. So, they focus
reward reinforces the
more on mental processes
behavior. However, if (rather than observable
punished for a behavior, behavior as the
they are less likely to behaviorists). Teachers
repeat it." assist the learner in making
associations and
discovering for themselves.
Constructivists believe Humanism focuses on
that the learner brings human freedom, dignity,
their own past and potential. It is
experiences and cultural necessary to study the
person as a whole. This
factors to every
theory deals with the
situation. Since each
learner constructs social-emotional side of
knowledge, learning is learning.
different for each
person. Instruction
should encourage
students to discover
principles for themselves,
and the curriculum should
spiral to build upon prior
knowledge.

• Ivan Pavlov • Jean Piaget • Lev Vygotsky • Abraham Harold

• B.F. Skinner • John Dewey Maslow
• Albert Bandura • Erik Erikson
• Benjamin Bloom
Theorists • Howard Gardner
Associated: • Jerome Bruner

Syntax- The set of conventions for organizing symbols, words, and phrases together. into
structures (e.g., sentences, graphs, tables). How you support students in their language use:
sequence events, graphic organizers, formulas, charts, language rules, outlines, Venn diagram.

Notes:

IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationship
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
2 -4 yr olds Between the ages of 2 and
5, children gradually learn
how to manage their
feelings. By age 5, friends
become important.
5- 8 yr olds Out of the home and into
the friend group;
Signs of growing
9-11 yr olds independence and
disobedience, perhaps even
backtalk and rebellious
behavior, become more
frequent. Common fears
include the unknown,
failure, death, family
problems, and non-
acceptance. Concepts of
right and wrong continue to
build. A sense of humor
develops during this period.
Adolescents are increasingly
12-14 yr olds comfortable interacting in
the community and with
their peers. For some
activities, they enjoy mixing
with both sexes, while for
others, they prefer being
with their sex.
4. Retrieve
5. Routing
6. Re-exposing
Physical
In these years, a child
becomes stronger and starts
to look longer and leaner.
Into the world of games and
school work
The range of height and
weight widens. Becoming
critical of physical
appearance increases
(especially in girls). Children
in this age group are as
coordinated as adults,
although lapses of
awkwardness are common.
Energy abounds, and
children may become
overstimulated when
participating in competitive
physical activities. Children
this age need 10 to 11 hours
of sleep each night.
Adolescence is a period of
rapid growth and physical
change. It can be an uneasy
time for individuals whose
physical changes are
apparent and those who
seem to be at a standstill.
Throughout this stage,
adolescents must cope with
ungainly bodies and a new
sense of their physical
selves.
Elsa M. Jordan
May 26, 2024
7. Retaining
8. Reflecting
9. Rehearsing
Mental
A child this age makes great
strides in being able to think
and reason. In these years,
children learn their letters,
counting, and colors.
Into the world of adult
ideas, logic, and
communication.
Children in early
adolescence begin to think
abstractly and can plan for
several weeks. They can
insightfully evaluate
behavior. Their attention
span and ability to
concentrate increases from
30 minutes to several hours.
Having moved from
concrete to abstract
thinking, adolescents enjoy
cognitive activities. They
need to be allowed to find
solutions to their problems,
learn from their mistakes,
test ideas, and form
opinions. However, they still
need the support and
guidance of adults.
Characteristics /
By age 2, most children can
walk upstairs one at a time,
kick a ball, and draw simple
strokes with a pencil. By age
5, most can dress and
undress and write some
lowercase and capital letters.
Are at a period of steady
growth. Learn best if
physically active. Are learning
how to use their bodies by
mastering physical skills.
More interested in process
than product. Are wrapped
up in self.
Children of this age think
about possible occupations
when selecting junior high
courses. They base their
occupational preferences on
personal abilities and
interests. Self-image as
"worker" begins to emerge.
Many children start to want a
part-time job.
Concerned about physical
development, being liked by
friends, social graces, and
proper grooming (even
though they don't want to
admit it). Self-conscious with
many needing help to
overcome inferiority
complexes. Experience
emotions that are on a roller
coaster ride. Change in
hormones and changes in
thinking contribute to the
mood swings.

