STANDARD 3: PLANNING FOR DIFFERENTIATED INSTRUCTION

Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

This artifact demonstrates Illinois Professional Teaching Standard 1 - Planning for differentiated instruction

I created some visuals to teach the four seasons of the year. I created this lesson for my EL students because they learn better when differentiating the materials by providing some visuals and pictures to help them make connections between the content and the pictures. In this lesson, after reading about the four seasons of the year, I used to pocket chart with pictures of the four seasons and the students got to sort the pictures with the right season that match the picture. first, I modeled to students how to do the activity by choosing one picture, talking about the picture, and putting the picture in the right place. Then students take turns sorting the picture with the appropriate season.

ELL students benefit from learning using visuals and pictures. They feel good about learning materials as they can make connections between the pictures and the content. I always make sure to help my students by differentiating the materials for them to make sure to meet all my students' different needs.

In this lesson, I also included a writing activity using sentence frames for students to write about their favorite season. The sentence frame "My favorite season is ....." helped my students with their writing as they in the process of learning the English language and it helps when they have differentiated materials.

This artifact demonstrates Illinois Professional Teaching Standard 1 - Planning for differentiated instruction

I taught a reading lesson to my EL kindergarten students. I read Pete the cat rocking in my school shoes. After reading, students were asked about their favorite place in the school. One of my students shared her response but was not able to write the sentence. I provided a different pathway based on student needs by writing the sentence with a highlighter and students were asked to go over it with a pencil. This activity matches with the standard as teachers should develop plans based on students' responses and provide for different pathways based on student needs.

In this lesson, We first read "Pete The Cat Rocking In My School Shoes" book with the students. The book is about the places that Pete the cat goes to at school, the classroom, the lunchroom, the library, and the playground. We talked after about our favorite place in the school and why. Students took turns sharing about their favorite place orally with the whole group and then they were asked to record their responses in their journals by writing them. Some students were able to write the sentence by themselves and some needed some differentiation by either providing a sentence frame to students and students writing it, or writing the sentence with a highlighter and students going over it with their pencils based on students' needs.