Transition period—
teenagers detach
themselves from their
15-18 yr olds parents. They feel mature
and want to be an adult but
don’t have all the skills to do
so. Feelings of insecurity,
anger, and frustration begin.
Less concerned with adult
approval and want more
peer approval. Develop
close relationships with their
gender. Develop an intense
interest in the opposite sex.
Desire group acceptance
and will follow peer dress
and behavior norms
Hattie’s most effective influences on instruction (throughout SS)
Coordination and strength
increase; however, rapid
growth may cause
clumsiness and lack of
coordination.
There may be a general
awkwardness.
By 19, the adolescent has
full motor capacities (boys
usually mature later than
girls, but are generally
bigger).
Boys develop sex
characteristics such as deep
voices and body hair.
Girls and boys move
through puberty at different
rates. This difference can be
difficult for slow or quick
developers to handle.
Elsa M. Jordan
May 26, 2024
Intense questioning and
uncertainty
Increasing accountability for
finances, employment,
relationships
Teens test their language
skills often using sarcasm.
Arguing skills improve (and
are demonstrated often and
with great passion)
Reasoning skills improve
Begins with the ability to
apply concepts to specific
examples
Learns to use deductive
reasoning and make
educated guesses
Learns to reason through
problems even in the
absence of concrete events
or examples
Have high social needs and
desires. Want and need a strong
voice in planning their programs.
Need freedom from parental
control to make decisions. Want
adult leadership roles. Quite
interested in coeducational
activities. Strong desire for
status in the peer group.
Restricting areas of interest;
patterns of interest are
becoming more definite. Reach
high levels of abstract thinking
and problem-solving. Can
choose purposes, make plans,
carry them out, and evaluate the
results. Have widespread
feelings of inferiority and
inadequacy. Begins to know self
as an individual. Personal
philosophy begins to emerge.
Are developing community
consciousness. Are developing a
growing concern for the well-
being and progress of other
individuals and groups. Need life
planning guidance.

• Language Instruction • Cues and Questions

• Scaffolding • Technology
• Small Group Instruction • Student Relationships
• Cooperative Grouping
• Organizers
• Compare and Contrast
• Notetaking

What is Academic Language? (SS1)

Academic language is the oral, visual and written language that students need in order to:
• understand (read, listen, think)
• communicate (listen, speak, write, connect)
• perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. Learning vocabulary words before reading the text 4. Learning vocabulary in both written text and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1. Tiered Instruction: Changing the level of complexity or required readiness of a task or unit of study in order to meet the
developmental needs of the students involved.
2. Anchoring Activities: These are activities that a student may do at any time when they have completed their present
assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment
opportunities, including problems to solve or journals to write. They could also be part of a long-term project.
3. Flexible Grouping: This allows students to be appropriately challenged and avoids labeling a student’s readiness as a
static state. It is important to permit movement between groups because interest changes as students move from one
 Elsa M. Jordan
May 26, 2024
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Tiered Instruction Flexible Grouping

Concept Map Venn Diagrams

Know – Wonder - Learn Expository Organizers

Classifying Comparing & Contrasting

Cornell Notes Retelling Using 5 Fingers

1 Minute Paper One Question, One Comment, One Word

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Critique, Judge, Choose, Conclude, Justify

Canva, Adobe Express

APPS:
Design, Hypothesize, Explain, Formulate, Reconstruct
Evaluate
Adobe Spark Page, miro
APPS:
Compare, Contrast, Practice, Show, Interpret, Relate
Analyze
ThingLink, MindMapping
APPS:
Solve, Illustrate, Produce, Demonstrate, Use
Apply
Sketchbook, Google Docs
APPS:
Summarize, Estimate, Predict, Infer, Extend
Comprehension
AirTable, Clips
APPS:
Define, Identify, Select, Reproduce, Outline
Remember

APPS: Quizlet, VoiceThread

 Elsa M. Jordan
May 26, 2024
Components of a social emotional learning program (SS12)
The five components of a social emotional learning program are:
1. self-awareness
2. self-management
3. social awareness
4. relationship skills
5. responsible decision-making.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

• Implement changes as suggested by peers • Provide a variety of feedback
and admin • Incorporate higher-order thinking
• Has lesson plans that are student-centered questions for deeper learning

Create a welcoming space (CBM3)

1. Greet and welcome each student as they enter the classroom.

2. Have assigned seating ready so students know where to sit.

3. Take charge of the class by introducing myself, class rules, and expectations on day one.

4. Have extra supplies so all students can complete assignments without trouble.

5. Connect with the class by having engaging activities to build positive relationships with each other as
well as me.

6. Have drawers labeled and organized with supplies so students can easily see where they can get certain
tools.
 Elsa M. Jordan
May 26, 2024
Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
Technique One: No Opt Out. Teachers with high expectations don't accept "I don't know," but
expect students to be engaged and "give it a shot."
2. Technique Seven: The Four M's.The four m's of planning are: manageable, measurable, made
first, and most Important

3. Technique 14: Board = Paper. This technique means that students put everything you put on
the board on their paper.

4. Technique 22: Cold Calls. Like the sales technique, the teacher asks someone unsuspecting
for an answer. It avoids "opting out," and keeps all your students on their toes.
5. Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time
is wasted between instructional activities.

6. Technique 39: Do It Again. This technique is perhaps the only negative consequence that
genuinely works. When students fail to meet your standards, you ask them to "Do it again."
They model the appropriate behavior but are eager not to have to do it again.
7. Technique 47: Emotional Constancy. An effective teacher keeps his or her emotions in check
and doesn't make it all about him or herself. Make your good moods about good performance,
not about pleasing you.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

• Displays student work/projects. • Maintains daily routines and procedures.
• Maintains a clean and orderly classroom. • Sets clear, firm behavioral expectations.
 Elsa M. Jordan
May 26, 2024

Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom

Autism • A neurological disorder A student with Autism may:

• Cognitive abilities range 1. Perseverate on a topic

from gifted to cognitively
delayed 2. Struggle to attend to a task
or appear to not be paying
• Usually identified in the first attention
three years of life
3. Have difficulty
• 4:1 male to female ratio sharing/taking turns or call
out answers

4. Have difficulty with noise or

visual stimuli

5. Not understand the big

picture or abstract concepts

6. Struggle with transitions or

change to routine

7. Fidget, rock, flap, stimulate,

echo or mimic phrases

8. Run or fight in stressful

situations

9. Lack reciprocal
communication skills or be
nonverbal

10. Not understand non-verbal

cues, jargon, or slang terms

11. Have difficulty with volume

Deaf/Blindness • A student who falls into this
eligibility category has any
combination of vision and
hearing loss, though not
necessarily complete
deafness and/or complete
blindness
• A wide range of cognitive
and developmental abilities
control, cadence, and
intonation.
A student that is deaf-blind may
• Require Information to be
introduced deliberately and
systematically
• Utilize the service of a
specialized Support Service
Provider (SSP).

Deafness • May also have difficulty with
speech, reading, and writing
skills
• May use speech, lip-reading,
hearing aids, and/or another
amplification system
• American Sign Language
(ASL) may be their first
language and English may be
their second
Emotional Disturbance • Hyperactivity
• Aggression or self-injurious
behavior
• Withdrawal
• Immaturity
• Learning difficulties
Hearing Impaired • Articulation difficulties and
language delays
• Easily frustrated
• Difficulty with oral
expression
• Difficulty with
social/emotional skills
Elsa M. Jordan
May 26, 2024
A student that is deaf may
• Need special seating, being
in view of the teacher
• Need written supplements
to oral instruction like visual
aids/cues
• Require eye contact prior to
speaking
• Have difficulties with
social/emotional or
interpersonal skills
• Exhibit some form of
articulation difficulty
• Become frustrated and may
have behavioral concerns
• Use hearing devices, which
DO NOT return hearing to
normal
A student that is emotionally
disturbed may
• Exhibit inappropriate
behavior under ordinary
circumstances
• Not be able to maintain
relationships
• Display inappropriate
manifestation of physical
symptoms or fears in
response to school or
personal difficulties.
A student with a hearing
impairment may
• Wear hearing aids or FM
systems
• Read lips or use ASL
• Need a quiet environment
with many visuals to be
successful

Intellectual Disability • Struggle with overall
academics
Elsa M. Jordan
May 26, 2024
• Need a slower rate of
speech and clear enunciation
A student with an intellectual
disability may

• Struggle with attention, • Not be working on grade

memory level materials

• Struggle to make • Not understand social norms

generalizations
• Struggle with problem-
• Trouble interacting socially solving across all areas
(academic as well as
functional living skills).

Multiple Disabilities • Hampered speech and
communication skills
• Challenges with mobility
• Need assistance with
everyday tasks
• Usually has medical needs
•
A student with multiple
disabilities may
• Require multiple services
• Use alternate
communication methods
• Require alternate curriculum
materials.

Orthopedic Impairment It is difficult or perhaps A student with an orthopedic

impossible to generalize the impairment may
characteristics of a student who • Have no cognitive concerns
qualifies under OI. For example,
a child with spinal cord injury • Be integrated into the
could have immobility limited to general education setting all
one side of his or her body, just the time
the arms or legs, or total
paralysis. A child with cerebral • Use assistive technology.
palsy may have movement but
need a wheelchair since walking
may be difficult.
Other Health Impairment Having limited strength, vitality,
or alertness, including a
heightened alertness to
environmental stimuli, that
results in limited alertness with
respect to the educational
environment, that is due to
chronic or acute health
problems such as asthma,
attention deficit disorder, or
attention deficit hyperactivity

Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
disorder, diabetes, epilepsy, a
heart condition, hemophilia,
lead poisoning, leukemia,
nephritis, rheumatic fever, sickle
cell anemia, and Tourette
syndrome and adversely affects
a child’s educational
performance.
May Impact
• Reading
• Writing
• Oral Language
• Math
• Study Skills
• Articulation disorder
• Abnormal voice
• Fluency disorder
• Language disorder
• Memory and attention
concerns
• Social skill concerns
Elsa M. Jordan
May 26, 2024
A student that has a specific
learning disability may
demonstrate
• Slower reading rate
• Frequent spelling errors
• Difficulty copying
• Difficulty memorizing basic
facts
• Difficulty describing events
• Difficulty interpreting subtle
messages.
A student that has a speech or
language disability may
• Tend to emerge at a young
age
• Have difficulties with
comprehension
• Have difficulties being
understood
• Have difficulty expressing
needs, ideas, or information
• Struggle with social
interactions
• Work closely with a
speech/language pathologist
to support the student.
A student that has a traumatic
brain injury may
• Struggle to process visual
information
 Elsa M. Jordan
May 26, 2024
• Emotional regulation • Struggle to follow multi-step
concerns directions

• Speech and language • Struggle to communicate

concerns
• Have difficulty with grade-
• Physical concerns level work

• Struggle with logic, problem-

solving, and reasoning skills.

Visual Impairment including • Spatial positioning

Blindness
• Short attention span

• Sensitivity to bright light

• Poor eye and hand

coordination or clumsiness

• Poor academic performance

 Elsa M. Jordan
May 26, 2024
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

Provide Initial Evaluation
Within 60
Calendar
Days
#3 Full individual and initial evaluations
completed

Within
#4 Notice of ARD Meeting 30
Calendar
Days

#5 Consent for initial placement

3
Years

Year

#6 Annual IEP review

#7 Notice and consent for reevaluation

#8 Dismissal/Graduation or no longer
meets age eligibility
 Elsa M. Jordan
May 26, 2024

Modifications and Accommodations (E6)

Accommodations - An accommodation is a change that helps a student overcome or work around the disability. These changes are
typically physical or environmental. Allowing a student who has trouble writing to give his answers orally is an example of an
accommodation. This sort of accommodation extends across assignments and content areas.

Examples: Teacher provides notes/outlines, allows typewritten work, allows printed work, provides a peer note-taker, allows the use of
wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker, daily agenda checks between
home/school, additional progress reports, preferential seating, ability to leave the room without permission, peer buddy, behavior
reward system, extended time on assignments, shortened assignments, simplification of directions, tests read aloud to the student,
verbal response acceptable instead of written response, fewer multiple-choice responses (2 instead of 4), multiple-choice response
instead of fill-in-the-blank or short answer/essay, word banks provided for fill in the blank questions.

Modifications - Modifications are generally connected to instruction and assessment: things that can be tangibly changed or
modified. Making the assignment easier, so the student is not doing the same level of work as other students is an example of a
modification. This change is specific to a particular type of assignment. Making a slight modification to an assignment can drastically
improve a student’s ability to be academically successful. Changing what is being taught could make the difference in whether a
student becomes proficient in the general education curriculum, which could result in the attainment of a regular diploma as opposed to
achieving an IEP diploma.

Examples: Reduction of homework, reduction of classwork, omitting story problems, using specialized/alternative curricula written at
a lower level, simplified vocabulary and concepts, alternative reading books at independent reading level, tests written at a lower level
of understanding, preview tests provided as a study guide, providing picture supports, use of a calculator, grading based on pass/fail,
grading based on work completion.

Quantity Time Level of Support

Definition
Adapt the number of items that
the learner is expected to learn or
the number of activities students
will complete prior to assessment
for mastery.
Definition Definition
Adapt the time allotted and allowed Increase the amount of personal assistance to
for learning, task completion, or keep the student on task, to reinforce or
prompt the use of specific skills. Enhance
testing. adult-student relationships; use physical space
and environmental structure.

Example Example Example

Reduce the number of social
studies terms a learner must
learn. In this case reduce to
four terms: over, under, near,
far.
Individualize a timeline for
completing task; decrease pace
learning to allow for increased
processing time and practice.
Assign teaching assistant to student.
Specify how to interact with the
student. In this case, allow student to
choose the stuffed animal that will
be used to describe spatial relation.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Use hands-on activity of
peer/teacher assistant in “I Teach –
OK”. And pre-teach terms (over,
under, near, far) with visuals before
the lesson.
Simplify task directions to two terms The “I Teach – OK” hands on activity
being practiced at a time with the uses a stuffed animal so student can
teacher assistant. show knowledge with hands-on
materials.

Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example:
While demonstrating the “I Teach-
OK”, have the student hold the
stuffed animal, while others point
out location.
Elsa M. Jordan
May 26, 2024
Notes:
Alternate Goals: Adapt the goals or outcome expectations while using the same
materials. When routinely utilized, this is only for students with moderate to severe
disabilities. For example: In a social studies lesson, expect a student to be able to locate
the colors of the states on a map, while other students learn to locate each state and
name the capital.
Substitute Curriculum (Sometimes called “functional curriculum”): Provide different
instruction and materials to meet a learner’s individual goals. When routinely utilized,
this is only for students with moderate to severe disabilities. For example: During a
language lesson, a student is learning toileting skills with an aide.

AAAAAA

Types of Assistive Technology (E7)

1. Visual Aid: Projector to enlarge items so all 2. Reading Aids: Audio books used along with
Types of Assistive
students can seeTechnology
books/images/writing better. physical books.
(SP7CPE)
3. Organization & Memory Aid: Graphic organizer 4. Speech Communication Aid: Voice amplification
Types of Assistive
to help students with planning. system to help students hear better
Technology (SP7CPE)
5. Listening/Hearing Aid: Closed captioning on 6. Mobility Aid: Inflatable seat cushion for students
videos shown to students. with sensory and attention issues.
 Elsa M. Jordan
May 26, 2024
Venn Diagram of 504 and IDEA (E9)

D, G, H, I, K, L A, C, F, E, F
J, P

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
 Elsa M. Jordan
May 26, 2024
Suggestions for working with Students in Poverty (E12)
1. Listen to disadvantaged students. They need a strong relationship with a trustworthy adult if they are to
be successful.
2. Work to boost their self-esteem by praising their school success instead of what they own.
3. Spend time adding to their worldly experiences by involving them in such activities as field trips or
internships.
4. If a student does not have lunch money, check to make sure that a free lunch is an option for that child.
5. Arrange a bank of shared supplies for students to borrow when they are temporarily out of materials for
class.
6. Keep expectations high. Poverty does not mean ignorance.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading – having a purpose for reading can help foster curiosity

2. Support student autonomy – allow reading selection choice from a list of texts, allow students to choose where they sit,
give students control over who they work with or if they prefer to work alone

Use interesting texts – by using interesting texts students are more likely to choose these types of texts during free
3. reading time

Increase opportunities for students to collaborate during reading - Allow students to collaborate by reading together,
4. sharing information, and explaining and presenting their knowledge to others during reading-related tasks.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
1 Matching • Use during reading or Careful pairing of reading with phonics
(phonics) Books to after reading study gives children a chance to apply what
Phonics they are learning about letters and sounds to
• Use individually, with
Features the reading of words and stories.
small groups, or with
whole class setting
2 Inquiry Charts • Use during reading An Inquiry Chart (I-Chart) is a tool that
enables students to generate meaningful
(comprehension) • Use individually, with
questions about a topic and organize their
small groups, or with
ideas. Students integrate prior knowledge or
whole class setting
thoughts about the topic with additional
information found in several sources.
3 Blending and • Use individually, with Blending and segmenting games and
(phonological Segmenting small groups, or with activities can help students to develop
awareness) Games whole class setting phonemic awareness — the ability to hear
the individual sounds in spoken words.
Begin with segmenting and blending
syllables, and then move to working with
individual sounds (phonemes). Learning to
blend and segment sounds is key to learning
to read.
 Elsa M. Jordan
May 26, 2024

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Graphic Organizers, Outlines, Highlighted text

2. Build background Contextualizing Key Vocabulary, Vocabulary Self-Selection, Personal Dictionaries

3. Make verbal communication understandable Appropriate Speech, Explanation of Academic Tasks, Scaffolding

4. Learning strategies (this one should be easy!) “I Wonder”, Question Cube, Questioning the Author

5. Opportunities for interaction Grouping configurations, Cooperative Learning Activities, Wait Time

6. Practice and application Hands-on Materials/Manipulatives for Practice, Application of Content and Language
Knowledge, Integration of Language Skills

7. Lesson delivery Content Objectives, Language Objectives, Students Engagement

8. Review and assess Review of Key Vocabulary, Scaffolding, Providing Feedback

Reflections on the Reading STAAR (TL4)

1. Question 1: I chose the incorrect answer because I did not read the question quickly then skimmed the answers. Since the wave
metaphor closely matched “in and out at a steady pace” I chose than answer. However, after I saw that it was wrong and reread
the question, I realized that I failed to read the passage correctly. If I had taken my time I would have noticed that the “tidal
wave of customers trickled to a stream,” meaning the correct answer was the number of customers at the deli had become
manageable.

2. Question 2: I can see how a student who is not strong in identifying main ideas would have difficulty choosing an answer. All
of the answer selections are conflicts Eric has with his parents’ deli. But the there is only one main idea that the whole
selection covers.
 Elsa M. Jordan
May 26, 2024

Reflections on the Math STAAR (TL4)

1. I didn’t miss any in the Math section but I can see how a student would miss Question 2 based on how the selection of correct
answers were worded. If students have not been taught how to read Roman Numerals they may not know that IV is 4 and
could possibly not choose the correct answer based on this lack of knowledge.

2. Question 4: students may select the wrong answer in this problem solely because they see the number $720 in the selection of
answers.

3. On question 5: if a student is not fluent in number lines they may not know how to interpret 25% on the number line.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

(77.975
round to)
Final Percent 78%
C10 + D10 +
Final Letter Grade C E10
 Elsa M. Jordan
May 26, 2024
Three professional goals for my classroom (TL8)

1. I will enhance my ability to develop aligned formative and summative assessments which directly
measure students’ knowledge and skills for specific lesson/unit outcomes.

2. I will incorporate differentiation strategies which include varied content, process and product
expectations for students, using data and students’ learning profiles as the basis for decisions in order to
increase overall performance and close gaps in learning.

3. I will develop and execute lessons that consistently include student-centered activities and the
expectation for students to monitor their own learning through specific student-led strategies.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:

I will use research-based strategies for effective instruction and student success. That’s why I will set and
share objectives with my students, scaffold instruction, use cooperative learning, use cues, questions, and
advanced organizers, and provide opportunities for students to practice.

I will use relevant, easy to use, and customizable technology will be incorporated to enhance instruction in
my classroom. Some examples of the technology I will use are a computer connected to a projector, videos
that can help introduce topics, and approved educational programs for interventions.

Lesson planning will start with the end goal in mind and follow the district schedule of state aligned TEKs.
Hands on investigation and higher order thinking questions will be incorporated in the lessons for maximum
student success with differentiation options.

Non-negotiables in my classroom are being prompt, respecting others, using appropriate language, raising
their hand, and have integrity (do the right thing even when no one is watching).

To ensure all students have an equal opportunity to master learning I will recognize and adjust my
instruction to students’ needs, accommodate learning styles, use visuals, promote diversity, create a culture
of community, and prioritize parent communication.